SEN Magazine - Issue 99 - March/April 2019

March • April 2019 Issue 99

Taking learning outside

Why the great outdoors is a top resource for teachers

World Autism Awareness Day Special feature: • what’s it like to be autistic?

• practical advice for teachers • autism research priorities

Making a move

Supporting the transition to adult life EdTech • supporting parents • ADHD • sensory impairment • SEN law • PDA toilet training • dyslexia • accessible vehicles • Tourette’s • short breaks performing arts • TES SEN North • recruitment • CPD and more…

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This issue in full March • April 2019 • Issue 99

Welcome World Autism Awareness Day (WAAD) is just around the corner. On Tuesday 2 April, organisations and individuals around the globe will be celebrating the diversity of the autism spectrum and highlighting what needs to be done to improve understanding of autism and better support autistic people.

To mark WAAD, three leading UK autism charities have kindly contributed to a major feature in this issue of SEN Magazine. The National Autistic Society look at what autism is and how it is perceived by the public (p.86); Ambitious about Autism provide some practical advice for teachers supporting pupils with autism (p.90); and Autistica look at how autism research is changing to develop personalised interventions (p.96).

Also in this issue, Nick Lee reveals how learning outside the classroom can be used across the curriculum with pupils of all abilities (p.42);

and George Fox and Lesley Copland examine the transition to an adult placement or moving home after education for young people with SEN (p.68).

You will also find articles on EdTech (p.26), performing arts (p.28), supporting families (p.32), ADHD (p.36), toilet training (p.48), dyslexia (p.51), accessible vehicles (p.54), Tourette’s syndrome (p.59), short breaks (p.62), sensory impairment (p.78), autism and puberty (p.101) and PDA (p.102).

In regular features, we look at funding for SEN, in SEN law (p.24), and supporting the mental health of staff, in recruitment (p.105).

The next SEN Magazine will be our 100th issue, so be sure to subscribe and get your copy of this landmark issue (see inside back cover for details).

Peter Sutcliffe Editor editor@senmagazine.co.uk

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SEN news

13

What's new?

22

Point of view

24

SEN law

26

EdTech

28

Performing arts: dance

29

Performing arts: drama

32

Supporting families

36

ADHD

42

Learning outside the classroom

48

Toilet training

51

Dyslexia

54

Accessible vehicles

59

Tourette’s syndrome

62

Short breaks

66

Book reviews

68

Transition to adult life

78

Sensory impairment

85

World Autism Awareness Day/Week feature

101

Autism and puberty

102

PDA

105

Recruitment

108

TES SEN North

110

CPD, events and training

119

About SEN Magazine

120

SEN resources directory

122

SEN subscriptions

CONTRIBUTORS

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

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

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

Next issue deadline: Advertising and news deadline: 3 April 2019

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

Lola Alvarez-Romano Jonathan Baron Michelle Beckett Lesley Copland James Cusack Jessie Ellinor Jackie Fletcher George Fox Ritam Gandhi Dave King Nick Lee Mark Lever Natalie Menagh Chas Mollet Mary Mountstephen May Ng Amanda Pape Joao Roe Mark Saunders Douglas Silas Robyn Steward Jayne Warburton Jo Worgan Alison Worsley Catherine Wright

SEN Magazine ISSN: 1755-4845 SENISSUE99

In this issue 51

Dyslexia

26

62

Short breaks

Forward with technology

59

How EdTech is shaping the future of learning for people with SEN

28

Positive steps

62

Taught in the act

68

40

The unforeseen journey

78

ADHD: off the radar

85 World Autism Awareness Day/Week feature

ADHD and motor interventions

86

54

Autism: where we are in 2019 What it’s like to be autistic and how does the public understand autism?

Taking learning outside

90

Reaching their potential Practical solutions for teachers supporting pupils with autism

Toilet training kids with SEN

96

Practical tips for parents

51

Sensory support

Are we ignoring a national emergency that is harming one in twenty of our children?

Why the great outdoors is one of the best resources available to teachers

48

Making a move

Best practice in identifying and supporting children with sensory impairment

The role of physical exercise in improving cognitive performance in kids with ADHD

42

Short breaks shake-up

Supporting young people with autism in the transition to an adult placement or moving home

How schools can support traumatised parents

36

Coming to terms with Tourette’s

Why we need to think creatively about what our short breaks providers offer

Using drama to help pupils with SEN to develop their communication and creativity

32

68

Transition

How attitudes towards Tourette’s can make all the difference to a child’s time at school

Boosting the resilience and confidence of students with autism through dance

29

March • April 2019 • Issue 99

Weighing up the evidence for dyslexia

Participation and personalisation How autism research is changing to develop individualised interventions

Dyslexia assessments and the development of learner profiles

101 Understanding periods

Road worthy

102 The different faces of PDA

Helping girls with autism to manage their periods

What are the main considerations when selecting an accessible minibus?

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Useful advice on how to identify and support children with pathological demand avoidance

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36

ADHD

42

Why is ADH off the rad D ar?

magine there was a life-limiti ng neurological condition that affected over 550,00 child ren and 1,65 0,000 adults in the UK: one that you were born with, as genetical ly heritable as height; one so serious that if left undiagnosed and untreated it could mean that your life expectanc y could be reduced by as much as 25 years, with an 80 per cent chance of poor mental health such as treated. Not anxiety and depr only that, but ession; one that leave treatment was inexpensiv s you 11 times e and safe, with more likely to be unemploy 80 per cent of child ed and twice ren and adul as likely to get divorced ts gaining enou gh relief to func . tion, realising A bit far-fetche their pote ntial. d? Let’s take And by doin it further. g this, it wou Now imagine impr ld ove kids with it countless lives were 100 , saving billio times more of pounds for ns likely to be exclu the NHS, scho ded from school or it incre ols, polic the e, prisons and ased adolesce the Departme nts’ risk of self-harm nt for Work and Pens by as much ions. as 8.5 times.

What if 25 per What if thos cent of all priso e affected coul ners were affected by this d really flourish if diag condition, 25 nosed and per cent of alcoholics and supported, allowing natu substance abus ral strengths ers and perhaps twosuch as quic thirds of hom k thinking, eless people? creativity, drive But imagine and pass ion to shine if it was really through? easy to reduce these Now imagine terrifying stati most sufferers stical risks, as this cond had no idea they had ition can be it, were curre successfully ntly being treated for the wrong conditions SENISSUE99 , or told

36 ADHD

What if those affe cted could really flou rish if diagnosed and supported?

OUTSIDE TH

E CLASSROO

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Taking lear ning outsid e

The great outdoo

Michelle Becket emergency that t argues we are ignoring a nati onal is harming one in twenty of our children

I

LEARNING

rs is one if the bes

they were “bad ly behaved” or “failures”.

Imagine also that most doct ors, parents and teachers didn’t know what to look for.

It would be incredible, wouldn’t it, if elements in the media regularly reported that the condition didn’t exist, or that public figures cried in horror that out potentially life chan ging medicines were being given to these children, whe n all they need ed was a better diet or less scre en time ? On top of all of this, imagine it often took several year s to get diag nosed, if you were lucky enou gh to get on a waiting list at all, and that some parts of the country didn ’t even have a service for the condition .

This scenario isn’t dystopian science fiction that we have to imag ine. This is the reality for those living with ADHD in the UK.

Lack of awa reness

So why is this happening?

The primary issue seems to be lack of awareness of WWW.SENMAGA

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t resources ava

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ilable to teachers,

writes Nick Lee

he draw of taking part in activities in the open air can be far mor e powerful Similarly, an for outdoor env children than ironment can provide sitting indoors a great sens and listening ory break for to teachers talki children who ng about struggle to focu the lesson in hand. Somethin s in class for very long. g as magical For many child as lighting a ren, working fire can be so hard for a prol engaging for onged period children and of time can the benefits be very dem for educators anding. They of enabling child need time to ren to take part be able to re-c in such entre themselv simple activities es for the are numerou next activity s. asked of them When children . This time outside could are outside, range from anyt might be the this only time in the hing from a few pushes scho ol on that they are day a swing to 15 allowed to feel minutes of complete free. Many free exploration children relis fall or spin. h this sense .

Children usu of freedom, and we can ally relate so easily to all relate to Opportunitie outdoor env the feeling of having no pres s ironments, for lea whic rnin h is a great sure to do anyt g There are so bonus for the hing we many ways don’t want cause of outdoor for teachers to do, perh to get crea learning, eve aps a bit like tive in devising being on holid n before an adult has star learning ay and read opportunitie ted to get invo ing a book s for children for many of lved. us.

If the outdoors outdoors.

At my sch motivates the ool, we hav Most children, e used lots child you are working regardless of different type of with, why not s of outdoor their abilities or nee use that to your advanta activities in ds, love the our outdoor ge and use it sense of space. Mos space outdoors as part of the day’s sche t are done in ; they love rollin class groups dule. I know g down and slopes and clim that , as would a generic SEN have worked bing trees or primary scho wonders for low level ol, we often objects; and me when I was at school. have pupils they love the with a very wide Spending time sights and sounds of natu range of abili outdoors can also be re and watchin ties. We have found, thou used as a rew g things ard for good gh, that we can behaviour or take all sub learning. jects outside and that we’v SENISSUE9 9 e been able to different iate at every P level. To

An outdoor enviro nment can provide a gre at sensory break for children who str uggle to focus in class

42 Learning outside the classroom

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World AwarenAeustsism Da

SEN news

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What's new?

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Tuesday 2 Ap

World AwarenAeustsism We

The latest products and ideas from the world of SEN

1 to 7 April 20

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Point of view

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Have your say on any issue relating to SEN!

SEN law

SEN funding in school in relation to expressing a preference for a school in an EHC plan

Book reviews

105 Recruitment

How supporting the mental health of staff can aid recruitment and retention

110 CPD, training and events

Your essential guide to SEN courses, seminars and events

120

Special featur e

SEN resources directory

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Autism: wh ere we are in 201 What’s it like to be autistic? 9 How does the understand autism? public Mark Lever , National Au tistic Socie ty 90 Reaching the ir potential Practical tip s for teache rs supportin Alison Worsl g pupils with ey, Ambitiou autism s about Autis 96 Participatio m n and perso nalisation How autism research is cha nging to foc individualise us on d interventio ns James Cusac k, Autistica WWW.SENMAG AZINE.C

85 Autism

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In the next issue of SEN Magazine – our 100th issue! autism • dyslexia • SLCN • learning disability • outdoor play • healthy eating for kids tech in the classroom • numeracy • fostering • sport • cycling recruitment • CPD and much more…

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SEN NEWS

Ofsted focus on “what children learn” and “behaviour” Inspections to move away from reliance on test results Unions skeptical that Ofsted will solve problems it helped create Ofsted has published a consultation on proposals for changes to the education inspection framework, to take effect from September 2019.

The new framework proposes a move towards looking at the substance of what pupils are being taught rather than relying on exam results and test data. The education watchdog says it will “look at how a nursery, school, college or other provider’s results have been achieved – whether they are the result of broad and rich learning, or gaming and cramming.”

There will also be a new separate behaviour judgement which will assess whether schools are creating a calm, well-managed environment free from bullying. Alongside that, proposals for a “personal development judgement” will consider how effectively schools and colleges contribute to building young people’s resilience and confidence in later life.

Widespread concerns that an emphasis on test results has led to a culture in which children’s teaching is becoming narrowed in schools in order to boost performance table points, has been echoed in Ofsted’s own research. Ofsted found that in many primary schools, rather than reading a wide range of books, some children are instead spending their time repeating reading comprehension tests. In some secondary schools, pupils are being forced to pick exam subjects a year or more early, meaning many lose out on the arts, languages and music. At GCSE level, pupils are being pushed away from studying EBacc subjects such as history, geography, French and German, and towards qualifications deemed to be “easier”.

Similar practices were found to exist in the further education and skills sector. Some colleges were reported to offer “popular” courses designed to attract maximum student numbers, rather than those which will lead to a job. Some apprenticeship providers focus on quantity rather than quality, meaning young people don’t get the training they need.

Early Years practitioners also felt pressurised into completing endless documentation to demonstrate each stage of a child’s development, rather than feeling able to spend time reading to children, or playing with them, Ofsted says.

Key changes to the framework

The main proposals for consultation include: a new “quality of education” judgement, centred around the curriculum; looking at outcomes in context and whether they are the result of a coherently planned and well-delivered curriculum; no longer using schools’ internal performance data as inspection evidence; SENISSUE99

Ofsted is planning a new “quality of education” judgement.

separate judgements about learners’ “personal development” and “behaviour and attitudes”; and extending on-site time for short inspections of good schools to two days.

School leaders’ union the NAHT says Ofsted’s proposals will cause widespread concern amongst those running schools.

“There’s nothing here that will reduce stress and increase the reliability of judgements, which many say is sorely needed”, says the union’s Deputy General Secretary Nick Brook. “This is not the game-changer that many have hoped for”.

Mr Brook also argues that Ofsted is guilty of creating some of the very things it is now heavily criticising.

The NAHT welcomes plans to end Ofsted’s “obsession with data” and instead concentrate on what is taught and why. The union is concerned, though, that the subjective views of inspectors could lead to inconsistent judgements, making it difficult for parents to be able to rely on the reports to make decisions about their children’s future.

Dr Mary Bousted, Joint General Secretary of the National Education Union is scathing of Ofsted’s proposals. “The uncomfortable truth for Ofsted is that the practices it deplores – the narrowing of the school curriculum and teaching to the test – have been the results of its own enforcement, through inspection, of a range of narrow measures to judge school quality”, she says. “None of these narrow accountability measures are being abolished.”

She concludes that Ofsted’s reputation as a reliable arbiter of school quality is “gravely damaged”.

The consultation is open until 4 April 2019. The final framework and inspection handbooks will be published in summer 2019.

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SEN NEWS

Young people don’t receive the mental health support they need Government’s vision for mental health provision is not being realised, say MPs “Workforce crisis” and funding shortfall blamed for failing services Only three in ten children and young people with a mental health condition receive NHS-funded treatment, says a House of Commons report.

Issued by the cross party Public Accounts Committee (PAC), the report is highly critical of the state of mental health provision for children and young people. “The Government has committed to providing ‘parity of esteem’ between mental and physical health services, but it is still unclear what it means by this in practice”, it says. The Government also does not have a comprehensive long-long-term plan for how to fulfil the vision it presented in Future in Mind, which set out a cross-sector vision for how to support children and young people’s mental health.

Official figures show that one in eight five to 19-year-olds have a mental health disorder. The number of children with an emotional disorder has risen sharply from 3.9 per cent in 2004 to 5.8 per cent today.

The Committee welcomed the Government’s focus on improving NHS mental health services for children and young people, but said there are still significant gaps in the data needed to monitor progress.

Work to increase mental health staff numbers and develop the right skills has also progressed more slowly than planned. “The recurring issues with recruitment and retention of NHS staff remain unchanged and it is clear that the Government’s inability to increase the number of mental health nurses is a roadblock to progress in this area.”

The report argues that while new ways of supporting young people’s mental health through prevention and early intervention, particularly in schools, are now being developed, the Government must make “urgent headway” on all these fronts in order to ensure young people get the mental health provision they need.

“The Government urgently needs to set out how departments, and national and local bodies, are going to work together to achieve its long-term ambition”, said Meg Hillier MP, Chair of the PAC. The Children and Young People’s Mental Health Coalition, an association of more than 180 charities, praised the PAC report for identifying some of the key ongoing challenges faced by Government and services in improving the mental health of children and young people. Kadra Abdinasir, the Coalition’s Strategic Lead, welcomed the Committee’s recommendation “that Government takes a cross-departmental and long-term WWW.SENMAGAZINE.CO.UK

approach to truly transform services and place prevention and early intervention at the heart of these initiatives.”

Councillor Anntoinette Bramble, Chair of the Local Government Association’s Children and Young People Board, also praised the report for recognising the importance of early intervention and prevention services for children provided by councils, and the significant financial strain authorities are under. She said that “Councils are facing a country-wide children’s care cash crisis and are being forced to cut many of the early intervention services which help children avoid mental health issues in later life”.

Councillor Bramble urged the Government to address the estimated “funding gap of £3.1 billion” for children’s services by 2025 in the forthcoming Spending Review. She also said that the NHS needs to work with councils. “The Government has promised £1.7 billion for children’s mental health, and it should make certain all of this is received by children’s mental health services, and not diverted elsewhere. Where it has been spent on other services, government should make up the shortfall”, she said.

Responding to the PAC report, Fiona Smith of the Royal College of Nursing (RCN) said: “When it comes to addressing the rising demand for children and young people’s mental health support, the Government hasn’t matched rhetoric with reality.”

She stressed that “The biggest obstacle to improvement is the workforce crisis in nursing. Staff shortages stop healthcare professionals intervening early and providing services when young people are in crisis.” The RNC believes that a lack of mental health, learning disabilities and children’s nurses means children will wait longer for essential care, and that the shortage of school nurses will prevent schools from halting the escalation of mental health issues amongst pupils.

The report, Mental health services for children and young people, can be found on the website of the UK Parliament: www.parliament.uk SENISSUE99

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SEN NEWS

Councils fail to meet school allocation deadlines for children with SEN Thousands of children with SEN may be subject to “unnecessary” confusion and distress because local authorities in England are missing the deadline for their final transition education, health and care plan.

Call for SENCO’s time to be legally protected Almost three-quarters of UK SENCOs do not have enough time to adequately support pupils with SEN and disabilities, says a new report.

Looking at the effects of the SEN reforms since 2014/15 on the role and workload of the SENCO, and on the school, the National SENCO Workload Survey was conducted by Bath Spa University in association with the National Education Union (NEU) and nasen.

More than three-quarters (78 per cent) of SENCOs said they were routinely prevented from being able to carry out their SENCO role effectively by the demands of other tasks within their setting. Only a quarter of SENCOs surveyed felt the role was manageable by one person.

The report also found that SENCOs are working extra hours to fulfil the demands of the SENCO role, with 43 per cent of primary SENCOs and 71 per cent of secondary SENCOs working more than nine extra hours per week on SENCO duties.

Almost all (95 per cent) of SENCOs surveyed said they should have legally protected time to enable them to fulfil the demands of the role.

The vast majority of respondents (71 per cent) reported that they enjoy the SENCO role, but 30 per cent said that they do not intend to be in the same role in five years time. Workload was cited as a primary reason by 49 per cent of those wanting to leave the profession, with a lack of government funding for SEN support being blamed by 45 per cent.

The report calls for SENCOs to have a minimum of one and a half days per week allocated to the role. Where appropriate, SENCOs should have a full, non-contact timetable, depending on the circumstances of the school. School leaders should review the time and support provided to SENCOs to encourage experienced SENCOs to remain in post. The report also calls on SENCOs to review their job description with their headteacher and SEND governor with a view to determining the amount of protected time they require to facilitate their role.

The legal deadline for local authorities to notify the families of children in England who have an education, health and care (EHC) plan in place in regard to which school place they have been allocated was 15 February. However, figures obtained under a Freedom of Information Act Request (FOIR) by education solicitors at Simpson Millar show that in 2017, 103 of the local authorities in England who responded reported delays.

The total figure amounts to 17 per cent of children in England with an EHC plan – 2421 (out of 14079) pupils.

Imogen Jolly of Simpson Millar says it is the responsibility of local authorities to carry out a transition review and an education, health and care needs assessment for children with an EHC plan who will be moving into secondary school in September.

Authorities that do not meet the deadline are in breach of their statutory duty, as families who are not notified of their school by the deadline have less time to manage the transition process for their children, who may struggle to adapt.

“The February deadline is crucial for parents who need time to prepare their children – many of whom need additional support during times of change – for the transition, and for those who wish to appeal the provision or placement set out in the plan”, she says.

Hundreds of children with SEN could experience a “stressful, poorly managed and hugely overwhelming transition from primary to secondary school which is extremely concerning”, warns Imogen Jolly. “The fact that so many local authorities have been unable to meet the deadline in the past is quite concerning and hugely upsetting for parents”.

Authorities failing to meet the deadline could be subjected to legal action by parents.

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

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The report can be found at: www.bathspa.ac.uk/sencosurvey SENISSUE99

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SEN NEWS

Robots to attend school instead of pupils A new project is to explore the use of technology in allowing pupils in alternative provision to attend school virtually. A robot will take the place of a pupil in class and the child can “take part” in school via an app on their phone or tablet.

The Department for Education (DfE) has provided a £544,143 grant for a two-year project which will look at how technology can support children with physical and mental illness, and the role that technology can play in reintegrating them into mainstream or special school placements.

Those participating in the project will use AV1 telepresence robots, created by Norwegian company No Isolation, to virtually attend school for as long as they are unwell, with assessments and evaluations taking place throughout this time. The project’s organisers say the use of the robots will enable children to remain connected to their home schools and communities and socialise with classmates while they are physically away from school. In addition to driving up standards of education for participating children, the project aims to minimise the impact that school absence can have on a child’s friendships, mental wellbeing and future prospects.

The initiative, headed by Hospital and Outreach Education in partnership with No Isolation, Great Ormond Street Hospital School, Manchester Hospital School, Leicester Hospital School and others, will see an initial 90 children in key stages 1 to 5 paired with the robots. The children, affected by a variety of conditions ranging from chronic fatigue syndrome (ME) and cancer, to mental health illnesses, including anxiety and eating disorders, are eligible for the project because they are already reliant on receiving educational support through alternative provision either in a general hospital, a medical pupil referral unit, mental health in-patient unit or at home.

This project is one of nine providers to secure a portion of the £4 million the DfE has allocated to the Alternative Provision Innovation Fund.

Cath Kitchen, National Leader of Education for hospital education, put together the successful funding bid for the project. “I hope that the findings from this project will pave the way to providing equal access to education for students with medical and mental health difficulties, enabling them to fulfil their potential”, she said.

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School funding to be debated by MPs A petition calling for an increase in funding for schools will be debated in the Houses of Parliament. The House of Commons’ Petitions Committee has announced that the debate will take place on Monday 4 March 2019 in the Grand Committee Room just off Westminster Hall.

The debate will be opened by Liz Twist MP, a Labour member of the Petitions Committee.

The petition, which has received over 79,000 signatures (as at 16/2/19) says that schools’ income has not kept pace with the rise in costs since 2010 and schools are facing difficult choices on how to spend their limited funding. “All schools are working very hard to ‘make ends meet’ but this is becoming increasingly difficult and verging on almost impossible”, it says.

The petition says schools have had to cut back in a number of areas, including: teaching and non-teaching staff; support for more vulnerable pupils; teaching resources; activities for primary pupils; extra curricula activities; repairs to buildings; and renewal of equipment.

The Government issued a statement in response to the petition saying: “We recognise schools are facing budgeting challenges and we are asking them to do more. We have increased funding by an extra £1.3bn across this year and next, over and above previous spending plans.”

The statement says there is more money going into schools than ever before. It quotes figures from the Institute for Fiscal Studies showing that in 2020, per pupil funding for five to sixteen-yearolds, adjusted for inflation, will be 50 per cent higher than in 2000, and 70 per cent higher than in 1990.

The Government says it will provide £250 million of additional funding for high needs over this financial year and the next, bringing the total allocated for high needs, within the overall core schools budget, to £6.1 billion in 2018-19 and £6.3 billion in 2019-20. “We recognise that the high needs budget faces significant pressures and this additional expenditure will help to manage those pressures”, the statement says.

Interested parties will be able to watch the debate online at: parliamentlive.tv

News deadline for next issue: 3/4/19 Email: editor@senmagazine.co.uk SENISSUE99

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SEN NEWS

Teachers feel they are being intimidated by parents on social media

New Sensory Alliance to increase opportunities for inclusive sport

A quarter of teachers contacted by parents via social media have received criticism of their school or professional criticism, targeted at either them or a colleague. A fifth of teachers have received personal criticism, verbal abuse or inappropriate comments or pictures from a parent.

British Blind Sport, disability charity Sense and UK Deaf Sport have joined forces to form the Sensory Alliance. With a shared remit and common goals, each partner in the Alliance will work with key stakeholders within the industry with the aim of creating a unified approach to breaking down the barriers to sport and physical activity for people living with sensory impairments and/or complex disabilities in England.

Research by education insurer Ecclesiastical found that both parents and students are using social media platforms such as Facebook, Twitter and WhatsApp as a means to contact teachers outside of official school channels.

Almost a third (31 per cent) of teachers who have been contacted on social media also believed that a parent had tried to intimidate them. Of those who have received criticism, one in five have asked a parent not to contact them, blocked a parent from their social media accounts or reported a parent for their behaviour, while nearly a quarter have spoken to a parent about their behaviour.

“There have been countless examples of people posting on social media without really thinking about the ‘real life impact’ that their actions have and our research shows that teachers are the target of this behaviour too”, says Faith Kitchen, Education Director at the insurance provider.

Nearly one in five teachers that had been criticised told the survey that this behaviour had left them feeling pressurised and harassed, and one in ten admitted to feeling intimidated or threatened as a result of the contact they have had. “The impact on the mental health of teachers must be a concern for schools,” Faith Kitchen believes.

More than half (56 per cent) of teachers agreed that social media makes it easy for parents to bully teachers, while 47 per cent said that social media amplifies bad behaviour towards teachers from parents; 47 per cent also said that parents are not good role models for their children.

More than a quarter of teachers surveyed have received criticism, abuse or inappropriate messages from a student. A fifth believed that a student had tried to intimidate them on social media.

The Sensory Alliance members are committing to: sharing research and data with partners to support the increase of sport and physical activity levels of those with complex disabilities or sensory impairments; working jointly on opportunities that will strive to improve experiences of sport and physical activity; promoting activities and events delivered by each organisation within the Alliance and other external opportunities; and working together to develop resources and guidance for the sport and physical activity sector.

Each of the three organisations receives funding from Sport England to support and engage people with sensory impairments and/or complex disabilities in sport and physical activity.

Speaking about the collaboration, Logan Gray, National Partnerships Manager at British Blind Sport, said: “Combining the knowledge we have of our respective audiences will enable us to provide greater expertise to our partners and have an impact that will reach more people”.

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

The survey was carried out for Ecclesiastical by OnePoll; 250 teachers were surveyed anonymously in October 2018.

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SEN NEWS

School exclusion risk highest for pupils isolated from family, school and community Children who report weaker ties with their family, community and school are most likely to be excluded from school and experience mental health problems, according to new research.

The report highlights the link between mental health difficulties, lower academic attainment and persistent absence from school.

It also finds that pupils excluded from school consistently have higher levels of behavioural problems, difficulties with peers and attention difficulties than their peers.

BATA fears over DSA provision The British Assistive Technology Association (BATA) has expressed concerns at the Government’s plans to tender the provision of assistive technology equipment provided under Disabled Student Allowances (DSA). The Association says the proposals have led to uncertainty about the future of DSA and the wider industry that supports disabled students.

While welcoming the continued commitment of the Department for Education (DFE) to support disabled and neurodiverse students in higher education through DSA, the sector body is calling on the Government to ensure there is thorough consultation with industry stakeholders, higher education providers and students.

Antony Ruck, Chair of BATA, stresses that the needs of students must remain at the centre of any decision making. “The current policy of ‘student choice’ with regard to equipment supply and training should be preserved”, he says. “The DfE must also consider the impact of the reduction in the number of companies supplying equipment and training that is implicit in the current proposal.”

Mr Ruck fears that the decision to consolidate both equipment and training means that the expertise of standalone training companies and institutions’ in-house teams may be lost to students. He is urging the DfE to carefully analyse the consequences of this decision to ensure the best outcome for students.

“Any efforts by DfE to simplify, streamline and expedite the process of providing disabled students with assistive technology to enable them to study to the best of their abilities are broadly welcomed by our members”, says Mr Ruck.

BATA is urging the DfE to continue supporting small and medium sized British businesses and reflect this support in the criteria used for award of supply contracts.

News deadline for next issue: 3/4/19 Email: editor@senmagazine.co.uk WWW.SENMAGAZINE.CO.UK

The survey of over 30,000 young people (aged 11 to 14) was conducted as part the HeadStart programme by the Anna Freud National Centre for Children and Families and UCL’s Evidence Based Practice Unit.

It found that young people who were excluded from school scored lower on average for family support, community support, school and peer support. They were also less likely to participate in community, home and school activities. Additionally, young people excluded from school demonstrated a lower ability in managing emotions, problem solving, goal setting, empathy and helping others.

Young people excluded from school were more likely to experience behavioural and attention difficulties, difficulties with peers, and perceived stress. On average, children and young people experiencing higher levels of mental health, behavioural and attention difficulties are likely to achieve lower levels of academic attainment and are more likely to be absent from school, the report says.

The report is part of the evaluation of HeadStart, a five-year, £56 million National Lottery funded programme. HeadStart aims to explore and test new ways to improve the mental health and wellbeing of young people aged ten to 16 and prevent serious mental health issues from developing.

The research findings support the new policy and practice initiatives which are being developed to provide better links between schools and mental health services. It also suggests that mental health providers could consider educational outcomes as potential indicators of mental health difficulties.

“In the past the focus of educational reforms has mainly been on academic outcomes, and social and emotional learning has taken a back seat”, says Research Lead Dr Jessica Deighton.

“Our findings suggest that if we are serious about finding the best way to prevent children from being excluded from school we need to look in more depth about how we support these children through their difficulties by working with their families and schools.”

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Struggling with ADHD? Whether you are struggling as a teacher of a pupil with ADHD, a parent of a child with ADHD, or a parent with ADHD, you don’t have to go through it alone: the ADHD Advocate can help.

Through ADHD coaching, education and the law, The ADHD Advocate can help provide you with the knowledge and support that you need to overcome the challenges and harness the unique strengths of this often misunderstood and misdiagnosed neurobiological “condition”.

To learn more about how The ADHD Advocate can help you realise your child’s unique potential and thrive with ADHD, visit: www.theadhdadvocate.com and email Stephanie at: stephanie@theadhdadvocate.com

ADHD Wise UK: solutions for managing attention, impulsivity and hyperactivity in the classroom ADHD certainly changes the dynamic of a learning Promoting positive outcomes. environment, but it doesn’t need to become overwhelming. In most cases, ADHD can be well managed and children can thrive.

Teachers and schools are often unsure of what support is needed in the first place, or how they will find the time, energy and resources to meet needs moving forward.

ADHDWISEUK

ADHD Wise UK provides training, support and consultation.

They work with schools to “promote positive outcomes” and help them to devise a bespoke solution-focussed approach. www.adhdwise.uk

Autism Education Trust’s courses receive full CPD accreditation The Autism Education Trust (AET) is dedicated to providing the highest quality autism training courses to education practitioners in early years, schools and post-16 settings.

Pursuing and gaining full CPD accreditation is an important part of the Trust’s commitment to ensure exceptional quality, maximum value and convenience to its partners and delegates.

SEN Law Conference: Tuesday 5 March 2018 Limited tickets remain for this popular one-day conference organised by IPSEA, Douglas Silas Solicitors and Matrix, taking place on Tuesday 5 March at Prospero House, London.

Hear from a range of expert speakers providing the latest legal updates across all aspects of SEN law.

Attendees who have already booked their place include: lawyers, barristers and advisers in SEN law; local authority representatives; IASS advisers; SEN professionals, including educational psychologists, occupational therapists and speech and language therapists; school and college staff; and charitable organisations.

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

First speakers announced for The Autism Show 2019 The national event for autism, in association with the National Autistic Society, is returning this June with a packed programme of talks, workshops and clinics, plus hundreds of products and services which can make an immediate difference to those you care for, support or teach.

Key speakers announced include Georgia Harper and Sam Ahern (from Channel 4’s “Are You Autistic?”), Professor Francesca Happé (Director, Social, Genetic and Developmental Psychiatry Centre at King’s College London) and Sharonne Horlock (Strategic Leader at SEND).

The full programme will be published in March.

Save 20 per cent on ticket bookings at: www.autismshow.co.uk

Promoting independence at Bendrigg Trust Bendrigg Trust have updated their sensory room to enable participants to change the atmosphere of the room themselves. It is an important step forward in the Trust’s mission to promote independence.

The AET offers 14 courses to mainstream and specialist educational settings 0-25, all created by leading autism specialists, including researchers, academics, people with autism, parents of pupils with autism, local authorities and practitioners.

The sensory room at Bendrigg Trust has a variety of lighting equipment, including touch wall panels, string lights, and light projectors.

There is also a music system in place, bubble tubes and comfy bean bags. Groups can enjoy the sensory room as part of their residential or day visit.

For more information about AET courses, partnership and free resources, visit: www.autismeducationtrust.org.uk

To find out more about residential courses at Bendrigg Trust, visit: www.bendrigg.org.uk or call: 01539 723766.

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Professional training in LEGO®-based therapy

£1 a month buys help with whatever life throws at you*

Bricks for Autism run training courses for professionals to learn how to use LEGO®-based therapy to support children with social communication difficulties such as autism. LEGO®-based therapy is a fun social skills programme involving collaborative LEGO® play.

The Employee Assistance Programme provides 24/7 professional, confidential, practical support whenever you face difficult circumstances at home or at work. Simply make a phone call to get help.

Courses are suitable for psychologists, teachers, SALTs and other health professionals and are endorsed by Cambridge Autism Research Centre. The trainer is Dr Gina Gómez de la Cuesta, clinical psychologist and co-author of the LEGO®based therapy manual.

Course attendees said “Extremely enjoyable and informative” and “Excellent delivery and useful materials”. www.bricks-for-autism.com info@bricks-for-autism.co.uk

This service is run by Education Support Partnership – the national charity campaigning for the interests and wellbeing of everyone in education and providing individual support in the form of financial grants and a crisis helpline.

Mark Saunders looks after SEN schools. Contact Mark for information about the Employee Assistance Programme.

Email: mark.saunders@edsupport.org.uk or call: 07968 299338. *SEN Magazine discount price.

Transition – your child’s journey into adult support

EQUALS Pre-formal (PMLD) Curriculum

It is recommended that you think about your child’s adult life ahead of their Year 9 annual EHC plan review.

This is the first “official” conversation to determine the best options for your loved one.

EQUALS Pre-formal (PMLD) Curriculum is a curriculum of ideas for learners with profound and multiple learning difficulties. It is designed to help teachers and teaching assistants to build routines, facilitate change, offer alternatives, observe and guide.

For anyone in this position, it is a frightening time. How will they transition to adult services? Will their EHC plans deliver and ensure they continue to receive the funding for support they need?

Dimensions have compiled a guide, with the involvement of families and professionals, aiming to make a complex time as simple as possible. Download it from: www.dimensions-uk.org/what-we-do/transition

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 or 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 .

It 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, email: secretary@ddt-deaf.org.uk www.deaf-trust.co.uk/school SENISSUE99

The aim is to put the learners in control by giving them an environment that they can understand and that they are allowed to keep changing in order to encourage development.

For more information, go to: equals.co.uk

Supported internships at Exeter Deaf Academy Exeter Deaf Academy is the first UK post-16 Deaf education provider to establish supported internships.

Supported internships are structured study programmes based primarily with an employer to prepare students for working life, help them achieve their best in education and make the progression to sustainable employment.

Deaf Academy students aged 16 to 24 have access to a range of on-site therapies including audiology, speech and language therapy, counselling, occupational therapy and physiotherapy.

Great importance is placed on social, emotional and cultural development, alongside tailor-made education and care packages to equip students with skills for work. www.exeterdeafacademy.ac.uk/college WWW.SENMAGAZINE.CO.UK

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Support for adults with learning difficulties in Essex ECL is Essex’s leading care provider for adults with learning disabilities, supporting people to live safely and independently within their own homes and local communities.

The ECL team have a wealth of knowledge, experience, and resources focussed on providing tailored support to enable progression and independence. Offering training programmes in various sectors of employment and a range of community activities through 28 Hubs across the county, no matter what level of support you’re looking for, ECL can help.

ECL offers lasting benefits through the unparalleled support they provide, creating communities and friendships that last a lifetime. www.ecl.org 03330 135 438

Sensory room open at Hamilton Lodge Hamilton Lodge School and College has opened its sensory room, a wellequipped facility used by the School and College’s support team, including their occupational therapist and physiotherapist.

The sensory room is also available for residential children and young people to use after school as a space to relax and play in.

If you are interested in the education and care Hamilton Lodge provide for deaf children, visit their website for more information:

Changing sport for SEN with Hexagol Hexagol is a new interactive mobile games arena, a safe enclosed cell where pupils play a variety of games whilst the rest of the area can be used for different activities.

Hexagol improves sensory and motor skills with electronic wireless LED targets that light up and make sounds when points are scored. Online times and scores can be recorded to monitor player development.

Physical activity is a critical part of a pupil’s education but can be challenging in SEN environments.

Hexagol is mobile, can be played indoors or out and is fully inclusive for all pupils. robert@hexagol.com 07775 594394 www.hexagol.com

Canopies designed with SEN pupils in mind POCCA canopies, based in Cambridgeshire, are designers and manufacturers of bespoke canopies and structures for schools. They are highly experienced in working with SEN schools, taking special care and consideration of the needs of the pupils – for example with noise control or working around lunch and break times.

The canopies themselves are designed with the colour, shape and imaginative learning in mind to cater specifically for pupils with SEN. POCCA canopies have a guarantee of ten years, but a life expectancy of 20, and offer leasing options.

Call: 01480 498297 or visit: www.i2oltd.co.uk

www.hamiltonls.co.uk

Free autism events Hesley Group are back with their free autism events for 2019. The team will be heading to Leeds in March, Nottingham in May and Birmingham in October.

The main topic for this year will be Overcoming Trauma and Building Resilience for people with autism; both the Parents’ Days and the Professionals’ Days will include meaningful presentations and engaging activities with Hesley’s expert speakers covering the definition of trauma and how it relates to people with autism.

Powering brain health with Equazen The Equazen range of supplements is the result of many years of investment in science.

Children with ADHD have lower fatty acid levels in the blood compared with children without the condition, and the specific blends of Omega-3 and Omega-6 used in each Equazen formulation are tailored to meet brain health needs at key life stages.

It’s 9:3:1 ratio of Omega-3 and Omega-6 essential fatty acids provides a valuable option for those kids who don’t like eating oily fish. Equazen also helps benefit children when it comes to behaviour and reading. www.equazen.co.uk

Requests for places, as always, will be via their website: www.hesleygroup.co.uk around six weeks prior to the event dates.

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Free introductory weekend with the Lake District Calvert Trust

Enriching the curriculum through the magic of theatre

The Lake District Calvert Trust is offering a free multi-activity introductory weekend so SEN teachers and SENCOs can experience first-hand how their residential outdoor activity courses offer life-changing experiences for those with physical, learning and sensory disabilities.

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

Places are now available and the dates for this year’s intro weekend are Friday 15 to Sunday 17 November 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.

For more information (including qualification criteria and all terms and conditions), call the enquiries team on: 017687 72255 or go to: www.calvertlakes.org.uk/introductory-weekend/ and use the live chat button on the web page.

From October 2019, all of M&M’s pantomimes will feature an interactive Makaton section, further inspiring a fully inclusive and engaging experience for children of all ages and abilities.

Student engagement software proves very successful for SEN college

National Autistic Society’s Vanguard School

Since September, Beechwood College in South Wales has been successfully trialling Seesaw, a software used in mainstream schools to capture and share students’ work more effectively.

Finding the right support for each child can make all the difference. Some children on the autism spectrum are able to excel in mainstream schools with limited help, while others require more specialist support, like that offered by the National Autistic Society (NAS).

Each student now has their own learning journal storing photographs and videos of all their activities, allowing all teaching staff greater visibility of individual progress and opportunities to feedback.

Parents have been enthusiastic, taking the opportunity to log in whenever they like and follow their child’s progress.

Students also love it; fun technology and increased interaction have brought a heightened excitement to the learning process.

www.magicoftheatre.com

The National Autistic Society’s Vanguard School is expected to launch in the next academic year in Lambeth, South London. The specialist school will eventually cater for up to 78 students aged between 11 and 19 who are on the autism spectrum and looking to go on to further education and employment.

Find out more about Vanguard School at: www.vanguardschool.org.uk

www.beechwoodcollege.co.uk

Free school resources for World Autism Awareness Week Medpage Limited launch hi-tech video baby monitor At this year’s Kidz to Adultz in the Middle show Medpage Limited will launch the first video baby monitor to use a wrist worn video screen. The monitor watch can alert users to a baby crying or increased sound from the monitored room.

Kidz to Adultz in the Middle takes place on 21 March at the Ricoh Arena in Coventry. You can visit Medpage on stand E4. www.medpage-ltd.com SENISSUE99

Join the National Autistic Society and thousands of other schools to help create a society that works for the 140,000 school-age autistic children in the UK, during World Autism Awareness Week (1 to 7 April 2019).

Download your free schools pack full of easy fundraising ideas such as a Spectrum Non Uniform Day, a Spectrum Bake sale and a Spectrum quiz from Anne Hegerty (ITV’s “The Chase”).

You’ll also receive engaging age-specific learning resources to use in class.

To ensure your school is ready to spread the word during World Autism Awareness Week, visit: www.autism.org.uk/saaw WWW.SENMAGAZINE.CO.UK

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The Motability Scheme The Motability Scheme enables disabled people to use their mobility allowance to lease a new car, scooter or powered wheelchair. Insurance, servicing and breakdown assistance are included at no extra cost and car adaptations are also available.

Family members and carers can also drive the car on behalf of the disabled person. The vehicle should be used by, or for the benefit of, the disabled person.

Charitable grants may be available for people who are unable to afford the car or adaptations they need.

For more information, visit: www.motability.org.uk

Helping you build evidence for Access Arrangements and DSA Pearson’s standardised assessments are ideal for teachers wanting to identify if a student has a special education requirement or a substantial or long-term impairment. Results from the assessments can help teachers to build strong evidence of need for Access Arrangements, reasonable adjustments for general and vocational qualifications (JCQ CIC) and Disabled Students’ Allowances.

Popular assessments include the new WIAT-III UK for Teachers (WIAT-III UK-T), Wide Range Achievement Test, Fifth Edition (WRAT5) and the DASH, to name a few.

Learn more at: pearsonclinical.co.uk/aa-evidence

Annual Autism Professionals Conference

New safe, waterproof chair from Pineapple Contracts

The National Autistic Society is holding their annual Autism Professionals Conference (7 and 8 March at the ICC Birmingham) where you can hear from leading experts and internationally renowned speakers like Peter Vermeulen, Gina Davies and Will Mandy.

Building on the popularity of their Ryno range, Pineapple Contracts have developed a new chair designed specifically for children aged between eight and 11.

The conference is a fantastic opportunity to gain knowledge in fast-evolving areas like mental health in autistic children, sensory differences, communication, and identity. The programme also looks at topical content such as gender dysphoria, school exclusion, use of ATUs, self-advocacy, homelessness, complex presentations and more.

The chairs are weighted to 30 kg as standard for safety and security, and made from a single piece of durable polyethylene which cannot be disassembled into smaller parts, giving peace of mind in challenging environments. Being totally waterproof, the chairs can be easily cleaned and are suitable for indoor and outdoor use.

Tickets are limited; you can register now at: http://learn.autism.org.uk/ten

Telephone: +44 (0)1622 237830

Improving KS3 literacy online

Students with autism shine at Abbey Road

A Rapid Plus online subscription gives you and your students access to all of the Rapid Plus texts in online eBook format, both inschool and at home.

Designed to give maximum support to struggling readers, each eBook contains a wealth of features to help your students become more confident with their independent reading.

In the Reports section, teachers can also monitor student reading progress and track their performance in comprehension activities, helping to identify areas of difficulty.

Request your free trial at: www.pearsonschools.co.uk/rapidtrial WWW.SENMAGAZINE.CO.UK

pineapplecontracts.com

Autism charity Prior’s Court has released a short documentary to help give a voice to young people with severe autism.

The 12-minute film “Aim High for Autism: Let Me Shine at Abbey Road” follows eight young people profoundly affected by the condition as they travel to Abbey Road studios to record their song. They overcome enormous challenges to be there – the culmination of months of preparation.

The film is available to view on the Prior’s Court Facebook page, Youtube or at: priorscourt.org.uk The song “Let Me Shine at Abbey Road” is available to stream or download on all major sites.

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The Management of Challenging Behaviour CPD

Building relationships at The Sheiling Ringwood

The Releasing Potential Institute is offering The Management of Challenging Behaviour CPD course for just £40.

The Sheiling Ringwood offers a broad, balanced, developmental curriculum, covering all National Curriculum subjects, including the Asdan Personal Progress qualification and the OCR Life and Living Skills qualifications.

Written by industry professionals, the online course looks beyond the traditional learning environment to help participants understand how to better manage problem behaviours and minimise disruption. This interactive course incorporates quizzes and video content. It’s perfect for those working with young people in alternative settings or with students with SEN in mainstream schools.

All courses are recognised by a range of national governing bodies. NCFE Levels 2, 3 and 4 are also available.

For more information, visit: www.releasingpotential.com/institute

Students are encouraged and supported to become resourceful and caring individuals, to explore the world of feelings, behaviour and values. The setting focuses on building confidence and skills in different environments and social groups, whilst also developing functional independence, in preparation for adult life.

The Sheiling Ringwood builds positive relationships with students that acknowledge their value, believing that every young person can be empowered to find meaning and purpose in life. www.thesheilingringwood.co.uk

RNIB celebrates 150 years In its 150th year, the Royal National Institute of Blind People (RNIB) has unveiled its new brand to support a refreshed vision and strategy. The brand underpins a new strategic focus and underlines how RNIB challenges misconceptions.

RNIB’s refreshed strategy focuses on equipping people with sight loss, connecting communities and, ultimately, changing society by seeing the person and not the sight loss – the concept behind RNIB’s new strap line “See differently”.

To watch the video “When I grow up”, and find out about how the RNIB has changed society over the past 150 years, visit: rnib.org.uk/who-we-are/rnib-150/your-stories

Snoezelen® Sensory Corner Kit Transform a corner of a room into an interactive Snoezelen multi-sensory environment – ideal for those with little space.

This kit includes some of the most popular elements of a Snoezelen multi-sensory environment and can be installed easily, with no need for professional help. Comprehensive and affordable, it includes: Maxi 1.5 Bubble Tube, fibre optics 2m x 200 strands, light source, two curved mirrors 1.65m x 80cm, cream cushioned platform 80cm x 80cm, eight colour wirefree switch and a Bubble Tube collar (15cm).

The Kit is available at £1,395 (save over £450).

Call: 01246 211 777, email: sales@rompa.com or visit: www.rompa.com SENISSUE99

New electric hi-lo chair base from Smirthwaite Smirthwaite has launched its new stylish and simple to use electric hi-lo base that can be used with its Brookfield, Indigo and Strato chairs.

With its powerful actuator and user-operated remote control, the base smoothly lifts and descends the user to the desired height, making it ideally suited to educational environments. Not only does the base offer greater ease of use and improved integration, it also facilitates excellent manoeuvrability between classrooms.

To find out more or to book an assessment with one of Smirthwaite’s technical assessors, contact them on: 01626 835552 or via their website: www.smirthwaite.co.uk

New switch adapted devices from SpaceKraft SpaceKraft have launched a new range of switch adapted devices for 2019. To compliment their already extensive offering, the switch adapted toys are specially modified to allow individuals with physical disabilities the opportunity to play and learn as independently as possible.

Simple switch adapted devices are often used to introduce cause and effect and the use of switches, and help teach social skills and sensory awareness, and enhance language through playing and interacting with the environment.

For more information, visit their website: www.spacekraft.co.uk or give them a call on: 01274 581007.

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Open day at St John’s

Tes SEN North 2019

A specialist school for children with communication and sensory difficulties is holding an information and open day.

Tes SEN North (10 to 11 May 2019, Manchester Central) is a must-attend event for everyone in the SEN community and will provide two days of dedicated, educational and engaging SEN focus.

St John’s Catholic School for the Deaf, in Boston Spa, will welcome visitors on Monday 1 April between 10am and 4pm.

Experts will be on hand to chat about audiology, speech and language therapy, funding, transition, Sixth Form, mental health and residential support. Visitors can also meet current and former pupils and their families.

There will also be a chance to visit the school’s care provision, recently awarded an “outstanding” rating by regulator Ofsted, as well as tour the school’s specialist educational environments. www.stjohns.org.uk

In-ground Rebound Therapy trampoline The first wholly UKmanufactured in-ground Rebound Therapy trampoline is being launched by Sunken Trampolines this Spring.

Two sizes have been made, a standard school trampoline size (15’ by 9’) and a 12’ by 8’. Both comply with sporting equipment safety standards, meaning schools and residences can have an easily accessible sunken option instead of a heavy and clumsy above ground trampoline.

Based on the best elements of the long-running Tes SEN Show in London, Tes SEN North will be packed with CPDcertified seminars, networking opportunities, free-to-attend features including a keynote panel debate and supplier-led sessions, and a wide range of specialist exhibitors.

The show will continue to shine the spotlight on SEN provision and best practice and leave attendees inspired with new ideas to implement straightaway.

Register for free at: www.tessenshow.co.uk/manchester

Inclusion specialists wanted

by The Challenge The Challenge, the UK’s largest provider of NCS (National Citizen Service), empowers 15 to 17-yearolds to get out of their comfort zones and make a real difference in their communities.

In 2019, they are hiring over 4,000 paid seasonal roles, including inclusion specialist roles as part of their mission to keep the NCS programme as inclusive to as many young people as possible.

Compatible for outdoor and indoor use, the ST100 and 110 are perfect for Rebound Therapy and recreational use with great responsiveness and power combined.

The inclusion specialist roles are perfect for teachers, learning support assistants, SENDCOs and other professionals with a background in SEND, mental health or behavioural support.

Visit Sunken Trampolines’ website for more information: sunkentrampolines.co.uk

Find out more at: ncs.the-challenge.org/jobs

Pearson National Teaching Awards

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

The prestigious Pearson National Teaching Awards – the “Oscars for teachers” – are open for entries. Categories include The Award for Excellence in Special Needs Education, which recognises teachers who help pupils with SEN to reach their full potential, and Teaching Assistant of the Year. The Awards culminate in a glittering awards ceremony, televised by the BBC.

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.

Marie Watson of the Royal School for the Deaf in Derby won the 2018 Award for showing children how to “break the barriers of their disability”. If you have an outstanding colleague, give them the chance to win a national award.

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

Entries close on 10 March. Enter online at: www.teachingawards.com

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

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School singing competition WellChild is launching its third annual singing competition for primary schools across the UK to see who can perform the best version of the classic song “Lean on Me” by Bill Withers.

The winners will perform their version at this year’s WellChild Awards which is regularly attended by a range of celebrity guests.

Last year’s winners, Riverside School in Orpington, Kent, played at the 2018 WellChild Awards in London in front of the Duke and Duchess of Sussex, performing “Defying Gravity” from the musical Wicked.

For information on how to enter, visit: www.wellchild.org.uk/schoolchoir

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

Using simple language and visual cues, this edition gives readers a news roundup which includes stories on drones, the Chinese moon landing, Theresa May and much more.

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

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Visual impairment no obstacle for college students’ Dartmoor challenge Nine visually impaired students from WESC Foundation’s college in Exeter, Devon have begun their training sessions for the annual Ten Tors outdoor challenge, which each year attracts 2,500 teenagers from across the South-West to Dartmoor.

The event is aimed at young people with a range of challenging conditions and participants aim to complete routes of up to 15 miles across difficult terrain.

Ten Tors is part of a busy programme of enrichment, community engagement and work placements. Opportunities are delivered through a network of local businesses and WESC Foundation’s own social enterprise department. www.wescfoundation.ac.uk

Development opportunities for SEND professionals Weston College, a leader in the SEND field, has won a Queen’s Anniversary Prize and two AOC Beacon Awards for their SEND provision. They are also the only further and higher education college in the South-West rated “outstanding” by Ofsted.

The College is offering SEND professionals the opportunity to develop their skills and progress in their careers. Courses include: Bespoke training packages for schools, colleges and businesses; FdA Inclusive Practice; Mental Health First Aid Training; Understanding Autism, Level 2 Award; and British Sign Language for Frontline Staff.

For more information or to book a place, visit: www.weston.ac.uk/SEND-Educators

Variety celebrates 70 years This year Variety, the Children’s Charity turns 70 and is celebrating by redoubling its efforts to support disabled and disadvantaged children all over the UK. Last year they gave away over £4m worth of assistive technology, accessible vehicles and memorable days out to families, schools and children’s organisations including 80 of their famous Sunshine Coaches.

In their first ever Big Build project at Springwater School in Harrogate, the charity also installed a new sensory room, soft play area and inclusive sensory stimulating playground with further plans for a purpose built rebound therapy facility later this year. www.variety.org.uk SENISSUE99

Essex wants fee-paid short breaks carers Essex County Council are appealing for fee-paid short breaks carers to support children with disabilities.

If you have significant experience of caring for children with disabilities, their specialist fee-paid short breaks scheme enables professionals to care for children with more complex needs. This would be within your own home as an approved foster carer.

You would be carefully matched with children needing parttime or full-time respite. Approved carers would receive £485 a week plus £52 per night for five-nights and £300 a week plus £52 per night for three-nights.

0800 801 530 www.essexadoptionandfostering.co.uk/fostering WWW.SENMAGAZINE.CO.UK

LEARN@ MULTI ACADEMY TRUST

SEN LAW

Advertisement feature

School celebrates fresh start for students in Bath Learn@ Multi Academy Trust opened newly refurbished classrooms at Lansdown Park Academy Rush Hill, Bath earlier this year.

At Rush Hill the Trust, which runs four more schools in the West of England, aims to improve the life chances of young people from the Bath area who have been excluded from their secondary school, or are at risk of exclusion.

Lansdown Park Academy Rush Hill has places for up to 20 students from Years 7 to 11 and is working with established partner organisations such as Empire Fighting Chance, Off the Record, Bath Community Farm and Rocksteady to provide a broad and balanced curriculum and offer progression to further education.

The Trust is running an open day for prospective teachers, mentors or support staff on Wednesday 20 March from 3.30pm. For more information, visit: learnmat.uk

Muscular Dystrophy UK launches online course for teachers A free online course aimed at teachers and education professionals to help them provide better care for pupils with muscle-wasting conditions has been launched by Muscular Dystrophy UK.

Claire Bosanquet with her two sons who have Duchenne muscular dystrophy.

There are about 2,500 children with muscle-wasting conditions at schools across the UK. These conditions are genetic and rare and, while this is a promising time for treatments, there is no cure. Many education professionals will have no experience of children with muscle-wasting conditions or any knowledge of how to include them fully in school life.

Muscular Dystrophy UK’s course takes 20 minutes and has been developed with the support of specialist clinicians.

It is based on the charity’s education guidelines, which are designed to meet the need for accessible, up-to-date information about inclusive education for children and young people with a muscle-wasting condition. online.walkgrove.net/mduklms/login.php WWW.SENMAGAZINE.CO.UK

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POINT OF VIEW

Point of view: education company CEO

Embracing artificial intelligence Investment in AI is essential to modernise the education sector, writes Jayne Warburton

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he Government has announced ambitious plans to invest in AI, with a £1 billion investment in the industry declared in April 2018. Matt Hancock, former Secretary of State for Digital, Culture, Media and Sport asserted in a statement that artificial intelligence is “at the centre of our plans to make the UK the best place in the world to start and grow a digital business.”

Despite this, investment in AI within the UK education sector appears to have been missed from the Government’s agenda and with it a huge opportunity to modernise teaching and learning, with no mention made of either AI or investment in education technology in the 2018 Autumn Budget.

Since its introduction, AI has divided opinion within the education sector, with enthusiasts seeing it as a solution to the sector’s woes and naysayers viewing it as a threat to high-quality teaching and jobs. In reality, AI is neither a comprehensive solution, nor a threat.

As with all technology, AI won’t resolve issues which rely on funding and policy from central government, or replace teachers in the classroom. What it does offer is the potential to make teaching easier for skilled staff and aid the recruitment and retention of education professionals.

Supporting teaching One of the areas in which AI is increasingly being used, and has the potential to expand hugely, is in datadriven solutions to improve learning experiences. For example, AI can be

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Chatbots used by schools can provide extra support by answering pupils’ questions

used within programs to identify a pupil’s strengths and weaknesses and to assess areas for improvement, truly differentiating learning for each child – a task with which many time-pressured teachers struggle.

Embedding AI within an education resource would enable a pop-up to recommend an activity to a child, with the activity tailored to their own learning style – therefore helping them in an area in which they need to improve. Not only would this help teachers differentiate pupils’ learning, it would allow children to drive their own personalised learning pathway.

AI in the classroom can improve outcomes and confidence for pupils with SEN. For example, one program for those with hearing impairments, or those for whom English is an additional language, uses AI-enabled speech recognition and translation to convert what the teacher is saying into subtitles or a student’s native language.

Transcripts are generated in real-time, ensuring the pupil is engaged with the lesson and their teacher.

Outside the classroom, AI tutoring programs can be used to support pupils at home – whether they are unable to

attend school due to illness or disability, or simply require extra help after school.

Chatbots used by schools can provide extra support by answering pupils’ questions; for example, they can be used to clarify homework queries during out of school hours, streamlining the learning process for both teachers and pupils.

Ultimately, AI will not solve the education sector’s problems by removing workload in its entirety and AI robots will not replace high-quality teachers at the front of the classroom. On the contrary, I believe AI has a part to play in personalising the learning experience and in modernising an education system that hasn’t truly changed in the last 100 years; children may now have tablets in place of a chalkboard but our style of teaching remains largely unchanged.

By investing in AI we have the opportunity to make the UK a world leader in modern teaching practices – something which everyone in the education industry can truly celebrate.

Further information

Jayne Warburton, a former Assistant Headteacher, is CEO EMEA of online learning company, 3P Learning: www.3plearning.com

WWW.SENMAGAZINE.CO.UK

POINT OF VIEW

Point of view: mother

We need more autism schools Jo Worgan believes her son’s experience shows why special school is the only answer for some children

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y youngest son was diagnosed with an autistic spectrum disorder at the age of three. He was attending nursery part time and I knew, as did my husband, that something wasn’t quite right, most probably due to the fact that he was my second child. I had suspected that he may have issues once he had turned one, but I had no idea what to say or who to turn to for help.

My son, myself and my husband were very well supported. We had an early diagnosis for my son, access to a speech and language therapist, a wonderful outreach worker, additional support in nursery and support groups for all of us. This was a good time for us.

However, as my son approached school age, my stomach began to churn. He would be leaving the safety of nursery and be thrown into mainstream school; I didn’t want him to attend as I knew he wouldn’t cope. I was right.

We all knew that mainstream would not work for my son, but we had to try.

“He’ll soon settle”, I was told by the education people, but I knew, as well as the teachers, that this was not the case. It wasn’t a matter of settling in; he couldn’t settle as the environment was wrong for him.

He managed one hour a day with a teaching assistant (TA). I knew the TA, who was lovely, but even she knew that the situation was hopeless. The classroom was too busy (there were over 30 children) and it was too noisy. It was not meeting my son’s needs and I knew he was disrupting the other children.

The situation was bad for everyone involved and so – after one term and at the request of myself, my husband and WWW.SENMAGAZINE.CO.UK

It was not meeting my son’s needs and I knew he was disrupting the other children

the school – my son gained a place at an autism specific school in the county. I believe we were, and still are, incredibly lucky. This was a huge turning point in my son’s life, as I knew he was getting the care and education that he needed but I know this isn’t the case for a lot of children who are left struggling in the mainstream system.

The right support My son needs this specialist education.

It is his right to access education that best meets his needs and abilities. My son has sensory modulation disorder and has a sensory diet integrated into his daily schedule. He has access to a sensory room, sensory pod and walled garden and his class size is small with a high student to teacher ratio. He has workboxes, a specialist TA, who I’m certain my son wouldn’t cope without, and caring staff who know my son and know how to meet his needs. Once I wave my son off in his taxi, I have peace of mind; he is safe and getting the absolute best education that he can get. The school can meet his needs while creating a curriculum that works with and draws upon his strengths.

There should be more specialist schools for children with autism. We

are so fortunate that we have this specialist school in our county, although it’s a 45-minute drive away. But what happens to those children who have no specialist provision? These children are being failed. To thrive, my son needs an environment that is highly structured, uses visual learning aids and individual workstations and has teachers who are trained to teach autistic children. The current push for all teachers to have autism training is a good initiative but it’s not the answer. Sometimes the busy mainstream environment just isn’t suitable for the child.

All children on the spectrum should have access to the kind of specialist provision that my son enjoys, but this is not the case. Something has to change, but in a climate of austerity, with education cuts and with little funding even for the most vulnerable in society, I have no idea when or how this might happen.

Further information

Jo Worgan is the mother of a child with autism and a freelance copywriter and author.

What’s your point of view?

Email: editor@senmagazine.co.uk

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SEN LAW

SEN funding Continuing his series on SEN law, Douglas Silas considers the question of funding for SEN in a school, as it relates to expressing a preference for a school in an EHC plan

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have spoken before in this column about the general duty in the SEN Code of Practice (CoP) for children with SEN to be educated in mainstream schools, who have to use their “best endeavours” to provide for their SEN. I have also spoken about the process of putting forward a school to be named in an education, health and care (EHC) plan. In this article, though, I want to take a deeper look into this often very complicated issue, particularly in relation to funding and comparative costs, as this can be a very tricky area in law to negotiate and, unfortunately, a lot of people, both personally and professionally, sometimes get it wrong, as it also involves applying funding principles and caselaw.

of pupils in a school. Each pupil (both with and without SEN) is provided with a certain amount of funding to meet their educational needs, which is usually about £4,000 per pupil.

2. Additional support funding (ASF) On top of the core education funding, schools are given an additional amount of funding to meet the special educational provision (SEP) of pupils with SEN. This funding comes from a particular funding stream called either the designated schools grant or schools block. This funding forms part of a school’s “notional SEN budget”. Currently, the Government suggests that a school should use their notional SEN budget to fund up to £6,000 worth of SEP for a pupil with

From April 2013, a new system changed the provision to meet SEN funding in specialist settings SEN. This is an average figure, as not all pupils with SEN require SEP beyond the amount of £6,000. It should heavily depend on the individual needs of each pupil with SEN. Additional support funding is used for pupils requiring other SEP, including, for example, the commissioning of external experts such as therapists to attend a school and provide support.

What are the funding principles?

There are many differing interpretations as to the law, depending on your perspective (and I am sure that some people reading this will think I am getting it wrong or being misleading). In essence, schools must receive funding to provide for all pupils, including those with SEN. Prior to April 2013, under previous funding regulations, local authorities (LAs) were required to identify the particular amount of funding a school received to provide support for pupils with SEN. This was called a “notional SEN budget”. But from April 2013, a new system changed the provision to meet SEN funding in specialist settings. The provision to meet funding in mainstream schools also changed and there are now three factors to consider for pupils with SEN. 1. Core education funding The age weighted pupil unit (AWPU) – this is dependent on the total number

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Schools have a responsibility to provide the provision in a child’s EHC plan.

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SEN LAW

3. Top-up funding If a school requires funding that goes beyond the maximum £6,000 to provide a pupil’s special educational provision, then depending on the assessed needs of the pupil concerned, the LA should provide the required funding from the LA’s high needs block. A pupil with SEN in a specialist placement/special school will have a designated place set aside for them.

What were the funding changes?

Before April 2013, all maintained special schools had a pre-set amount of places for pupils joining them in the upcoming academic year. Even if these places were not all filled, the school would still receive full up-front funding for each place. As of April 2013, special schools were provided with base funding of £10,000 for each planned place, dependent on the predicted admissions for the next academic year.

In maintained schools, the budget is supplied by the maintaining LA, whilst for academies the budget will be provided by the Education Funding Agency (EFA).

If a special school requires additional funding on top of the £10,000 base funding, it can request that the LA provides top-up funding. If a mainstream school finds it has to provide SEP for more pupils with SEN than was originally planned, the school can ask the LA for additional funding. If approved, the funding is supplied from the LA’s high needs block. The amount of funding provided is based on the proportion of pupils at the school with SEN, but the ultimate aim should be to ensure the correct amount of funding is spent on each pupil with SEN, to provide them with the SEP they require.

Are there any issues with the funding system?

Some schools say they have lost out under the new funding arrangements.

This includes small schools with only a certain amount of additional funding for their pupils with SEN, or who are WWW.SENMAGAZINE.CO.UK

Some schools say they have lost out under the new funding arrangements

required to allocate more funds if another child joins the school. Also, some LAs have sometimes removed the necessary specification element from a child’s EHC plan, due to changes in the funding available. Remember that the changes in school funding should not affect the LA’s legal responsibility to provide the SEP set out in a child’s EHC plan. However, financial hardships do not provide LAs with an excuse to avoid providing the correct special educational provision for a child with an EHC plan.

What does caselaw say?

This is even more of a minefield! I am afraid it often depends on the circumstances of the case. The general principle is, of course, that every child should be entitled to a mainstream education, as set out in the Children and Families Act 2014 and the CoP 2015; but often there can be an argument by an LA that they cannot provide for a particular child in a maintained mainstream, or parents are seeking placement at a more expensive independent mainstreamtype or special school. The starting point with an EHC plan is that “needs” (Section B) must be looked at before “provision” (Section F) and only then must “placement” (Section I) be decided. For example, an EHC plan must first be issued in draft form with the name of the school left blank, to allow for a preference to be expressed.

There are many caselaw principles that we have to apply when there is a dispute and the following are just a few: • whether a particular child/young person should be placed at a particular school must be based on their particular needs

• the fact that a particular school does not have all the required facilities at the time, does not stop it from being named, provided that it will do so by the time the child/young person attends • maintained schools (or academies/non-maintained schools) have a duty to admit a child/young person where they are named in an EHC plan • for maintained schools (or academies/non-maintained schools) the LA/Tribunal must balance the statutory weight given to parental preference against the extra cost in deciding whether the extra cost is an “inefficient use of resources” • the LA/Tribunal must always have regard to the principle that education should be in accordance with parental wishes, unless that involves “unreasonable public expenditure” (but there is no obligation to always give effect to parental preference).

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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EDTECH

Forward with technology Ritam Gandhi looks at how EdTech is shaping the future of learning for people with SEN

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ducational technology (or, to use the trendy buzzword, EdTech) is hardly a new concept. Many of us remember the introduction of school intranets or the rise of the interactive whiteboard. But things have come an awfully long way since then and the impact new, innovative technologies are having on the sector is growing at an unprecedented rate; companies, researchers and entrepreneurs seem keen to inspire the next wave of solutions and investors are eager to finance their ventures.

We have already seen EdTech making a difference for children and young people with SEN, with the growth of assistive technology and digital solutions in the classroom.

Tech leaders from around the world are continually coming up with ways to better support the needs of these children – from easily accessible speech recognition programmes, to robots designed to improve social skills for children with autism.

In 2017, international funding into EdTech reached a whopping $9.52 billion – up 30 per cent from 2016. I’ve witnessed first-hand how this huge demand for these technologies is forcing entrepreneurs to keep pushing the boundaries of the classroom and offering new solutions to long-standing challenges.

So what are some of the main ways that technology can be used to support pupils with SEN?

Assistive technologies In today’s world, it’s become the norm rather than the exception to own a smartphone; in 2017, Deloitte found that in the UK a massive 95 per cent of all 16 to 24-years-olds had one.

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Technology is widely used in schools alongside more traditional teaching methods.

The beauty of AI is its unparalleled ability to learn and adapt to individual users

Many of us are familiar with the ways in which popular commercial apps are changing the way we travel and eat, for example, and the potential to use smartphones as tools to improve learning is also beginning to be realised.

Apps that harness technologies like artificial intelligence (AI) and big data are being developed to offer personalised support for individual’s needs.

Breaking down barriers to education, readily accessible assistive technologies are helping children gain valuable skills without alienating them from traditional teaching methods and classroom-based learning.

Speech to text, as a prime example, converts words that are spoken aloud to electronic text to enable users to

process information in ways they are most comfortable with. And most importantly of all, such tools can be easily accessed from a laptop, tablet or smartphone – putting these innovations well within reach of everyone with access to these devices.

Meanwhile, novel ways of using AI to empower those with learning difficulties are also readily being developed.

Language-processing software has recently been used as the backbone of an educational tool produced to help people with cognitive and intellectual difficulties, such as people with autism and dementia. For those who might struggle to understand figures of speech like “raining cats and dogs” or lengthy sentences with multiples clauses and indirect language, this technology simplifies these terms into easier-to-manage phrases, making reading, writing and comprehending content more straightforward.

Adjusted learning The beauty of AI is its unparalleled ability to learn and adapt to individual users. After all, it has long been known

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EDTECH

that a one-size-fits-all approach to education is woefully outdated, particularly when it comes to working with those who need extra support.

Consider the different learning styles people are drawn towards. Whether we’re aware of it or not, most of us learn and retain information better in one form rather than another; some prefer to learn by watching educational videos and documentaries, while others might see better results through interactive games.

Not only does AI have the power to accommodate these unique learning styles, it also actively personalises its approach to cater to individual students. For AI-powered online learning course or applications, this means each student will be taught a subject in a different way based on their strengths and weaknesses; the programme will learn about each child’s ability in different subjects and skills and then tailor the content level and exercises to optimise the efficiency of learning.

Given the enormous potential of adjusted learning for those with SEN, we’ve certainly not seen the last of these learning platforms. The ability to analyse a child’s reactions to different tasks, and in response adjust content to their understanding, opens up a

world of opportunities to help children master specific skills and learn at their own pace.

Increasing accessibility One of the most important aspects of EdTech is its ability to offer education remotely. The best learning environment for many of those with SEN might be starkly different from the conventional idea of teaching – namely, face-to-face tutoring in a traditional classroom. The rise of video-based tutoring is changing the game for those learning from home or those in need of some extra support outside of the classroom. Many of these services mimic a traditional classroom and children can now enjoy virtual lessons conducted on an online “whiteboard”.

Virtual lessons mean that more children are able to benefit from humanled but technology-empowered learning, bringing together the best technology and human teaching to deliver online education with a human touch.

Looking to the future EdTech is undeniably a valuable resource, and the best part is that many of these innovations are at the fingertips of educators and parents searching for effective ways to support children with SEN and give them the best possible

More and more children are able to benefit from human-led but technology-empowered learning start in life. In many cases, the student or teacher will already own the hardware (laptop, tablet or smartphone), while the EdTech software is becoming ever more affordable via a range of purchase and subscription models.

As this technology becomes more advanced, as it inevitably will, all educators stand to benefit from exploring the ways in which it can serve the needs of children, whether this be by giving them the confidence and encouragement to learn, or giving them the tools to learn in ways that were previously out of reach.

Despite the huge progress that has already been made with EdTech, we are still in the early stages; the innovations currently on the horizon present educators with some very exciting prospects.

Further information

A former technology consultant to major multi-national companies, Ritam Gandhi is the Director and founder of Studio Graphene, which plans, designs and builds digital products: www.studiographene.com

Remote learning opens up new opportunities to access education.

WWW.SENMAGAZINE.CO.UK

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PERFORMING ARTS

Positive steps Jonathan Baron reveals how dance can boost the resilience and confidence of students with autism

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tereotypes of autism often reinforce misinformation about the condition and limit what people with autism think they can achieve. I have found that involving students in dance, and particularly dance performances, is one really effective way of helping them to combat these negative perceptions; through dance, students at my school are encouraged to enter into situations and environments, both on and offstage, that they typically would not encounter. Doing so repeatedly greatly boosts their confidence and helps reduce self-doubt.

The benefits of dance As well as improving fitness and coordination, dance provides a multitude of benefits for students with autism and teaches them a range of transferable skills which better prepare them for life outside the classroom.

Concentration and coordination Dance requires a high level of concentration, especially when working towards performances. Repetition of dance moves and routines allows students to improve their focus and concentration, which they are then

They learn that mistakes are an inevitable part of life and can often lead to success able to apply in more academic subject areas.

In addition, dance helps students retain information and it improves their balance, hand-eye coordination, fine motor skills and spatial awareness.

These skills can really help students in other practical subjects, such as physical education and woodwork, in which physical coordination and selfawareness are key.

Mental health and wellbeing As well as the physical benefits, dance can help to improve the mental health and wellbeing of students with autism. It provides them with a medium through which they can freely express themselves using a wide variety of emotions; students gain a sense of empowerment, achievement and belonging – all of which helps them think more positively.

Social skills and teamwork Through dance, students learn about appropriate emotional conduct, teamwork and self-discipline. These are valuable skills for personal development and, crucially, they can be applied in other school subjects and also later on in life.

Taking part in dance can have a positive effect on wellbeing.

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Resilience and perseverance By taking part in dance, students start to understand and embrace mistakes; they learn that mistakes are an inevitable part of life and can

Strutting their stuff

A prime example of how dance can be used to build selfconfidence in students with SEN is Hillingdon Manor’s school dance group Autism with Attitude (pictured). In 2018, they became the first special needs dance team to make it through to the finals of the United Dance Organisation’s European Championships – a mainstream dance competition in Germany.

often lead to success. Leading up to a performance, students may spend months practising a routine. Rather than focusing on perfecting the moves, it is important to ensure students are as prepared as possible, which minimises the potential for mistakes occurring on stage. While they are learning a routine, students can experience frustration and anger and they may express a desire to give up. By refusing to admit defeat and by eventually succeeding, students learn to be resilient and to keep going. This kind of resilience can be really useful when applied to academic subjects such as maths, science and English. As one student commented, “Well maths was hard today, but it wasn’t as hard as learning this routine.”

Further information

Jonathan Baron is a dance teacher at Hillingdon Manor School, an independent specialist school for children on the autism spectrum run by Options Autism: www.hillingdonmanorschool.org.uk

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PERFORMING ARTS

Taught in the act Drama can help pupils with SEN to develop their communication, understanding and creativity, writes Chas Mollet

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rama and physical movement activities often elicit some of the most unexpected and profound outcomes when working with young people with SEN. It is important to allow young people to explore abilities beyond their prescribed statement of needs and outside of their comfort zones. Drama allows individuals and groups to safely test boundaries, make mistakes and learn about themselves.

It can be a powerful method to address emotive and personal issues indirectly, such as bullying and family life, meaning young people can communicate their thoughts and feelings in a way that direct questioning seldom provokes.

Drama games are a dynamic tool for relaxing a group, setting the tone and creating familiarity. Even those who may seem initially introverted can relish the opportunity to showcase new skills and flourish behind the mask of performance. The potential to incorporate imagination, improvisation and fun allows shy and introverted young people a safe space to be loud and extroverted. This can improve relationships with peers who will have seen them demonstrate capabilities and personality beyond expected social norms and constraints.

Making it happen Challenges for facilitators include ensuring all students are included and can engage with the activity’s focus. For example, asking a group to “become animals” involves making movements and sounds that can be mirrored between staff and students. Staff need to be aware of every member’s comfort and engagement levels, and to be able to change the direction if necessary.

This requires an ability to think fast if an activity is not working, often changing WWW.SENMAGAZINE.CO.UK

Drama is fantastic for mixed ability groups spanning a wide spectrum of needs

Live performances mark progression experiences for pupils.

an entire session plan dependent on the ever-changing moods and dynamics of the students.

Staff also need to recognise that some young people will mirror the demonstrated activity without adding any independent thought – which may need coaxing from individuals over time before it is sparked unprompted.

Assistive technology can aid the delivery of certain activities, creating leadership opportunities for students whilst ensuring the theme and aims are crystal clear. For example, the use of a computer, projector, speakers and selection software can display a picture of an animal and play its sound, giving clear tangible instruction to the group of what animal they should be mimicking.

Via an input device, individual students have autonomy over this process, choosing the animal, how long people will behave as the animal, and when to change.

Drama is fantastic for mixed ability groups spanning a wide spectrum of needs. It can provide fascinating insights into how young people can view and support their peers within the context of the activity – for example, asking verbal students to become voices for non-verbal students

or ambulant students to support wheelchair users. Involving those with higher needs in a drama workshop is usually possible and this can be an experiential opportunity for students with profound and multiple learning disabilities (PMLD).

Performance is often the culmination of weeks of rehearsals and the rewards of an audience reacting positively can be manifold. Young people with SEN rarely get the chance to perform in the same settings as their non-disabled peers. As well as marking powerful progression experiences for the individuals involved, performances can be paramount in creating attitudinal shifts towards removing the stigmas of disability for audiences. However, working with disabled young people should not always be focussed towards performance; many will gain far more from the process itself than from the undue pressure of repetitive rehearsals.

Further information Chas Mollet is Assistive Technology Officer at Wac Arts, which provides inclusive performing arts and media programmes for children and young people: www.wacarts.co.uk

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MODEL SIGNS

Mรถdel has been supplying signage to the education sector for many years working closely with schools, colleges and universities across the UK. Already experienced in supplying wayfinding and DDA compliant signage for those with visual impairment we have, in the last three years, been supplying unique signage schemes to schools for pupils with special education needs and disabilities (SEND).

Wayfinding for SEND environments is complex but definitely achievable

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Understanding the specific needs of pupils with learning difficulties is fundamental to implementing a successful, allinclusive strategy. We have specialists in this field that can help you design and formulate a signage scheme that will encompass the individual needs of your pupils.

Providing signage for special schools can be challenging, as conventional signage may not hit the mark.

If you really want to deliver a solution for SEND, signs need to be inclusive and cater for a wide range of sensory needs.

This case study demonstrates how signage can elevate from what can be considered a standard requisite, to an interactive, sensory delight of colour, texture and sound.

Enquiries: 08000 24 24 81 www.modelsigns.co.uk

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MODEL SIGNS Advertisement feature

The client Riverwalk School caters for pupils aged 3 to 19 who have severe, profound and challenging needs. In 2017, the school commissioned a new extension to be built and Mödel was engaged to consult with senior management to discuss the new and existing buildings’ signage and wayfinding requirements. Mödel had to fully understand the ethos, identity, environment and layout of the school in order to capture the specific requirements of its pupils and staff.

The brief Riverwalk needed a multi-layered, sensory signage scheme incorporating bold colours, audio box and different textures on the wayfinding signs. The main priority was to develop a scheme providing full engagement for pupils that have sensory deficit in one or a combination of sight, hearing, touch and spatial awareness.

The school already had in place a classroom animal identification system and commonly used objects for communal areas, all of which needed to be incorporated into the new signage scheme using both graphics and Makaton signs and symbols. It was also identified that for those pupils with visual difficulties, a tactile element, using different textured material for each animal, had to be incorporated into the wayfinding signs to enable pupils to use touch to locate a classroom.

Child safety was key so our proposal had to incorporate child-safe materials, an easily replaceable and secure tactile section and where needed, an object to depict a communal area. All of this had to be achieved working to a strict budget and timeline.

The solution Having presented several designs and after exhaustive trials and material testing, the decision was made to use hexagonal shaped signs that could be fixed as stand-alone or interlocking structures. Made from foam board, a more child friendly composite, the signs incorporated vibrant, easily identifiable graphics, Makaton signs and symbols, a different textured material (sixteen in total) or object for each classroom and within door signs, an audio box.

Our experienced team of fitters (all with enhanced DBS clearance certificates) installed the signage within the specified timescale and regulations of the school. Once in situ, the signage scheme enhanced the students’ navigational experience around the school and enabled pupils to more easily identify the individual classroom names by sight, sound or touch. An all-inclusive wayfinding system was successfully achieved.

If you are looking for a signage provider, give us a call on 08000 24 24 81 or email sen@modelsigns.co.uk WWW.SENMAGAZINE.CO.UK

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SUPPORTING FAMILIES

The unforeseen journey Lola Alvarez-Romano and Jessie Ellinor look at the trauma faced by some parents of children with SEN and how schools can support them

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aving a child with complex needs takes parents down a path that most of them had not expected to be on and often know nothing about. Having to face that their child has a disability was not what they had in mind when they decided to have a family; this was not the way it was supposed to happen.

And yet, here they are.

The journey is often an anxious one, starting with that memorable moment when they noticed that the child might not be developing in an ordinary way.

At times, the parents’ initial fears are pushed to one side and they attempt to cling to some form of hope, particularly in early infancy when there is still a notion that their child might “grow out of it” or eventually catch up and be like everyone else. Then one day, they have no option but to embark

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on the assessment process, where a series of medical and developmental investigations begins.

For most parents, this can be a terrifying step into the unknown, fraught with fear and a real dread of what they might find. Nowadays, parents have often started to investigate their suspicions, prior to assessment, by searching online. They may be facing a plethora of medical assessments, diagnoses and prognoses; this means they may be having to absorb a tremendous amount of alarming information, without actually having the time or space to process all of it.

At the same time, parents may also, often subconsciously, have begun to mourn the child they thought they had, as many of the dreams and plans they hatched before the child’s birth come to an abrupt halt.

Parents may, often subconsciously, have begun to mourn the child they thought they had

Psychological impact on families As one would expect, this situation generally takes its toll on parents.

For a while, everything else is put on hold: their marriage, other children, and everyone’s needs (including their own). Having to understand and accept whatever comes at them tends to absorb almost all their energy. When parents are having to make such an

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SUPPORTING FAMILIES

enormous adjustment, it tends to test all their internal resources. They may continue to function outwardly, but many of them, internally, have not recovered. These parents are effectually traumatised by their experience.

Garland (1998) describes what happens to us in the face of a traumatic event: “The mind is flooded with a kind and degree of stimulation that is far more than it can make sense of or manage… It is a breakdown of an established way of going about one’s life, of established beliefs about the predictability of the world, of established mental structures, of an established defensive organisation.”

Trauma alters our view of life in a long-lasting way; nothing can ever be the same. As professionals working therapeutically with families in a school setting, what do we need to be mindful of when seeking to understand their trauma? It’s important to recognise at the outset that not all parents suffer the same degree of trauma; in some cases, particularly when there are other neurotypical children in the family, there can be an easier acceptance of the disability.

The neuro-typical children in the family help to maintain in the parents a sense of hope about the future. Some of the life they had envisaged for themselves remains intact.

However, in other cases, when the disability presents in an only child, or in all their children, the parents’ view of their life, themselves and the future, changes beyond what seems reparable. In some cases, parents even renounce their religious beliefs, feeling that God has abandoned them. Whatever form of treatment is offered, it will involve the containment of a profound and extensive sense of damage in the parents’ lives. At times, all that psychological support can offer is the function of tending to a wound that is not likely to heal, but can be made just about manageable.

The support schools offer to parents should give them the opportunity to reflect, to make sense of things, and to take stock of what is lost and what has WWW.SENMAGAZINE.CO.UK

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survived. This can bring about some painful realisations. Their social life is invariably affected; while their child might initially be invited to their friends’ children’s parties, as they grow older and the gap widens, this can become an onerous and rather unrewarding task. Autistic children in particular can feel sensorially over-stimulated on these kinds of occasions and busy social events can end badly for both child and parents.

When children have SEN or disabilities, grandparents can sometimes retreat

The extended family

developmental progress. Some parents report that they have to console or comfort the grandparents, rather than draw any support from them.

It can get very lonely for parents and this generally brings them back to the same conclusion, that no-one really knows what it’s like for them.

As Solomon (2013) eloquently notes: “Perhaps the most insidious stress [of having a child with MLD] is the social isolation that ensues when their friends retreat, or when parents withdraw from their friends’ pity or incomprehension.

The birth of a healthy child usually expands the parents’ social network; the birth of a child who is disabled often constricts that network.”

Unfortunately, for most people, children with SEN and disabilities can be difficult to read and this has a direct impact on the additional support available to parents. An overexcited and happy child can emit a piercing scream of joy but can also become aggressive towards himself or others when frightened or upset.

In many families, the role of grandparents in supporting children is invaluable: they can babysit, take the kids on outings and holidays, and generally offer an extra pair of hands. When children have SEN or disabilities, though, grandparents can sometimes retreat: they worry about not knowing what to do with the child, not understanding what they want and not being able to soothe them; they can be frightened by the physical demands of having to manage the child or, when necessary, restrain them. All of this can seem beyond their capabilities and, consequently, they opt out. This reinforces the sense of isolation for the child’s parents: no-one, except for them, will be able both practically and emotionally to care for their child, offering an opportunity for much needed respite.

Sometimes, parents can even feel a sense of guilt towards their own parents for not having produced a more “rewarding” grandchild. Where the child has a complex presentation, the additional health concerns that become apparent along the way mean that parents often have to announce yet more “bad news” about the child’s

Picking up the pieces Working therapeutically with parents can be a little bit like visiting the scene of a tsunami: while one can find familiar objects that were once in harmony with their surroundings – perhaps a chair, a kitchen utensil or a child’s toy – in this disorganised state they merely serve to evoke what life must have been like before disaster struck. Therefore, the task of supporting parents is largely one of reconstruction: therapists proceed bit by bit, collecting surviving objects and finding new ones, so that a new life can slowly be put back together.

It will not be the one they had before, but it can work.

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SUPPORTING FAMILIES

themselves. If a school has concerns about a child, it is often because the family is under stress. The strain might not necessarily be caused by the child’s disability or SEN; it could relate to issues about the parents’ health, money, housing or concerns about siblings.

More often than not, the parents are still in the traumatic process of having to come to terms with a diagnosis, or they are just coming out of it. Whatever the cause, providing support for parents in school can enable them to carry out their parental function, emotionally reconnect with their child and meet his/ her needs, all of which brings about improvement not just for the child, but for the entire family.

As Solomon (2013) explains, “Severely disabled children who will never become independent will not benefit from their parents’ negative feelings, and so their situation demands an impossible state of emotional purity.

Asking the parents of severely disabled children to feel less negative emotion than the parents of healthy children is ludicrous. My experience of these parents was that they all felt both love and despair.”

Many parents of children with complex disabilities have been unable to mourn the “healthy” child that did not come. They have not been afforded the chance to process the quick succession of events and feelings, and all of this

Working therapeutically with parents can be a little bit like visiting the scene of a tsunami

what they are going through. Siblings’ activity groups in the school holidays can also offer similar opportunities to brothers and sisters of those with SEN and disabilities. These in turn help to ensure the families feel less isolated.

The referral process

is tied up in one big emotional knot.

Offering various forms of support within school can provide parents with space in which to think about their journey, process their emotions and explore how these feelings might be getting in the way of their ability to parent their child.

A supportive team A family support team can be a very useful provision for schools to offer, especially in settings for children with complex SEN and disabilities. The team could include arts therapists, child psychotherapists, counsellors and family support workers. Support can be organised in a variety of ways, including individual and group therapy sessions and parent workshop sessions.

Regular activities for parents, such as coffee mornings during term time, can provide invaluable opportunities for families to get together, share information and talk to those in a similar situation who might better understand

Referrals for parents can be suggested by teachers when they feel that a parent might be stressed or struggling to cope; they can have a friendly chat and sensitively point out that the parent may benefit from spending some time, in confidence, with a professional. However, parents can also refer themselves. Many find that professional consultations give them an invaluable space in which to explore emotions that are often too conflicting to reveal in any other setting. This can significantly strengthen their parenting capacity and help them to make peace with their unforeseen journey. Teachers may also be aware of siblings in the family dynamic who would benefit from some support and can encourage the families to access sessions designed specifically for their needs.

References Garland, C. (1998): Understanding Trauma: A Psychoanalytical Approach, Routledge, London.

Solomon, A. (2013): Far From The Tree: Parents, Children and the Search for Identity, Vintage Books, London.

Further information

Lola Alvarez-Romano is a child and adolescent psychotherapist and Jessie Ellinor is a drama and movement therapist and creative arts supervisor. They provide therapeutic sessions for parents and families at Oakleigh School and The Early Years Centre, a primary special school and nursery setting in Barnet, North London: www.oakleighschool.co.uk Organised groups can help families share experiences and draw mutual support.

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SPORT AND PLAY

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Hexagol helps with motor, sensory, numeracy, and digital technology skills, specifically benefiting children with special needs by focusing play inside the Hexagol area and providing engaging and highly energetic individual and team games. And Hexagol can be used

by ALL kids where even hitting one target makes you feel like a winner and instills confidence and determination.

“The Hexagol system develops significant aspects of learning - cognitive skills, physical competencies, personal qualities and physical fitness through a variety of games and sports. For pupils with sensory processing needs the games cell allows pupils to better focus on the activity due to the smaller enclosed spaces in comparison to a games hall. Hexagol sits nicely both with Education Scotland benchmarks in PE but also with those for literacy and numeracy” Chris Sheridan Head of PE Ashton SEN Secondary Glasgow.

Contact: robert@hexagol.com M:07775 594394 Details on leasing and purchase options available

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ADHD

Why is ADHD off the radar?

Michelle Beckett argues we are ignoring a national emergency that is harming one in twenty of our children

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magine there was a life-limiting neurological condition that affected over 550,00 children and 1,650,000 adults in the UK: one that you were born with, as genetically heritable as height; one so serious that if left undiagnosed and untreated it could mean that your life expectancy could be reduced by as much as 25 years, with an 80 per cent chance of poor mental health such as anxiety and depression; one that leaves you 11 times more likely to be unemployed and twice as likely to get divorced.

A bit far-fetched? Let’s take it further.

Now imagine kids with it were 100 times more likely to be excluded from school or it increased adolescents’ risk of self-harm by as much as 8.5 times.

What if 25 per cent of all prisoners were affected by this condition, 25 per cent of alcoholics and substance abusers and perhaps two-thirds of homeless people?

But imagine if it was really easy to reduce these terrifying statistical risks, as this condition can be successfully SENISSUE99

What if those affected could really flourish if diagnosed and supported? treated. Not only that, but treatment was inexpensive and safe, with 80 per cent of children and adults gaining enough relief to function, realising their potential. And by doing this, it would improve countless lives, saving billions of pounds for the NHS, schools, the police, prisons and the Department for Work and Pensions.

What if those affected could really flourish if diagnosed and supported, allowing natural strengths such as quick thinking, creativity, drive and passion to shine through?

Now imagine most sufferers had no idea they had it, were currently being treated for the wrong conditions, or told

they were “badly behaved” or “failures”.

Imagine also that most doctors, parents and teachers didn’t know what to look for.

It would be incredible, wouldn’t it, if elements in the media regularly reported that the condition didn’t exist, or that public figures cried out in horror that potentially life changing medicines were being given to these children, when all they needed was a better diet or less screen time? On top of all of this, imagine it often took several years to get diagnosed, if you were lucky enough to get on a waiting list at all, and that some parts of the country didn’t even have a service for the condition.

This scenario isn’t dystopian science fiction that we have to imagine. This is the reality for those living with ADHD in the UK.

Lack of awareness So why is this happening? The primary issue seems to be lack of awareness of WWW.SENMAGAZINE.CO.UK

ADHD

the condition coupled with huge stigma.

For many years, ADHD was labelled as a “behavioural’ disorder”, and not a neurodevelopmental condition sitting alongside (and often accompanying) others such as autism and dyslexia.

Given that it is believed to affect one in 20 children, it is astounding that teachers, medics and social workers are given little or no mandatory training in ADHD. There is also the misconception and stereotype of the “naughty” boy, displaying obvious physical hyperactivity, struggling to keep up at school, unable to concentrate on anything at all. This is why so many of our children get missed – those who don’t misbehave, who are bright and don’t struggle academically and who may internalise their super-fast and bouncing mind. There are also those that have hidden their anxiety by handing in perfect homework, yet struggled to start, before taking many angst-filled hours to complete it.

Then there are the rife misconceptions and stigmas surrounding treatment for ADHD. Medication works extremely well for around 80 per cent with ADHD. Medication is safe (though of course

all medication carries some risks), with the risks into adolescence of not being treated far outweighing minor short-lived side effects such as appetite suppression. It doesn’t “dull” children, turn them into zombies or change their personality. It allows children (and medicated adults like myself) to thrive, and be who they know they can be, feeling well and functional.

Yet we are under-diagnosing and under-treating ADHD in this country, particularly in girls. Recent research reported in the Guardian newspaper has revealed that only 0.35 per cent of girls in this country are treated for ADHD, when the figure should be 5.3 per cent.

Girls with ADHD are far more at risk than boys for high levels of poor mental health and self-destructive actions across the lifespan and their rate of moderate to severe non-suicidal selfinjurious behaviour is 50 per cent.

There is strong evidence that we are harming our children through under-resourcing, and perpetuating misunderstanding and stigma.

SEN professionals have a huge part to play in addressing misunderstandings about ADHD.

Possible signs of ADHD Please think “potential ADHD” if a student: • has learning challenges in one form or another • struggles with executive function and disorganisation, poor time management or late homework • exhibits inconsistent performance compared to ability • underperforms compared to ability, even if that is very high • shows any behavioural issues • displays physical hyperactivity, fiddling or skin picking • shows impulsive behaviours • exhibits any listening or concentration impairments • is excessively chatty • is socially inappropriate or has problems with peer groups • has any mental health issue if under 18, including eating disorders, anxiety, depression and poor self-esteem • has emotional dysregulation • is a school refuser • has a chaotic family life (ADHD is genetic, so there is a strong likelihood that one or more parents are affected; don’t automatically assume that a chaotic family is the root cause, it’s more likely ADHD is) • has parents who complain the student shows poor behaviour at home, but this isn’t apparent in school.

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Medication is an option that is proven to help and is not to be scared of

It should be at the forefront of your minds as a potential underlying cause for issues you may never even have associated with ADHD. Many high IQ and high performing students suffer from ADHD. They are more likely to slip through unnoticed.

We’ve a long way to go, but the fixes aren’t onerous or expensive.

Teachers need mandatory training on ADHD, but this could, for example, be online. Managing kids in the classroom suspected of ADHD can be done inexpensively with some basic tips.

We need to push the messages that ADHD is real and medication is an option that is proven to help and is not to be scared of. Teachers can even help give feedback to parents and clinicians to get the medication dose right.

Above all, make it your mission to pick up children and young people with ADHD that have been missed by everyone else. ADHD nearly claimed my own life until my late diagnosis aged 44. I strongly believe that I would still not be identified if I was in school today.

Further information

Michelle Beckett, who has ADHD, is the founder and CEO of ADHD Action and a guiding force behind the All Party Parliamentary Group for ADHD: www.adhdaction.org A referenced version of this article is available on the SEN Magazine website: http://bit.ly/2BJy8tF

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ADHDWISEUK

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Tell a New Story with The ADHD Advocate Through ADHD Coaching, Education and the Law, The ADHD Advocate helps individuals with ADHD, their families, schools, organizations, and healthcare professionals understand what makes the ADHD brain tick. This helps everybody to look at ADHD from a broader perspective and to stop seeing it as a “Disorder”.

The inattention, hyperactivity, impulsivity, and emotional dysregulation associated with this neurobiological “condition” can be very impairing, particularly in relation to a child’s learning and relationships at school. This is particularly the case if ADHD has not been diagnosed or understood.

With help from The ADHD Advocate, you can not only learn how to accommodate ADHD but also how to cultivate it in such a way that the unique strengths of this “condition” can come to the fore. Many celebrities and highly successful entrepreneurs such as Richard Branson, Justin Timberlake, Michael Phelps and Jamie Oliver have ADHD. The key to their success? They have thrived because of their ADHD, not in spite of it. They have turned their challenges into strengths. With encouragement and the right support, our children with ADHD can do the same. They have great potential – let’s help them realise it.

If you’d like to know how you can help your child tell a new story about themselves and their ADHD, visit: www.theadhdadvocate.com or email: stephanie@theadhdadvocate.com to book an Initial Consultation with The ADHD Advocate today.

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ADHD

ADHD and motor interventions Mary Mountstephen looks at the value of physical exercise in contributing to improvements in cognitive performance and concentration for children with ADHD

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here is growing interest among academic researchers and the world of education in how different forms of physical exercise may influence the ways in which children learn, behave and achieve in school. In this article, I will look at what is known about ADHD that might indicate that motor interventions have a role to play in promoting learning, and which activities might show indications of potential benefit.

It is estimated that there is a global prevalence of ADHD of around five or six per cent and that boys are diagnosed with this more often than girls. Ludyga et al. (2018) stress that early interventions should be seen as a necessity to avoid a longer-term negative impact of the condition. They seek to understand how ADHD related deficits might be attributed to aspects of brain function, structure and chemistry.

Their research considers whether physical exercise has potential as a complementary intervention for ADHD, drawing on the work of other researchers that had identified exercise-induced improvements on executive functioning and cognitive flexibility. Their conclusions indicated that physical exercise possessed “great potential� as a complementary intervention for ADHD, although they urge caution in drawing conclusions based on non-ADHD studies.

Their overview of the current state of research does however suggest that exercise can exert an influence on skills, as well as leading to fewer symptoms of anxiety and depression.

They recognise that intensive research has taken place into the SENISSUE99

neurobiological aspects of ADHD, but the mechanisms by which exercise reduces the cognitive and behavioural impairments is less well developed. There is an understanding that regular, daily, challenging exercise can contribute a complementary element in reducing impairments in executive functioning and control and behavioural deficits. The research does not however, suggest that this is a substitute for pharmacological or behavioural therapies.

Martial arts and floor-based programmes Many motor intervention programmes tend to focus on aerobic activity, where there is less emphasis on being mentally present and consciously aware of the ways in which the mind and body work together. Instead, they tend to place a greater emphasis on the healthy aspects of physical activity. There is now a growing research base (Meeusen et al., 2018) to support the use of a wider

Many yoga teachers would propose that their programmes develop flexibility of the mind as well as the body range of movement interventions that combine different types of activities to address specific needs.

Many yoga teachers would propose that their programmes develop flexibility of the mind as well as the body, and that there are correlations between improved focus, executive function and yoga practice (Gothe et al., 2013). The practice of yoga has also been found to be beneficial when combined with pharmacological interventions.

What distinguishes yoga is the mental focus, with links between improved focus and executive function.

Some research (Ludyga et al., 2018)

Research suggests that yoga programmes may be beneficial for ADHD.

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ADHD

Ideas for parents/ schools: • encourage daily exercise at three-hour intervals in the school day, using activities that take into account variety in speed, duration and intensity • exercise sessions can be ten to 15 minutes long and include a wide range, but balanced selection, of activities • devise a daily schedule that over the course of a week balances out a combination of aerobic, yoga and floor-based activities • children should enjoy the activity they are doing, but it needs to be challenging to induce cognitive improvement • it can be useful to include breathing exercises (often included in yoga programmes) as part of a daily routine and selecting a time when you think you, or the child will feel the greatest need to relax; ideally, this should be at the same time every day • use a more intensive activity (appropriate to the individual) prior to important tests requiring high cognitive control or competitions requiring tactical planning • consider martial arts as a possible activity; there is some research to suggest that the traditional forms that combine mental and motor aspects can exert an influence on aspects of ADHD weaknesses.

has indicated that two 60-minute sessions of yoga over a 20-week period found improvements in ADHD related symptoms after six weeks.

Tai Chi and martial arts programmes have been proposed as potential interventions for ADHD, based on their structured approach to combining cognitive and motor approaches to increasing attention, focus and control.

Floor-based motor programmes that focus on developmental immaturities such as retained primitive reflexes have also shown some potential to WWW.SENMAGAZINE.CO.UK

The relationship between physical activity and educational performance offers the potential to inform new practices

improve ADHD traits of inattentiveness and hyperactivity. These programmes have some evidence of improving these skills, but may benefit from being applied in conjunction with more physically challenging interventions.

(Ludyga et al., 2018)

Moderate aerobic activity There is evidence to suggest that moderate aerobic exercise – such as jumping on a trampoline for five minutes, jumping and running on the spot for fifteen minutes or table tennis training – can produce improvements in cognitive flexibility and working memory (Ludyga et al., 2018); however researchers point out that there is insufficient data relating specifically to their impact on children with ADHD. At the same time, there are suggestions that aerobic exercise sessions have the potential to improve inhibitory control temporarily when the activity takes place close to the cognitive task.

The implication is that schools could benefit all their learners by integrating more physical activity in short bursts throughout the day.

Implications As Ludyga et al. point out (2018), “Exercise reduces the cognitive impairments and developmentally inappropriate behaviour in children and adolescents with ADHD… Children with ADHD should be encouraged to perform aerobic exercise for a temporary enhancement of capabilities in executive functioning”.

Regular exercise is also thought to contribute to long-term benefits for

cognitive performance and behaviour in children and adolescents with ADHD. There is a consensus that the relationship between physical activity and educational performance offers the potential to inform new practices.

However, there is a concern that pseudoscience and neuro-myths risk schools and parents being liable to the claims of various commercial interventions (Bailey, 2018). This implies that caution needs to be exercised when considering making financial investments in programmes that may lack credible evidence-based or peerreviewed research.

The positive emotion of enjoyment is a strong motivation to practise physical activity. This can lead to enhancing cognitive processing when teachers understand the relevant teaching methodologies that integrate enjoyable activities based on research-led interventions. Students of all ages with ADHD and comorbid difficulties may benefit from daily physical activities to prime classroom performance.

References Bailey, R. (2018). Science, pseudoscience and exercise neuroscience in: Physical Activity and Educational Achievement: Insights from Neuroscience (see below), Routledge, Abingdon, Oxon.

Gothe, N. et al. (2013) The acute effects of yoga on executive function. Available at: https:// digitalcommons.wayne.edu/cgi/viewcontent. cgi?article=1040&context=coe_khs (accessed 15/2/19) Ludyga, S. et al. (2018) Exercise as a Neuroenhancer in Children with ADHD: Cognitive and Behavioural Effects, in Physical Activity and Educational Achievement: Insights from Neuroscience (see below), Routledge, Abingdon, Oxon.

Meeusen, R. et al. (Editor) (2018). Physical Activity and Educational Achievement: Insights from Neuroscience, Routledge, Abingdon, Oxon.

Further information In addition to reviewing books for SEN Magazine, Mary Mountstephen is the founder of KidsCanSucceed, a learning differences specialist, keynote speaker and author: www.kidscansucceed.com

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LEARNING OUTSIDE THE CLASSROOM

Taking learning outside The great outdoors is one if the best resources available to teachers, writes Nick Lee

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he draw of taking part in activities in the open air can be far more powerful for children than sitting indoors and listening to teachers talking about the lesson in hand. Something as magical as lighting a fire can be so engaging for children and the benefits for educators of enabling children to take part in such simple activities are numerous.

When children are outside, this might be the only time in the school day that they are allowed to feel free. Many children relish this sense of freedom, and we can all relate to the feeling of having no pressure to do anything we don’t want to do, perhaps a bit like being on holiday and reading a book for many of us.

Most children, regardless of their abilities or needs, love the sense of space outdoors; they love rolling down slopes and climbing trees or low level objects; and they love the sights and sounds of nature and watching things SENISSUE99

An outdoor environment can provide a great sensory break for children who struggle to focus in class

Similarly, an outdoor environment can provide a great sensory break for children who struggle to focus in class for very long. For many children, working hard for a prolonged period of time can be very demanding. They need time to be able to re-centre themselves for the next activity asked of them. This time outside could range from anything from a few pushes on a swing to 15 minutes of complete free exploration.

fall or spin. Children usually relate so easily to outdoor environments, which is a great bonus for the cause of outdoor learning, even before an adult has started to get involved.

If the outdoors motivates the child you are working with, why not use that to your advantage and use it as part of the day’s schedule. I know that would have worked wonders for me when I was at school. Spending time outdoors can also be used as a reward for good behaviour or learning.

Opportunities for learning There are so many ways for teachers to get creative in devising learning opportunities for children outdoors.

At my school, we have used lots of different types of outdoor activities in our outdoor space. Most are done in class groups and, as a generic SEN primary school, we often have pupils with a very wide range of abilities. We have found, though, that we can take all subjects outside and that we’ve been able to differentiate at every P level. To WWW.SENMAGAZINE.CO.UK

LEARNING OUTSIDE THE CLASSROOM

ensure that learning is accessible to all, it is often important to devise a range of different activities (requiring different skills and abilities) covering the same subject or topic.

Let’s look at the example of sitting around a fire, for example. As a group, we can all experience the fun and the sensory stimulation of a fire, and there is a lot to be said for a child being able to keep themselves and others safe around a fire.

When it comes to learning to light fires and understanding what fire is, we have to get creative. We could hand over hand fire strikers to less mobile children, both with peers and with adults. We could light a match in the (safe) vicinity of a child with visual impairment and watch for a reaction at varying distances, then blow it out so they can smell the smoke. For children with PMLD, we can give them a warm pad to touch and respond to.

More able children can be given the resources needed to make a fire and we can watch what they do with the different elements. Some pupils can also be talked through the entire process, perhaps with a symbolised set of instructions for them to follow, at the correct level for them. This could be anything from a one symbol level all the way up to giving them the complete set of instructions for them to work through. After they have done it once,

Turn taking, sharing and social cues can all be taught through outdoor learning

we could cut up the instructions so the children have to sequence them again; for every correct part of the sequence we could reward them with a resource they need. Or we could just give them the resources and watch them carefully as they try to work it all out on their own. This example shows how outdoor learning can be so engaging for children, and so effective at enabling every learner to take part in a single activity at a level that is appropriate to them.

Differentiation Outdoor learning can also fit in really well with role playing and game playing.

For example, whilst pretending to be pirates, we could learn sea shanties, how to tie knots and read the treasure maps. While these might at first seem to be difficult learning objectives, by thinking outside the box we can make them achievable for almost all learners.

Those working at P1 to P3 levels can respond to different songs, textures of

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rope and changes in how their body feels in the different environments of the treasure hunt. P4 to P7 learners can learn to copy and repeat patterns when singing sea shanties, take turns in pulling on the ropes to hoist the pirate flags and cleat them off, and then learn to recognise different parts of the outdoor environment either by picture, symbol or sign. Those at P8 and above can learn the sea shanties and sing them in rounds or in repeatafter-me fashion. They can learn basic knots and concentrate on fine motor skills, rather than the gross motor skills needed to pull up a flag. They can also be given a basic map to label and then follow to find the treasure.

Differentiating an activity so a group of learners with SEN can stay together rather than teaching a session by ability is so important. I believe that being able to do this promotes empathy, teamwork and, most of all, social skills amongst all learners. Turn taking, sharing and social cues can all be taught through outdoor learning, with a bit of prior planning and preparation.

Opportunities for outdoor learning are only limited by the imagination we teachers bring to the process. At our school, we have created not just outdoor musical instruments but an orchestra and amphitheatre to play in, just so the music objectives could be reached outside by all the children at their level. We also got children to create their face as a map on the ground, then we planted daffodils as eyes, noses and smiles. The pupils could then check them and watch them grow throughout the year.

Involving staff, rain or shine When I took on the newly created outdoor learning role at our school, I found that staff engagement was one of the biggest problems I faced. As would probably be the case in most schools, the vast majority of our workforce were simply not very “outdoorsy” people – and this is perfectly understandable.

Many children enjoy a real sense of freedom in the outdoors.

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They would rather get pupils engaged in wet play indoors than, for example, go outside puddle jumping with them.

Encouraging some of the staff to work outside with children on cold, wet January days was, to start with, somewhat tricky.

Although the weather was initially a turn-off for some, it plays a huge part in outdoor learning at school. Our risk assessments for weather generally allow children to go outside in all bar the strongest of winds, due to the site having a lot of trees.

Rain or snow can create all sorts of play opportunities for children and staff.

The wind whips up children better than the blue “Panda Pops” of my youth, and when the sun comes out, so do the local flora and fauna, along with caps and sun cream monitors for the children. The uncontrollable elements of outdoor learning can make or break any session outside, but it is important to embrace the weather and try to work it into whatever you are doing with the children.

It is a good idea to make sure that planning for outdoor learning is not too rigid; we often change a plan just before, or even during, a session to take account of the effects of the weather on both children and staff. However, as one of our sensory staff pointed out, not all of the sensory play and experiences we engage in with children need to be

The weather can play a crucial role in outdoor learning.

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In these times of budget cuts and scarce funding, non-core areas of school life are under pressure

“nice”; it can be just as educational and inspiring for children to experience (within limits) feeling cold or being dirty.

Extremes can bring a lot more out of people and can show us their basic human responses to their environment.

Facilitating outdoor learning In these times of budget cuts and scarce funding, non-core areas of school life are under pressure, so things like outdoor learning could potentially fall by the wayside in the drive to carry on hitting local and national government targets. There are things that we can do, though, to try to ensure this doesn’t happen.

The involvement of the school’s senior leadership team was important at our school. Outdoor learning was written into the policies and the curriculum of the school and it took the direct involvement of members of the senior leadership team to get all of the school staff on board. Each key stage was given a day to do outdoor learning as they saw fit – in classes for an hour each, as a whole key stage for the day or in more ability-driven groups. The Headteacher was very much behind this initiative and if children or classes were not going outside, questions were asked as to why not.

The provision of appropriate clothing was written into our dress code policy for outdoor learning, so gone were the days of adults shivering and complaining in sandals and a t-shirt. Six years ago, when we started this venture and budgets were not as tight as they are now, the school even purchased a set of waterproofs for every child, to be

handed back in at the end of year for reallocation the following year.

Taking care of your outdoor space It’s all well and good having a nice outdoor space for pupils to enjoy, but it’s important to take care of it as well, as all the footfall caused by daily use by pupils and staff can take it’s toll on frequently used areas and paths – and that’s nothing compared to the damage caused by wheelchairs users and their equipment; those tyres can rip and tear the ground into a muddy mess long before wellingtons do.

So if you can find the funding to do so, it’s a good idea to put in wheelchair friendly paths and appropriately protected areas for wheelchair users to take part in gardening and other activities. It’s important to try to ensure all our outdoor areas are accessible for those who use a wheelchair.

Simple pleasures As we’ve seen, a great deal can be achieved in outdoor learning, especially when we start breaking the objectives down into smaller and smaller chunks.

Most children love to take part in fun activities outside and with the right planning, learning can be differentiated to meet a very wide range of pupil needs and abilities.

Of course, it’s also important simply to use the outdoors as the outdoors, and just let the children go and explore.

Always remember that watching those leaves fall can be, and often is, far more exciting than anything we teachers can dream up.

Further information

Nick Lee is a specialist teaching assistant for outdoor learning at Fort Royal Community Primary School, Worcestershire: www.fortroyal.co.uk

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LEARNING OUTSIDE THE CLASSROOM

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LEARNING OUTSIDE THE CLASSROOM

Growing Care Farming project to be expanded Social Farms and Gardens, working with Thrive, have been selected to expand and transform care farming services across England and ultimately help improve the mental health of disadvantaged children and adults with defined needs, by bringing them closer to nature.

The Growing Care Farming project is part of the Children and Nature Programme being supported by Defra, funded by the Department for Education and managed by Natural England, which aims to encourage children from disadvantaged backgrounds to play and learn outside, in and out of school, and is a key commitment in the Government’s 25-year Environment Plan published last year.

The £1.4m Growing Care Farming project will run across all nine English regions and will create opportunities for both children and adults to attend care farms, where they will access health, social and specialist educational care services while experiencing the natural environment in new ways. Therapeutic activities vary between care farms but typically include looking after livestock and growing crops and plants.

Social Farms and Gardens has a long history of working with its member care farmers, city farmers and community gardeners across the UK. The charity will work with care farmers and will support those interested in starting up in care farming in order to achieve these plans – which seek to increase the number of WWW.SENMAGAZINE.CO.UK

care farming places in England to 1.3 million per year. Social Farms and Gardens will work together with Thrive to provide new training opportunities and supporting resources for care farmers.

A key factor in the success of this project will be the engagement of professionals and commissioners in the health, social care and education sectors as well as the care farming community. The project will establish regionally-based networks and care farmer expert teams which can be responsive to local requirements. www.farmgarden.org.uk www.thrive.org.uk SENISSUE99

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TOILET TRAINING

Toilet training children with SEN May Ng provides some practical tips for parents

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he subject of toilet training, and how and when to begin it, can be particularly challenging for parents of some children with SEN, physical disabilities and learning disabilities. This milestone is one that all parents and carers strive for as it is such an important part of a child’s development, as well as an important aspect of attaining daily self-care for the child.

The general advice by many paediatricians is that you should begin to toilet train a child from around the age of two to three years of age, encouraging your child to sit on the potty or toilet several times a day in order to make the transition from nappies to using a toilet. It is important to look for some signs of readiness such as the child’s awareness of being SENISSUE99

A lot of children are not fully toilet trained at a much older age than four

wet or dry, ability to stay dry for two to three hours and capability of reaching the toilet with help. Some children with severe physical disabilities, continence problems or spinal cord injuries may never develop this awareness and few can therefore be fully toilet trained. In these circumstances, it is important to discuss with your paediatrician the need for assisting your child with special equipment or physical support and prevention of constipation to aid regular bowel movements.

Perseverance A lot of children are not fully toilet trained at a much older age than four, which can have huge consequences for them as they enter school, and for their parents. Many children with learning difficulties may not be able to respond to the social reinforcements that work well with other children or be strongly motivated.

Teaching potty training often requires a high degree of dedication and perseverance from parents and carers of children with special needs, as these children can lack the understanding and social awareness that is often a trigger for other children who would, for example, request to wear pants and not nappies when they are starting nursery, or indicate a desire to use the toilet like their peers.

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Use visual aids in the toilet as reminders of each step in the toileting routine

For parents, this milestone may seem unachievable but my own experience as a paediatrician has shown me that for most children with special needs or autism, becoming toilet trained is an achievable and realistic goal.

Toilet training was probably one of my biggest challenges bringing up my son Brendan, who has autism. I found, though, that it is a skill that can be approached one step at a time, and can be included within a behaviour programme with lots of positive reinforcements.

Toilet training should begin when your child develops physiological maturation of the bladder and bowel and is able to stay dry for about two hours and there are no underlying medical or physiological problems that prevent this ability.

Three steps to toilet training Step 1: introducing the scene Introduce your child to the toilet environment and increase his/her awareness of the connection between the toilet, voiding and pooing. Each day, spend some time with your child sitting them on the toilet seat and encouraging them to void or poo.

Quick tips: • for successful toilet training, the key is routine and persistence; it can sometimes take months of perseverance and determination • do not allow your child to have any distractions when they are able to sit and stay on the toilet; playing on a tablet or reading a book while they are sitting on the toilet will not encourage them to void or poo • encourage your child to open their bowels every day by taking them to the toilet at the same time each day; let them spend some time on the toilet, until going at this time becomes a habit; use reward charts as positive reinforcement • devise visual reward systems to use with your child; use stars and charts to show them their progress and to offer rewards for tasks completed • include plenty of fresh fruit and vegetables in your child’s diet, to ensure they have a healthy diet and are not constipated • bedwetting is common and can be associated with constipation • consider using an alarm to help resolve bedwetting • be consistent in your approach between carers when implementing a behavioural intervention • as far as possible, ignore challenging behaviours and concentrate on encouraging the positive and cooperative behaviours • challenging behaviours, distress and anxiety can stem from your child’s frustration at not being able to communicate • do not despair if occasionally accidents happen.

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Ensure that your child is not suffering from constipation and establish good healthy eating habits and a good diet early on. Your child may be resistant to trying this new skill as it is not part of his or her usual routine, but it is important to persist and not give up.

Step 2: set the routine Show your child the skills required in using the toilet, such as pulling the pants down independently, sitting on the toilet, wiping, flushing and washing hands.

Use visual aids in the toilet as reminders of each step in the toileting routine.

Step 3: repetition and positive reinforcements Repetition is the key; there are simply no short-cuts to achieving the goal.

Give your child lots of praise if s/he should happen to go in the toilet. Use a reward star chart with a picture of a boy/girl on a potty as a visual rewards indictor. Only reward the behaviour if the child has achieved the target behaviour. Let your child accept that the toilet is part of their routine.

Toilet training most children with special needs is achievable. Once they are toilet trained it gives them a vital degree of independence and self-regard. For parents and carers, the effect of achieving this milestone is enormous. But it takes a great deal of time, effort and persistence – in some cases so much so that parents give up, believing it will never happen. My own experience, both clinical and with my son, has shown me that as long as we take charge, invest our time and persist, this skill can be achieved.

Further information

Dr May Ng is a consultant paediatrician and the author of A Journey With Brendan, a book about bringing up her child with autism: www.paedsdoc.co.uk

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SUNKEN TRAMPOLINES

FOSTERING

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For more information, visit: www.lbhf.gov.uk/fostering www.rbkc.gov.uk/fostering www.westminister.gov.uk/fostering SENISSUE99

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Weighing up the evidence for dyslexia Catherine Wright concludes her series on dyslexia assessments by looking at underlying cognitive ability and the development of a learner profile

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n the previous two issues of SEN Magazine, I discussed why it was important for schools and specialist providers to understand the needs of a learner in order to support them effectively. In the first article (SEN97, Nov/Dec 2018) I focused on the different reading tests that are available and why you would use a range of tests to identify the areas a learner may find difficult. The second piece (SEN98, Jan/Feb 2019) focused on assessing spelling, writing and cognitive processing skills, and how assessing these skills can inform teaching and support. In this article, I

am going to look at the assessment of underlying ability and how important this is, as well as looking at the learner profile aligned with the definition of dyslexia.

Non-verbal and verbal abilities

There are a number of assessments available for teachers, qualified SpLD teachers and psychologists to assess a learner’s underlying ability.

The assessments are free of reading, writing and spelling to enable the assessor to gain an understanding of the learner’s cognitive ability and intelligence. Intelligence consists of a general factor underpinning all purposeful thinking and behaviour together with certain specific factors. It may be better defined as a person’s capacity for processing information.

The main assessment types are verbal and non-verbal abilities.

Verbal items are all oral with no reading or writing involved.

Broadly speaking, verbal IQ measures the functioning of the left hemisphere of the brain, which is the hemisphere usually responsible for speech and language, whilst performance IQ (non-verbal) measures the functioning of the right hemisphere, which It is important to understand how an individual learns. is usually responsible for

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Learners can behave quite differently at home compared to school

practical, creative, artistic and visual thinking skills.

Dyslexia occurs independently of intelligence and is therefore described as a specific learning difficulty (SpLD).

Dyslexic pupils usually show a varied pattern of abilities. No two learners with dyslexia will have the same profile of strengths and weaknesses or levels of severity of difficulties.

Learners of high intelligence with dyslexic difficulties who can grasp some things quickly may be very frustrated or distressed by their slowness in literacy skills, whilst learners with very low cognitive abilities known as global learning difficulties or mild, moderate or severe learning difficulties may have some dyslexic characteristics, but their low intelligence is the primary factor.

Understanding your learner’s underlying abilities and intelligence provides the final jigsaw piece to the puzzle. Teachers may have some suspicions about a learner’s possible dyslexia because they do not seem to be able to get their words onto paper but they are very fluent verbally and they may be achieving their literacy scores at age-appropriate levels.

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suspicions that they are more able than their written work suggests, and their attainment scores are lower than they are capable of achieving.

Reviewing the profile Learners can behave quite differently at home compared to school, so it is very important to gain some background information from the learner’s parents or carers – and their permission should be sought before any assessment. When you have also collected information from colleagues who know the learner, then you can start to piece together the jigsaw by adding all the information from the assessment: literacy skills (and, possibly, numeracy skills), cognitive processing skills (verbal memory, verbal processing speed and phonological awareness) and underlying verbal and visual skills. When bringing together the pieces of the jigsaw you need to keep

in mind the pattern of difficulties that are characteristic of dyslexia.

Identification of dyslexia is not based on a discrepancy between ability scores and literacy scores, but on the pattern of difficulties outlined in Sir Jim Rose’s review of dyslexia (2009), which defines dyslexia as “a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling”. Examples of how characteristics of dyslexia identified by Rose can be evidenced in a sample learner’s profile are shown in the table below.

The final profile of strengths and weaknesses is pieced together from background information from the learner, their parents/carers, teachers and others who work with the learner, as well as from the assessment (both scores and observation during the testing). The profile should help the

Sample learner’s profile Rose’s definition/characteristics Sample learner’s profile of dyslexia Accurate and fluent word reading and spelling.

Learner has difficulty with accurate reading (when reading passages aloud) and fluent word reading.

Learner has difficulties taking in and remembering what they have read when they read passages aloud.

Difficulties in phonological awareness, Learner has weaknesses in verbal memory and verbal processing phonological awareness (word speed. blending and phoneme isolation), verbal memory and verbal processing speed.

Dyslexia occurs across the range of intellectual abilities.

Learner’s vocabulary and visualspatial skills – could be a strength or weakness. Understanding a learner’s intellectual ability will help to inform the support plan and conclusion.

Co-occurring difficulties may be seen in aspects of mental calculation, concentration and personal organisation.

Learner could also have problems with maths reasoning and calculation, but it is important to understand whether this is mathematics difficulties due to dyslexic difficulties or dyscalculia.

A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds to well-founded intervention.

Learners have often had some group or one-to-one support for literacy in school but may still be experiencing difficulties.

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No two learners with dyslexia will have the same profile of strengths and weaknesses

learner’s family and teachers to have a better understanding of the learner’s strengths and weaknesses and enable them to support him or her in a more effective manner.

It is important for a teacher to be able to understand their learners’ profiles in order to provide the appropriate allowances and support to enable them to achieve their full potential. No two learners with an SpLD are the same. As their teacher, you start to get a feeling for their strengths and weaknesses; however, by carrying out an assessment or reading an assessment report you may find other areas that the learner is masking that require support. For example, weaknesses in working memory or verbal processing are often “hidden”. You may also find an area of strength that can be used in lessons to help your learner. If you can utilise the learner’s strengths and understand what they enjoy, you can often structure and scaffold work more appropriately.

References Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties: An independent report from Sir Jim Rose to the Secretary of State for Children, Schools & Families, June 2009, DCSF Publications (now the Department for Education).

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

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DYSLEXIA

Online specialist teacher dyslexia, dyscalculia, dyspraxia – providing that supportive link between school and parents Dyslexia and dyscalculia screening OCN recognised dyslexia and dyscalculia qualifications for school staff Training videos Access to Dyslexia Academy interventions Resources Super Powers Club for students (raising self-esteem) Specialist teacher interactive classroom (IEP secure classroom) Training in evidence based interventions Generous discounts off evidence based interventions

To find out more, visit: dyslexia-academy.co.uk email: info@dyslexia-academy.co.uk

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ACCESSIBLE VEHICLES

Road worthy

Dave King outlines some of the main considerations when selecting an accessible minibus solution for your school or organisation

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he benefits of learning outside the classroom have been well documented and more and more schools are now looking to broaden the off-site opportunities they offer their pupils. For some students with SEN though, the travel involved can be challenging, exhausting and expensive.

With SEN provision in schools supporting a range of needs amidst a climate of ever-tightening budgets, finding a reliable, cost-effective solution can seem difficult. Thankfully, though, there are a number of approaches when it comes to accessible minibuses and most suppliers are able to tailor to your needs. It can be tricky to know where to start, so in this article, I aim to strip out some of the stress and look at the key things to consider.

To buy or not to buy Most people start by asking “What can we get for our money?” rather than the more important “What do we need?”

Before you do anything else, estimate how much use your minibus is likely to get in one year in terms of mileage and frequency; will it be used every day or only on certain days, leaving it unused for the rest of the week? How many times a day will it be used? You should also think about your capacity for looking after it; can you store it safely? Who will be responsible for maintenance, repairs, licenses and driver training?

One option is your local community transport provider, who will have accessible vehicles in their fleet.

They can even supply drivers, making them virtually hassle free. Payment is usually on a per mile basis with a small additional charge per vehicle and driver.

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Llanishen Fach Primary School, Cardiff are presented with a new 13-seat accessible minibus.

Before you do anything else, estimate how much use your minibus is likely to get on size and mileage. Use them regularly though and the costs start to mount up.

Typically in high demand, they might also be difficult to secure and will likely incur cancellation costs.

Leasing your minibus is another alternative. With little upfront investment, fixed payments are spread over a 24 to 60 month period which, on average, is around £450 a month on a longer term contract. It works out around 30 per cent more overall when compared to making your own purchase but there are no maintenance or MOT costs. It can also be tricky if your needs change unexpectedly and most lease agreements come with an annual mileage allowance, so knowing your planned usage is vital.

Brand new accessible minibuses generally cost between £40,000 and £60,000, depending on your modifications, and while they may seem expensive they do allow you to specify exactly what you want. A second-hand vehicle will usually come in between £14,000 and £25,000. If you’re taking the second-hand route, getting a full pre-sales check and finding out the vehicle’s history is vital, but there are still no guarantees against escalating maintenance costs down the line. You’re also at the mercy of what is available on the market and the chances are, if you are looking for an accessible vehicle, you’ll have some specific needs in mind.

While the cost of buying your own vehicle may feel prohibitive, it’s worth remembering that, with reasonable mileage and regular maintenance, you should get at least ten to 12 years from it. Helpfully, there are a handful of charities which provide accessible minibuses for schools and while these require some cash investment upfront, WWW.SENMAGAZINE.CO.UK

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you’ll probably end up with a brand new vehicle that meets your needs, for the price of a second-hand one. The vehicles are usually donated to you but there can be a waiting list and you should expect to sign an agreement which protects the charity’s interests; you couldn’t, for example, sell the vehicle and pocket the cash. Payment plans are unlikely so, while having to lay out around £15,000 upfront may not be straightforward, procuring through a charity may be the most cost-effective option. Sometimes, the parent teacher association will be able to fundraise for any shortfall.

If you procure your own minibus, don’t forget the ongoing running costs, especially of fuel. While any new vehicle will meet Euro VI emissions, you won’t find an electric or hybrid vehicle on the UK market yet. Technology is developing though, and with low emission zones which affect domestic vehicles on the horizon, expect to see the first electric minibuses hitting the road in around four to five years.

Licensing If you decide to buy your own minibus, make sure it has no more than 16 passenger seats and that it weighs less than 3.5 tonnes, or 4.25 tonnes

Students from Dame Ellen Pinsent School, Birmingham enjoying their 17-seat vehicle.

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if it has any special equipment fitted for disabled passengers; any higher and the driver will need a bus driver’s license. Anyone who has had a full category B licence for at least two years, is over 21 and isn’t driving the minibus for hire or reward (basically not getting paid extra) won’t need an extra license.

You’ll find that your local authority will have additional requirements for drivers of school minibuses and it’s essential to check these out. For new minibus drivers it’s well worth reading through the Minibus Safety guide published by ROSPA.

Modifications Knowing how far to go in getting the right modifications can be tricky. Focus on your current needs and any that you can reasonably foresee; it’s not worth going for the highest spec on the off chance that you might need something in the future.

Generally you can choose a vehicle to seat nine, 14 or 17 people (including the driver), with a reduction in capacity for each wheelchair clamp you need added. A 17-seater will accommodate a maximum of six wheelchairs but leave only two passenger seats for your staff, so it’s essential that you work with your supplier to get the balance that’s right for you. Choose a local supplier if you can (check if your local authority has any preferred suppliers) to make this, and any subsequent modifications, much easier.

Think through the level of your access needs as each modification will add to the cost. What level of mobility do your students have and how much independence are you able to encourage? Adjustments range from an additional step and handrail through to loading ramps (where wheelchair users can self-propel or be assisted) and fully powered lifts. It’s worth considering having rear parking sensors fitted if you have a rear tail lift as this will help your drivers leave enough room for the lift to work safely. You should also consider whether your students need

Focus on your current needs and any that you can reasonably foresee

non-slip flooring and floor level lighting for ease of access in the dark. High visibility handrails may also be useful for students who are partially sighted.

It’s impossible to guess how the needs of your students will change over time so you shouldn’t worry about needing to make future adjustments to your minibus. You’ll be able to add or remove seats to change the number of wheelchair clamps you have at any time, so it’s a good idea to hang on to any seats that you have removed in case you need them again.

Ultimately, it’s up to you to get the best value for the cash you have available. Don’t be afraid to be specific in what you need – your vehicle should be as unique as your students are – and get your students involved in the decision if you can. For some it will be a lifeline to therapy, sports or the outdoors every week and the more they feel a sense of “ownership” of the vehicle, the more comfortable they’ll feel when travelling.

Further information

Dave King is Head of Programmes at Variety, the Children’s Charity, which provides Sunshine Coaches to schools and other organisations, mainly to transport children with disabilities and SEN: www.variety.org.uk

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Coming to terms with Tourette’s Attitudes towards Tourette’s can make all the difference to a child’s time at school, writes Amanda Pape

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s a teacher with years of experience you would imagine that when my middle child started exhibiting some fairly unusual behaviour it would be a case of: “Ah, I’ve studied this in my CPD; it’s Tourette’s syndrome”.

Sadly, 14 years ago, when my son first showed signs at about four years old, I had not had any training. So we headed off to the doctor only to receive the answer: “It’s a phase; he’ll grow out of it”.

The school were on the phone weekly about his “disruptive behaviour”: coughing, jumping up and down, grunting, and making random sounds – and those were the less troublesome ones. Then came a period of spitting

and peeing in the playground because he didn’t like the toilets (kids can be cruel in the privacy of a toilet).

I spoke to everyone I knew and all those professionals said something along the lines of “Oh, he’s a sweet boy despite his quirks”. One teacher helpfully suggested that if I didn’t get my son to behave, he would end up in jail or worse. This was done in front of all the other parents when my son was just eight. I wouldn’t mind, but I taught teenagers in a college, who can be six feet tall, grunting, angry and filled with hormones. How was it I could get them, and my other kids, to behave but not my middle son? And how does a regular mum manage to be heard when even teachers and doctors aren’t

At home it was like a baby elephant fighting a rhino in his room for an hour aware of the difference between bad behaviour and a very real, sometimes debilitating condition?

I got regular calls from the school telling me to pick him up. Sometimes he would try so hard not to tic that he fell asleep at school through exhaustion.

I used my teacher training and worked on coping mechanisms. As he grew older, he learned to suppress at school – just blinking and the cough.

At home it was like a baby elephant fighting a rhino in his room for an hour.

Familiar signs

The author’s son (pictured with his siblings and cousin) has Tourette’s. But which one is he?

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One night I watched a show about Tourette’s. As a teacher I try to educate myself about all sorts of issues and conditions. It’s someone’s precious child so it is a teachers obligation to at least try to help. When I saw the little boy on the show I recognised my sons behaviour immediately. I thought everyone with Tourette’s swore.

I found a Tourette’s charity on the Internet and called them. The lady on the other end of the phone saved my sanity, as well as my sons battered feeling of self-worth.

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I have spent the last ten years educating myself on the condition.

There are those of us who will visit a school and try to help teachers, often overworked, cope with what can be challenging behaviour. I also work on the charity’s helpline and I’ve found that nearly as many teachers call as parents.

Intervention for Tourette’s is vital.

Charities can help a great deal but they are generally made up of volunteers and without adequate funding they will be able to provide support to fewer and fewer children.

Most professionals want to help but they just don’t know how. Until the Government ensures new teachers and doctors are educated about Tourette’s, children like my son will be robbed of a happy childhood. I don’t blame anyone for my son’s troubles as it was years ago. Now though, there is no excuse.

School support Once the school knew my son had a condition, most teachers were great. As a parent, instead of just expecting the school to sort it out, I worked with them.

My son worked hard on controlling more disruptive tics. His sticking his tongue out, rolling his eyes and turning his head from left to right had his business teacher pulling her hair out. My suggestion that she move him to the back of the room solved the problem.

Having a “passport” so he could get up and move around worked wonders.

I think all children should be able to

Having a “passport” so he could get up and move around worked wonders

move more, but a child with Tourette’s can’t help it. The more they try to stop the tic, the worse the urge becomes.

Imagine trying not to sneeze or yawn.

As my son once said to me when he was about 13, “I’ll hold my tic as long as you hold your breath”. That’s how it feels. I cried for a week.

It’s not all doom and gloom though.

My son has learned to manage his Tourette’s. He failed every one of his A levels because he couldn’t concentrate for long enough when listening to teachers talking, but he could do an active BTEC in IT. I cried when he got his results, but happy tears this time.

He scored 100 per cent and was offered a place to study computer science and cyber security at every university to which he applied. He chose a university where they support you rather than a more traditional one where they talk at you. He is predicted to get a 1st.

Active learning We teachers don’t really need to change our behaviour that much to accommodate a child with Tourette’s,

as long as we practice active learning, although I know this is easier said than done. Children with a wide range of conditions have amazing talents most of us don’t have. Their brains are just wired differently. We should look at how individual children learn most effectively, rather than focussing solely on what they are learning.

I hope that one day the poor excuse for a teacher who told my son “I’m not repeating myself; you should be paying attention” realises how cruel that was. As my son said to me, “Would he rather I spent ten minutes barking, because that was what my brain was telling me to do.” So as not to disrupt the class, his full concentration was on suppressing his tics. So if you are a teacher and a student asks you to repeat an instruction, do so, just in case. You might not fully understand why the child apparently “ignored” you.

We teachers need to see disruptive behaviour in a different light. I know that I am a much better teacher because I have a son with Tourette’s, obsessive compulsive disorder (OCD), attention deficit hyperactivity disorder (ADHD) and perhaps a few other conditions.

He’s also though, the kindest, sweetest, most loyal person you could ever meet.

But where would he be without the fantastic teachers who did see the promise behind the problem. As his mum, I owe them a debt I can never repay.

Further information Amanda Pape is a teacher and a volunteer for the charity Tourette’s Action: www.tourettes-action.org.uk

Suppressing tics can be an enormous effort for kids with Tourette’s.

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TOURETTE’S SYNDROME

ORBIT research team donates to Tourette’s Action The ORBIT research team has donated £1000 to Tourette’s Action for its ongoing support in helping engage the Tourette’s community in research participation of the ORBIT trial – a four-year research project working with young people and their families to test out two new online behavioural treatments for tics and Tourette’s syndrome.

The charity has created a series of videos from ORBIT researchers to help explain more about the project and their role in working with the volunteers and the public.

The videos can be found on the charity’s YouTube page: youtube.com/user/UKTourettesAction An animation about the ORBIT research programme – the story so far, and how members of the public can get involved – is available at: vimeo.com/311873322

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Features in issue 100 of SEN Magazine will include: SLCN • autism • learning disability • play • healthy eating • tech in the classroom numeracy • fostering • sport • all-ability cycling • recruitment • dyslexia and more…

To book your space, contact Denise: 01200 409808 denise@senmagazine.co.uk or Charlotte: 01200 409805 charlotte@senmagazine.co.uk

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SHORT BREAKS

Short breaks shake-up We need to think creatively about what our short breaks providers offer, writes Jackie Fletcher “Dave’s short break care entitlement was cut from 90-odd nights to 60.

The extra pressure tipped his family over the edge. Now he’s here anyway, on emergency respite, and his family are needing their own mental health support too…”

I heard this recently from a short breaks manager, echoing an all too familiar story in the world of short breaks. It’s a simple tale of narrow minded cost saving efforts that fail to consider the big picture and thus have the reverse effect to that intended.

“To be honest, at times I wonder how long short breaks will be here for,” Dave’s short breaks manager added, “it seems like such an easy thing to cut, but the implications can be devastating.”

Stories like these highlight how important it is to think carefully about the role of short breaks (sometimes known as respite care) and about how

the service can be used innovatively to meet individual needs and ambitions in a way that also helps local authority funders know that they are saving money. Although private purchase is possible, this is a service that is overwhelmingly still purchased (usually on a mixed block and spot basis and often to accommodate the “Friday afternoon crisis scenario”) by local authorities.

I hope that the examples in this article will encourage families and professionals alike to think differently about what might be possible with a little creativity.

Building natural support Harry and Elsie met each other in a short breaks service. They struck up such a good friendship that they soon started scheduling breaks together.

Both their parents were elderly and it was clear that they would shortly

It seems like such an easy thing to cut, but the implications can be devastating both need supported living. Now Harry and Elsie have moved into supported living together, largely supporting each other and therefore requiring less paid support from the local authority.

Friendship is so powerful. Harry and Elsie’s story isn’t exceptional. Short breaks managers have endless stories of how people develop, including how people with a history of behaviours that challenge cease that behaviour when surrounded by friends they met in a short breaks service. At a time when Britain is reportedly suffering from an epidemic of loneliness, helping people to build and maintain friendships really is a powerful way to help them gain confidence and reduce the chances of challenging behaviour.

Supporting transition to adulthood Transition to adulthood can be a harsh shock for so many reasons.

Short breaks can be a stepping stone to independent living.

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Alfie, Bart, Charlie and Dylan were close friends at school. Their parents were clear that moving into supported living together as adults would be a good step. Like Harry and Elsie, this would enable shared hours and potentially produce a considerable net saving for the local authority. But none of the young men had ever lived alone WWW.SENMAGAZINE.CO.UK

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How many short breaks services could make more of their facilities?

A creative alternative to supported living

Short breaks can provide a bridge to local communities.

before. None could cook or clean. It was unclear how they would get on if in the same house together 24/7, and the families really didn’t want the move to fail. A year of staged departure from parental homes into a short breaks service did the trick; staff were able to give them the basic life skills needed to get along with each other, to find their own space where needed without disrupting relationships, and to do basic chores. At the end of 12 months, a suitable property was found and the four are now moving along together with support quite happily.

Had this failed, the local authority could well now be funding four single person’s services, with all the potential additional costs this would entail. Alfie, Bart, Charlie and Dylan benefited from a well thought through approach to their transition to adulthood. But nationally, how few transitions consider such a staged move? How many friendships fail due to ill-prepared transitions?

It’s also worth noting the challenge of transitioning from children’s short breaks – with its funding, its trips, its daily excitement – to adult short breaks, which survive on relatively bare-bones funding and the creativity and dedication of its staff. Managers of adult short breaks services are acutely aware that the two service types are fundamentally different. Some have even called for a “young person’s short breaks service” to ease the transition.

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Peter gets 180 days short breaks each year. That’s fully half his life living out of his parental home, in a short breaks service. It’s a significant cost to his local authority. But because of those 180 days, Peter is able to spend the other 180 at home with his family. He doesn’t need a single person supported living service, not yet anyway. In Peter’s case, short break support of this nature is saving the local authority considerable sums of money and Peter himself is very happy to split his time between two environments he loves.

Of course, I don’t advocate that local authorities put financial drivers ahead of person-centred support. Many – perhaps most – people would prefer to live independently with support and of course local authorities should respect that. But I do wonder if a combined short break plus family home living arrangement has been considered during most people’s assessment and planning process? For Peter, at least, it is an arrangement that works very well.

Preparation for independent living Colin has found that closure of his local library – which was both a member of the Safer Places scheme and the only public venue with a proper Changing Places bathroom facility in town – means that town has suddenly become far less accessible. Colin relied on the library as a staging post to enjoying time out in town.

Colin’s elderly parents cannot manage his personal care well – meaning that he needs considerable amounts of outreach support. But when a short breaks service within

striking distance of the town centre began offering Colin day support, he was able to significantly reduce his outreach support needs. And because the facilities at the short breaks centre include changing places and sensory space, the centre was able to replace the library as a staging post for Colin.

How many short breaks services could make more of their facilities, create more friendships and support more people to get involved in their local community? How many could act as a community hub, incorporating safe spaces, sensory rooms and accessible toilets so that people with higher levels of need could use them as a jumping off point for getting out into their local community?

Top quality staff Support teams working in short breaks services have to be multi-skilled, trained in the personal requirements of each and every one of the hundred-plus guests that might come through their doors each year. And they still need all the same values and skills that every other support worker would need to make a success of their role.

This means that short breaks provides an opportunity for providers to create career progression opportunities and thus retain and strengthen their workforce – opportunities for colleagues at every level who show potential to gain diverse experience that will equip them for the next rung on the managerial ladder.

Further information

Jackie Fletcher is Group Director of Quality, Public Affairs and Policy at Dimensions, a not-forprofit organisation supporting people with learning disabilities, autism, challenging behaviour and complex needs: www.dimensions-uk.org

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Campaign supports UK carers to recognise their role Developed by Merck and guided by Carers UK and other international carer organisations, Embracing Carers is a global movement to highlight the important role of carers in society.

The campaign has launched the By Day, By Night initiative, which aims to help individuals reflect on their daily lives and help those in the UK recognise their role as a carer.

To provide UK carers with information on the support and resources available, the International Alliance of Carer Organizations (IACO) with the support of Embracing Carers developed a Global State of Care Report that includes a UK chapter identifying current legislation to benefit carers, best practice and opportunities to increase support across the country. “Carers across the UK play a crucial role in the lives of loved ones and there is a strong need to help individuals reflect on their daily caring activities to help them recognise this�, says Emily Holzhausen of Carers UK. www.carersuk.org

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Advertisement feature

Could you be a fee-paid short breaks foster carer?

If you have significant experience of caring for children with disabilities, our specialist fee-paid short breaks scheme enables professionals to care for children with more complex needs. This would be within your own home as an approved foster carer. You would be carefully matched with children needing respite either part-time, three nights a week or full-time five nights per week.

Fee-paid short breaks foster carers will receive £485 a week plus £52 per night for five-nights and £300 a week plus £52 per night for three-nights.

This scheme allows us to provide an alternative arrangement to respite within residential care and provide a family environment to children that would benefit from it.

Tammy Langsdon is a fee paid short breaks carer with Essex County Council and worked in a school that specialised in pupils with moderate learning difficulties and autism for seven years before becoming a short breaks carer. She specialises in autism and is a fluent Makaton signer.

Talking about the young people she cares for she said: “The activities we do provide a nice respite for the child. We use lots of different sensory toys.

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“We are never pressured into taking on a child, everyone has been very mindful with careful matching.

I have an excellent social worker who is always there for me and the support group allows me to bring up any concerns and have them dealt with.

“The gratitude of the family and the impact on families is so worth it. For parents to be able to take the other siblings out for a breakfast or a sibling being able to have their friends for a sleepover and knowing if it wasn’t for this scheme that couldn’t happen.” essexadoptionandfostering.co.uk/fostering 0800 801 530 SENISSUE99

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BOOK REVIEWS

Book reviews

by Mary Mountstephen

Anxiety and Depression in the Classroom: A Teacher’s Guide to Fostering Self-Regulation in Young Students N. Reilly W.W. Norton and Company £14.99 ISBN: 978-0-393-70872-1 There is a growing concern about mental health issues in schools and, in this book, Reilly provides teachers with a guide to the signs to look for and strategies for nourishing emotional

wellness

in

students.

Reilly is the Associate Director of a centre for child and family development and an instructor of psychiatry at Harvard Medical School.

In this book, she begins by pointing out that the incidence of mental health problems is approximately one in ten in the age range birth to 18, with some major mental illnesses beginning quite early in childhood.

The book is divided into three main sections, combining information, practical tips, case studies, research and clinical applications. In the first section, the focus is on understanding the connection between children’s development, self-regulation and academic learning. In the second and third chapters, Reilly focuses on anxiety and depressive disorders and possible manifestations in the classroom.

There is much useful information for teachers and the author introduces the concept of “noticing” the patterns in a child’s behaviour and responding, based on a sound knowledge of self-regulation and nurturing supportive and caring relationships with students.

This is a very useful guide to complex issues that can exert a significant impact on a child’s experiences in school.

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How To Be An Outstanding Nursery Leader A. Lee Bloomsbury Education £16.99 ISBN: 978-14729-5257-8

Lee is an experienced childminder, running her business for over 20 years, which has been credited as “outstanding”. In this informative book, she provides much information for all those involved in providing care, learning and play for children in their earliest years.

The book includes information in a wide range of areas including: what it means to be an outstanding leader; building effective teams; communication; safeguarding and welfare; and special educational needs and disabilities.

Lee includes some detailed guidance on the ways that physical exercise and nutrition can impact on early development and there are opportunities for the reader to reflect on their current practice and provision.

The section on special educational needs would be of value to all settings in terms of outlining the related legal frameworks and obligations and a brief description of some types of learning differences such as ADHD, autistic spectrum disorders and giftedness.

Lee stresses the importance of working in partnership with parents and carers, particularly when the child has more complex needs that require monitoring and assessment. She details advice on administration, such as the completion of forms to access funding from local authorities and how this links to the development of policies and procedures to support children and their families.

The book concludes with links to related publications and websites, as well as printable versions of template forms and documents that can be downloaded from the publisher’s website.

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BOOK REVIEWS

Neuromyths: Debunking False Ideas About the Brain T. Tokuhama-Espinosa W.W. Norton and Company ÂŁ22.00 ISBN: 978-0-393-71323-7

Mindful Little Yogis: Self-Regulation Tools to Empower Kids with Special Needs to Breathe and Relax N. Harvey (illustrated by J. Smisson) Publisher: Singing Dragon ÂŁ14.99 ISBN: 978-1-84819-404-5

Tokuhama-Espinoza is

The author of this book

a Professor at Harvard

combines experience as

University and is associated

a therapist, educator and

with organisations that

mindfulness practitioner.

provide evidence-based

She explains how the

research tools for teachers.

book developed out

She is the author of several

of a commitment to

publications relating to

helping children who

achieving

are experiencing mental

significant

improvements in learning

health

difficulties,

for all students, and has

anxiety, depression and

taught across a wide age range.

panic.

The book is based on her international research over a ten-

The activities she

year period to determine mind, brain and education science

describes are intended

principles and associated concepts that she sees as the

for use in a variety of educational, therapeutic and

foundation for a new concept of teaching and learning. Some

casual settings. Some of the activities she describes

of the topics included relate to myths about: intelligence;

include: different breathing techniques; playing musical

teaching and learning; mind-body balance; attention and

instruments; visualisation and emotional intelligence;

memory; and learning environments.

movement activities such as log rolling; yoga games; and

Each chapter describes where the targeted myth arose

music therapy.

and then explains how this relates to current research about

Throughout the book, Harvey reminds the reader of

the topic. The author draws on wide sources of research to

the central theme of taking the time to stop, breathe and

provide the reader with an informed overview that relates

relax in order to gain a more calming state of flow. She

to classroom practice.

explains how teaching mindfulness techniques to children

For any teacher interested in learning more about some

can enable them to become better problem-solvers who

of the commonly recognised trends in education, for

are more able to deal with unexpected situations. She

example learning styles, this book provides a well-argued

stresses that every emotional state is a part of being human

and accessible guide that is supplemented by extensive

and that developing emotional awareness and its related

chapter endnotes and references.

vocabulary is a useful self-regulation tool.

When teachers and schools need to justify the ways

Harvey covers a wide range of themes and approaches

in which they teach, this book will be of value to guide

and this book would be of interest to practitioners seeking

choices made about how neuroscience links to classroom

an accessible introduction to these types of interventions.

practice. The author has taken complex research findings

The activities are simple and cost-effective and could be

and summarised them in an accessible format.

used with individuals or groups.

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TRANSITION TO ADULT LIFE

Making a move George Fox and Lesley Copland look at supporting young people with autism in the transition to an adult placement or moving home after education

T

ransitioning to adult life after education can be a difficult time for anyone, but for people with autism and SEN, the challenge of making such a drastic change can be even greater.

Preparation for making this move is something which can be woven into daily life for young people early in their learning and can continue to develop throughout their education.

With the use of individualised waking day curriculums and the development of daily living, social and vocational skills, individuals can be supported to self-manage behaviour, communicate, make choices and, therefore, manage transitions successfully.

An individualised approach No two people with autism are the same and each person will have different abilities, strengths and interests, triggers and difficulties. This means that the same approach will not work for everyone and a person-

She is learning that things can’t always be on her own terms

best to foster, develop and support these for a successful future, which could include work placements and appropriate accreditation.

Balance and boundaries

centred, individualised approach is key to success. What success looks like will also vary greatly from one person to the next. This could mean transitioning back to the family home for one individual, while for another it could mean moving on to a supported adult placement.

The whole person-centred approach means that an understanding of an individual doesn’t come through educational assessment alone, but through looking at the wider picture.

Fundamental to a tailored curriculum for someone with autism or SEN is the ability to understand their skills, interests and motivations, and how

Part of the process in preparing young people for adult life is to help them become comfortable with boundaries and social norms that they will encounter in the world outside school or college. Creating a fake environment which overly shelters the individual from the realities of life can be counterproductive in the long run. For example, while the individual can be nurtured in the areas in which they have a particular interest, there must also be some balance between what they like to do and tasks they have to do.

It can also be about learning social skills and working alongside or in collaboration with colleagues in a workplace environment; one young lady with severe autism I work with has a paid work placement in a laundry.

She is very capable of carrying out the tasks, but is very motivated by music and singing. For her, the challenge was to understand that she couldn’t always have her favourite radio station on while she was working alongside others because that wouldn’t be possible in the outside world. She is learning that things can’t always be on her own terms.

Practical application of skills

The development of skills should be tailored to the individual.

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TRANSITION TO ADULT LIFE

Collaboration between both placements and the local authority is crucial

“real world” can help prepare for transitioning to adult life by showing young people how to cope with changing environments.

Planning the move

Functional skills need to be practiced in real world settings.

things and learn transferrable skills.

Again, it is essential to focus on their abilities – what they enjoy and can do – instead of concentrating on what they can’t do.

As well as developing vocational skills, academic skills can also be channeled in more functional and meaningful ways. For example, activities could focus on maths skills being learnt in context, perhaps with practical and hands-on activities out in the community, such as shopping and paying for goods. Having practiced within familiar learning environments, the application of these skills during offsite community visits can help develop greater independence and self-sufficiency (depending on the learner’s level of ability). In the same way, it’s a good idea for young people to be able to enjoy leisure activities out in the community, and develop social skills.

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If you are looking to secure an adult placement for a young person, remember that it can be incredibly difficult to get back into the system once they have come out of it, so it’s highly preferable to transition from one placement to the next without delay. With that in mind, being well prepared is key, and it’s always a good idea to look earlier than you need to due to the length of time it can take to have a suitable placement agreed and secured.

Finding the right placement can be a minefield, but you can help to simplify your choices by measuring each option against your set criteria to identify which ones tick the most boxes. I advise parents to have an ideal list in mind, but they should be prepared to compromise as the ideal placement isn’t always possible.

Each local authority is different, but it’s a good idea to check what your funding authority is suggesting, as you’ll be more likely to get a placement if you’re both in agreement. State the reasons why you’re for or against the suggested option so that you can justify your preferences and suitability. If you get your ideal placement, and the timing isn’t exactly as you’d hoped, go for it anyway rather than risk losing that place.

As a parent or carer of a young adult with autism and SEN, supporting them through a transition to adult life can be daunting, but it’s also a great

milestone with exciting opportunities.

Transitioning to adult life is normal, and young people with autism and SEN should be allowed to progress to adulthood just the same as a child without SEN would – just with additional and appropriate support.

Reflecting the needs of the individual is key to ensuring a smooth transition; some will need to visit their new provision several times before moving over. In order to share information and expertise, collaboration between both placements and the local authority is crucial. It’s also important to phase in/out staff from both settings posttransition in order to ensure some continuity and make the change as smooth and stress free as possible for the young person.

Whether a young adult with SEN and autism is moving back to the family home, or on to a new placement, the key will be to understand and accommodate that person’s needs and preferences. While change inevitably brings challenges, with the right support and a consistent and familiar approach, the transition can be very positive. Getting the foundations right with a young person’s learning should help to pave the way for moving on when the time comes, and can support a bright and successful future.

Further information

Lesley Copland is Education Lead (Further Education) and George Fox Education Lead (Year 11 to 14) at Prior’s Court Foundation, which runs a specialist residential school and young adult provision: www.priorscourt.org.uk

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Careers Week sparks future ambitions for autistic students at LVS Oxford LVS Oxford took part in Careers Week from Monday 11 to Friday 15 February, giving students of all ages the opportunity to learn about possible careers and spend some valuable time thinking about what they might like to do in the future.

The Week gave all students at the school access to a range of visitors who came on site to reveal more about future paths to employment and what various jobs entail.

On the Tuesday, Year 10 students travelled to SOFEA in Didcot to participate in voluntary work, which involved them working as a team to sort food deliveries arriving in the warehouse.

On the Wednesday, Head of Sixth Form and qualified plumber Sam Hewson led a trade skills session to introduce students to the basics of plumbing and electrics.

Visitors on the Thursday included Bicester-based Ignite Sport who came in to demonstrate their apprenticeship scheme, whereby LVS Oxford students could go on to represent them in providing sports coaching programmes for young people, and lead example sessions in LVS Oxford’s beautiful grounds.

General Manager Hannah Bladen said: “It was a great chance for LVS Oxford’s students to see us in action, have a taste of the job and make an informed decision about their career choice.

We hope some of them will be inspired to come back and talk to us about career opportunities”.

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LVS Oxford students learn plumbing skills watched by Head of Sixth Form Sam Hewson.

This was followed by several talks by Anna McInnes, General Manager at Jury’s Inn Oxford, about life working for the hotel group, followed by interactive sessions where students could practice what they could expect from a job in the hospitality industry – including how to serve at conference and banqueting events. Anna said: “the skills they learned today are not just useful for potential careers but also for general life too”.

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Serving up professional training A two-course dinner made from scratch was on the menu when students from a specialist college were invited on a professional catering skills workshop.

Five hospitality students from Derwen College, a further education college for young people with learning difficulties and disabilities, had the opportunity to train for the day at a Whitbread-owned industry training kitchen.

Whitbread asked students from the Oswestry-based college to attend a bespoke catering course at its North Learning and Skills Academy in Sale, near Manchester. The students and two members of staff jumped at the chance to learn new skills in a professional environment with top class teaching chefs.

Budding cooks Adam Gill, Max Marek, William Chapple, James Ashworth and Faye Humphries (pictured left to right) were given the opportunity to work with industry teachers including Craig Robinson, Lead Academy Manager who ran the day. www.derwen.ac.uk WWW.SENMAGAZINE.CO.UK

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SENSORY IMPAIRMENT

Sensory support Joao Roe looks at best practice in identifying and supporting children with sensory impairment

S

ensory impairment includes visual, hearing or multisensory impairment. A child is considered to have a sensory impairment if they have a hearing and/or visual impairment which adversely impacts on their learning and development. The National Sensory Impairment eligibility framework, which informs levels of support for children and young people with sensory impairment in the UK, considers: • the presence of hearing impairment (HI) when there is a hearing threshold of 21 dB or worse in the best ear unaided • the presence of vision impairment (VI) when a range of visual difficulties is present; it is not only based on visual acuity (ability to see detail) as assessed by clinical tests but on a range of other issues, such as visual field; however, as a guide, a visual acuity of 6/12 or worse is considered as having vision impairment; this means a person is able to see at six metres what people would normally see at 12 metres.

The incidence of these impairments is low and many teachers/SENCOs may not come across them very often, especially for the most severe or profound cases. However, even a mild impairment can have a significant impact on access to information and a child’s learning.

Most children and young people with sensory impairment attend mainstream schools (about 78 per cent for HI and 70 per cent for VI). A proportion of these children will have additional needs (about 50 per cent for VI and 22 per cent for HI, although at times it has been reported up to 40 SENISSUE99

per cent for HI). The majority of the children and young people do not have an education, health and care (EHC) plan, with only about 19 per cent for HI having one and 39 per cent for VI. Under the current SEN reforms, every local authority is required to publish a local offer which should include information about how to access advice and support for children and young people with sensory impairment.

Types of sensory impairment There is a wide range of conditions and implications of sensory impairment and each child or young person needs to have their needs individually assessed to ascertain the best ways to ensure they access information and to optimise their learning.

Hearing impairment You can have a conductive, sensorineural or mixed hearing loss.

It can be mild to profound and vary across frequencies as well as be different for each ear.

Even a mild impairment can have a significant impact on a child’s learning

Conductive hearing losses are in the outer and middle part of the ear and are usually temporary (although some cases may become longer lasting or permanent). This hearing loss can fluctuate making it hard for children and young people to have consistent access to sound and speech. This type of hearing loss is common in young children (glue ear) and may be resolved.

But when the conductive hearing loss is persistent, interventions such as grommet operations or hearing aids may be required.

Sensorineural hearing losses are based in the inner part of the ear (cochlear and auditory nerve) and are

Pupil with vision impairment using a visualiser to explore visual detail in coins.

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permanent. These are more significant and require hearing aids, radio aids or cochlear implants. There are also other aids such as bone conduction and bone anchored. Lack of effective amplification can lead to language delays and inability to process auditory information properly.

Mixed hearing losses mean that the child or young person has a sensorineural hearing loss which is permanent as well as a conductive hearing loss which can fluctuate.

Hearing loss can be unilateral or bilateral and mild to profound, and can vary across different sound frequencies.

A good understanding of the child or young person’s audiological needs is crucial to ensure they can be aided appropriately but also to understand their responses and behaviours.

Vision impairment Vision impairment can affect your ability to see clearly both at near and/ or at distance. It can vary from mild to profound impairment. Those with profound VI rely on tactile and auditory information to learn.

VI can affect colour vision or the visual field, which means that vision is poor in parts of your visual field, for example your left visual field, lower visual field, peripheral or central visual field. This can make it difficult to see people or objects approaching from the sides or find the beginning of a line when reading. VI can also affect the ability to see in different lighting conditions or affect contrast sensitivity (ability to discriminate between different shades).

Most common are refractive errors; this means that the rays of light that enter the eye do not focus correctly on the retina, and they include hypermetropia (long-sightedness), myopia (short-sightedness) and astigmatism (caused by irregularities in the cornea – transparent front part of the eye). Often, refractive errors can be corrected by wearing glasses.

However, when the refractive error is too severe it may not be possible to fully correct it, even with glasses. Some WWW.SENMAGAZINE.CO.UK

Sensory impairment is often invisible and may be overlooked

children with VI may wear glasses to improve their vision but they will still have VI, as the glasses cannot correct all the difficulties as mentioned above.

Also children with vision impairment who do not have refractive errors may not benefit from glasses.

Amblyopia (lazy eye) occurs when one eye has poorer vision and it results in the brain and eyes not working well together, which affects the ability to perceive depth. Patching is often prescribed to ensure the weakest eye develops further.

Some children may also present difficulties that come under cerebral vision impairment – this term is used to describe difficulties in seeing and visual perception that are due to brain damage. This means that some of these children may have reasonably good visual acuity (ability to see detail) when assessed through conventional eye tests but may present visual difficulties such as recognising objects or faces, difficulty seeing an object in a visually crowded scene (when complex visual information is presented simultaneously) and tracking moving objects.

Multi-sensory impairment Multi sensory impairment occurs when any combination of vision and hearing impairment are present.

What teachers and SENCOs should look for?

Most children and young people with sensory impairment will be identified early on by medical staff but in some cases, a sensory impairment may develop or become apparent at a later stage. Sensory impairment is often invisible and may be overlooked.

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Signs of a possible hearing impairment include: • unclear or slow development of speech • inconsistent, little or no response to voices or other sounds • reading lips or watching the faces of speakers intently • frequently asking for repetition • poor, fluctuating or deteriorating behaviour • irregular eye movements which worsen when tired, stressed or unwell.

Signs of a possible vision impairment include: • frowning or facial grimacing during close work • difficulties dealing with textbook material • inability to locate small obstacles on the floor – may appear clumsy • children who rub, poke or screw up their eyes • children whose eyes turn or who cover one eye to look • children who have difficulty seeing the board • visual confusions affecting early reading • getting tired quickly • poor, fluctuating or deteriorating behaviour.

What can educational settings do to promote inclusion?

In promoting the inclusion of children and young people with sensory impairment, a good understanding of their specific individual needs is required. These can be very varied and difficult to generalise. However, there are some principles of good practice that can promote inclusion for all children and young people and those who may have processing difficulties.

These include both the consideration of environmental access and the use of inclusive strategies. >> SENISSUE99

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Pupils with identified sensory impairment should have an allocated specialist teacher

Promoting environmental access – VI: • ensure there is good contrast between door-frames, doors and walls and other features • provide good lighting and opportunities to control light levels, using blinds to black out direct sunlight • avoid use of shiny surfaces that create glare and avoid glare on screens • avoid overcrowding and clutter – make sure displays are simple and uncluttered, use plain tablecloths with good contrast against the objects/resources children are using • ensure the layout of the class is organised, has clearly marked areas, remains as consistent as possible and uses clear labelling on a contrasting background • outside, use white/yellow lines on the ground to mark edges and obstacles.

Promoting environmental access – HI: • ensure classroom doors and windows are closed and use curtains or blinds • use wall displays to cover and soften large flat surfaces • use carpet floors where possible, as this will help to reduce echoing • use rubber ends of chairs to reduce noise when moved • use soft tablecloths and soft bottoms on pencil cups and other storage.

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Inclusive strategies: • consider the positioning of teacher – close enough to pupils and ensuring light is not coming from behind as this makes it harder to see facial expressions or to lip read • consider seating position of pupils – check best way to maximise use of their vision and visual field, and check background noise sources • naming pupils before asking a question (for VI) or ensuring you get the pupil’s attention before asking a question, maintaining eye contact, keeping hands away from mouth and speaking naturally (for HI).

For VI also consider: • using good quality print materials, good quality copies, non-reflective, uncluttered and enlarged if required • making sure information presented on interactive whiteboards is uncluttered, with good contrast between figure and background and print large enough to see at distance • using good contrasting pens when using interactive whiteboard; black or dark blue against a light background is easier to see than yellow or light green.

For HI also consider improving listening conditions in the classroom (this can have a positive impact on the learning experience of all children as well): • help children learn to monitor their own noise levels • reduce background noise (including noise produced by items such as heaters and projectors) • create a “listening oasis” – quiet area/s where pupils can carry out some activities and focus on listening skills • manage activities – timetable noisy activities

• use sound field systems to provide access to speech equally across a large area, such as a hall or classroom.

Support for pupils with sensory impairment Pupils with identified sensory impairment should have an allocated specialist teacher who will be able to carry out functional assessments of the pupil’s needs, advise educational settings, provide and/or signpost to training opportunities and advise on useful technology. Habilitation specialists may also be involved to develop orientation, mobility, independence and daily living skills.

Interventions will be personalised based on individual needs; direct teaching from specialist teachers may be required for pupils with higher levels of sensory needs, for example developing literacy through Braille and specific language. A small number of deaf pupils may also use British Sign Language (BSL) or Sign Supported English. Pupils with higher levels of need require not only adaptations and modifications to the curriculum, they also require access to a specialist/ extended curriculum; the use of aids and assistive technology plays a crucial role in education.

Further information

Dr Joao Roe is Head of Sensory Support Service, a joint authority service in the South-West of England: www.sensorysupportservice.org.uk Dr Roe would like to thank her colleagues Sarah Evans (Team Leader HI) and Nathan Meager (Team Leader VI) for their assistance with this article.

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Students at Communication Specialist College Doncaster mean business A specialist college in Doncaster is celebrating gaining experience in the world of work for 100 per cent of expected students.

The Communication Specialist College Doncaster has worked with 54 employers across the country to make sure that their students, who are Deaf, hard of hearing or have communication difficulties, have had the opportunity to gain work experience.

Suzie Beaumont from the work experience and transition team at Communication Specialist College Doncaster said: “We are thrilled

Student Darren enjoys his work experience.

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to have been able to offer this opportunity to our students and are so grateful to the fantastic employers that we’ve worked with.

“Our students have a great deal to offer and while we know that having a student on work experience can be a big ask, we’ve been extremely lucky to find businesses who have been willing to take the time to work with us in offering what can be life changing experiences for our students.

“Not all of the students who learn with us are expected to undertake work experience but 100 per cent of those who were expected to have a placement, have done so. Some students have even completed two.”

Students from the College have also benefitted from 12 industry visits throughout the year to a wide range of businesses with most students visiting and getting to see behind the scenes of at least three businesses.

“The businesses that we have worked with have all been impressed with our students’ attitude, commitment and passion to work. Our team works closely with businesses to provide the help and support they need to offer these work placements and we are always looking for new businesses to work with”, said Suzie.

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SENSORY IMPAIRMENT Advertisement feature

Could your practice be more inclusive for learners with sensory impairments?

Currently in the UK there are estimated to be about 26,000 children with a vision impairment (VI) and 50,000 children living with a hearing impairment (HI). Approximately 65 per cent of children with a VI, and 84 per cent of children with an HI, are estimated to be in mainstream schools.

While these figures show that there’s a relatively low incidence of children with sensory impairments in mainstream schools, they can have very specific needs and require ongoing personalised support.

Vision and hearing both play an essential role in language and social development. Children with sensory impairments face unique challenges to learning and, without the right interventions, they can have a negative impact on educational outcomes.

The right support at the right time can make a life-changing difference to learners with sensory impairments, so it’s crucial that teaching staff are equipped to provide it. Sensory support advisory teachers do an amazing job working with these children, their families and schools to put effective supports in place, but all teachers need skills in identifying and meeting their needs.

Over the last two years, the National Sensory Impairment Partnership (NatSIP) has been addressing this need by training advisory teams to deliver practical, supported online training in HI, VI and MSI in schools.

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The pre and post-course evaluation data demonstrates significantly improved knowledge and skills – you can see the results for one of the areas below: Rate your confidence in your skills in planning and implementing interventions for students with a sensory impairment?

OnLineTraining (OLT) To find out more about this successful OLT/NatSIP partnership, or how you can enrol on our online courses to develop more inclusive practice, visit: oltinternational.net/senmag

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Special feature

World Autism Awareness Day Tuesday 2 April 2019

World Autism Awareness Week 1 to 7 April 2019

86 Autism: where we are in 2019 What’s it like to be autistic? How does the public understand autism?

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Reaching their potential Practical tips for teachers supporting pupils with autism Alison Worsley, Ambitious about Autism

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Participation and personalisation How autism research is changing to focus on individualised interventions James Cusack, Autistica

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Autism: where we are in 2019 Mark Lever looks at what it’s like to be autistic and examines the state of public understanding of autism

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ost people have heard of autism now. But most don’t understand what it can actually be like to be autistic and the various joys and challenges autistic people will experience throughout their lives.

Unhelpful stereotypes are still far too commonplace.

When things go wrong for autistic people and their families, the root cause is often a lack of understanding. It could be an autistic girl who has been unfairly excluded from school, a young autistic man who has never been able to find a job, or a parent who has spent years fighting for a diagnosis and recognition of their son or daughter’s needs.

On top of this, autistic people continue to face judgemental attitudes from the public – 87 per cent of families say people stare and 74 per cent say people tut or make disapproving noises about behaviour associated with their child’s autism.

This lack of understanding is holding back far too many children and in some cases pushing them and their families into isolation.

World Autism Awareness Week (1 to 7 April) is a great opportunity to get everyone talking about autism in a meaningful way, whether it’s the general public, politicians, health leaders or teachers. By helping people to understand autism better and to appreciate the diversity of the autism spectrum, we can help create a more accepting society that works for autistic people.

This is particularly important in 2019 when the Government is reviewing the SENISSUE99

The Government has said it will extend its autism strategy to include children.

English autism strategy (which sets out the support autistic adults should receive) and planning to extend it to children and young people for the first time. We need them to understand the diverse experiences of autistic people and the current gaps in support, including in schools.

Autism is a lifelong disability which affects how people communicate and interact with the world

What is autism Autism is a lifelong disability which affects how people communicate and interact with the world. Autism is a spectrum condition. This means autistic people have their own strengths and varying and complex needs, from simply needing clear communication and a little longer to do things, to 24hour care.

Although everyone is different, children and adults on the autism spectrum may: • find noise, smells and bright lights painful and distressing

• be unable to or find it harder to speak, face delays processing information or find it hard to hold conversations • experience intense anxiety around unexpected change and social situations • become so overwhelmed that they experience debilitating physical and emotional “meltdowns” or “shutdowns”.

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Around 120,000 school-aged children in England are autistic and the vast majority (73 per cent) are in mainstream school.

Many autistic children can become overwhelmed at school, by the bright lights, loud noises or unpredictable behaviour of other children. Without the right support and understanding, it can be almost impossible to learn and can even lead to children missing out on an education altogether and becoming extremely isolated.

An opportunity for change 2019 is the tenth anniversary of the Autism Act, which was a landmark in the battle to improve the lives of autistic adults and their families in England. It created an autism strategy and statutory guidance, which put a legal duty on government, councils and health services to provide specific support for autistic adults.

The Government’s upcoming review of the autism strategy is an opportunity to improve support and ultimately the prospects of autistic children across the country and future generations.

While the implementation of the Autism Act is still patchy, it has led to some important tangible change.

Almost every area now has adult diagnosis services and a commissioner who’s responsible for autism; in 2009, just 48 per cent of areas had a diagnosis service and only 39 per cent of councils

A generation of autistic adults now have access to a potentially life changing diagnosis

had an autism lead. Although waiting times are still too long, a generation of autistic adults now have access to a potentially life changing diagnosis.

And now the Government is going to extend the strategy to children. This represents an acknowledgement from ministers that far too many children on the autism spectrum are currently held back from achieving their potential, and an acceptance that we need a national approach to improve the support that is offered to children and their families.

Gaps in support Autism charities hear every day from parents of autistic children that they are waiting for years to get a diagnosis, a decent education or basic support for their children. This can have a devastating and lifelong impact, often affecting the whole family’s mental health or children’s long-term chances in life.

A recent inquiry by the All Party Parliamentary Group on Autism found that half of parents wait more than a year for the right education support for their autistic children, and over four in ten were turned away the first time they asked for an assessment for support for their child. And autistic children are three times more likely to be excluded from mainstream school than people without SEN. This is not good enough.

The Government’s extension of the autism strategy is an opportunity to make sure that all school staff understand autism and that there are the right services available in every area for autistic children. By making sure the strategy puts this in place, the Government can help reduce social isolation and open up opportunities for autistic people of all ages.

Everyone can help It’s important that we don’t leave it all up to the Government. To really improve the lives of autistic people, we need concerted action at every level of society. It sounds like a small thing but just finding out a bit more about autism and talking to friends, classmates and colleagues can make a huge difference.

Indeed, autistic people and their families tell us that increasing public understanding of autism is the most important thing we should be doing.

If we all work together, we can create a society that works for autistic people.

Further information

Mark Lever is Chief Executive of the charity the National Autistic Society: www.autism.org.uk

World Autism Awareness Week is an opportunity to discuss the diversity of the autism spectrum.

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Reaching their potential Alison Worsley outlines some practical solutions to help teachers support pupils with autism

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round 120,000 young people with SEN in the UK are autistic. Many of these pupils should be entitled to extra support and protection at school to enable them to achieve, yet sadly we know that for many young people this simply isn’t the case. Autistic children are disproportionately at risk of exclusion from school. In the last few years, exclusions of pupils with autism have rocketed by almost 60 per cent in English schools. Meanwhile even more “informal exclusions” are slipping under the radar. These incidents – such as sending pupils home early or banning them from school trips – are unlawful but go unrecorded. 56 per cent of families of a child with autism surveyed by Ambitious about Autism (AaA) said their child had been unlawfully sent home from school or denied an education. All this evidence points to a school system that favours exclusion over inclusion; the result is that thousands of children with autism are denied their basic right to a fulfilling education that meets their needs.

Thousands of children with autism are denied their basic right to a fulfilling education

their educational (and other) needs.

However, we know this system isn’t working as it should be. Nearly 40 per cent of parents surveyed by AaA have been waiting over 18 months for an assessment for an EHC plan. This is despite a 20-week statutory deadline.

The struggle to get children’s educational needs assessed promptly can have a drastic and long-term impact on their ability to learn in the

classroom. Some autistic children become very isolated and quiet while others may struggle to regulate their behaviour, resulting in punishment or exclusion.

I believe that a medical diagnosis of autism should automatically trigger an assessment of children’s educational needs. At the moment this doesn’t happen and the onus is placed on parents – many of whom have just finished a lengthy diagnosis battle – to fight for their children’s support needs.

Another key issue preventing autistic children from reaching their potential in the classroom is a lack of understanding and awareness of autism within schools. Every child with autism is different and experiences the world around them differently. But without proper training to understand

Help at school There are many reasons why autistic children are being let down. It is well documented that schools and local authorities are under intense budget pressure, which is having a knock-on effect on the quality and volume of support being offered to autistic pupils.

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All school staff need access to specific autism training.

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together to ensure their learning can continue smoothly. For example, schools and colleges should work in partnership to share information on the student and provide opportunities such as taster courses or mentoring which will enable autistic pupils to familiarise themselves with their new environment.

Autism and employment Schools need to understand and support the sensory needs of pupils with autism.

these differences, school staff are in danger of letting down these children.

Of course, no teacher comes into the profession to do this. We know many are facing increasing workloads and class sizes that are placing them under significant pressure.

This September, the first crop of student teachers received information about supporting autistic pupils in their initial training. However, autism training needs to be extended to all school staff who may come into contact with autistic children – from teaching assistants to governors.

In the meantime, there are lots of simple, practical steps that schools can take to better support pupils with autism in the classroom. For example, introducing a visual timetable for the day ahead helps autistic pupils to understand their routine, and helps to reduce anxiety about any unplanned changes to the day. Providing a “breakout” room or quiet space and looking at ways to reduce background noise in classrooms are also helpful, as well as providing structured activities during breaks and lunchtimes – which can be difficult times of the day for autistic pupils.

In many cases good autism practice in the classroom will benefit all pupils, not just those with autism.

Opportunities after school While many autistic young people are struggling to find the right support at school, we know they are also facing a cliff edge when they reach 16, despite the entitlement to an EHC plan up WWW.SENMAGAZINE.CO.UK

Simple adjustments and early intervention can make a big difference

to age 25 to support in achieving education or training outcomes. Only one in four autistic young people go on to access education beyond compulsory schooling.

Young people with autism can often feel anxious at the prospect of moving from the safe and familiar atmosphere of school to a new, much larger college or further education establishment.

There are, though, a number of things that providers can do to ensure autistic young people make a smooth transition into further education and continue their learning.

Again, simple adjustments and early intervention can make a big difference.

Giving autistic pupils the opportunity to review, as early as possible, the options available to them when they finish Year 11 can really help them to plan and prepare for their future path.

Some colleges have also appointed an autistic student ambassador who can help other students with autism to find their way and answer any questions or concerns they have about a new college environment.

It’s also important those with responsibility for autistic students’ ongoing education work closely

Sadly, employment rates for autistic adults are shockingly low. Only 16 per cent of autistic adults are in full time employment; this is lower than for any other type of disability and is a massive waste of potential.

There are many factors at play in why autistic young people find it hard to get on the career ladder, including rigid interview processes, inflexible working arrangements and a lack of understanding of different sensory needs.

The key to increasing neurodiversity in the workplace is to create more opportunities for employers and autistic young people to gain experience of working together. Work experience placements are a vital part of this process. They give employers the chance to understand more about autism and how to make – often very small – reasonable adjustments to accommodate autistic employees.

They also enable autistic young people to gain real experience of the workplace, helping them to determine the types of roles to which they would be most suited.

Further information

Alison Worsley is Director of External Affairs at the charity Ambitious about Autism: www.ambitiousaboutautism.org.uk

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Advertisement feature

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Training is delivered by Dr Gina Gómez de la Cuesta, co-author of the LEGO®-based therapy manual. Our highly regarded oneday introductory course is suitable for professionals who work with young people struggling with social communication. Bricks for Autism training courses are officially endorsed by Cambridge University’s Autism Research Centre. Courses are held in the beautiful Jesus College, Cambridge, UK, where there is free parking and overnight accommodation if required.

Next training dates: Tuesday 2 April 2019 Saturday 8 June 2019 Tuesday 2 July 2019

adaptions for some of our kids… I feel so inspired and motivated it is impossible to adequately put it into words.”

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LEGO®-based therapy is a social skills programme where young people work together to build LEGO® models. Natural opportunities to develop social skills such as turn taking, collaboration and social communication arise and are facilitated by the adult. Key to this approach is how engaging and enjoyable it is for the participants.

Building LEGO® collaboratively is great fun, and young people develop social skills while enjoying themselves.

Other dates are listed at: www.bricks-for-autism.com The cost of the course is £275 per person or £185 for postgraduate students on a relevant training course.

“It’s great having a group or club that your child wants to come to and feels no stress about attending. This is a first” (parent of a child with autism).

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“It was everything that I wished for as I got the confirmation we were delivering the intervention correctly but also planned

For more information, please visit: www.bricks-for-autism.com or email: info@bricks-for-autism.co.uk

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AUTISM Advertisement feature

It’s all “Good” A unique approach, dedicated staff and a compelling belief that what they do makes a difference to people’s lives goes a long way. But sometimes others can say it so much better and at Hesley they’re always proud to share their feedback and success stories.

Recent Ofsted inspections have proven that they really do what they say they do when it comes to the care and education Hesley offers within their services at Wilsic Hall and Fullerton House Schools, awarding each of them “Good” in both Education and Care.

Flexible education and care Hesley Group is a specialist provider, offering flexible education and care for up to 52 weeks per year. Young people supported within their children’s services have complex needs including behaviour that may challenge and a learning disability, often in association with autism.

Based in a beautiful rural setting, with ready community access, at Wilsic Hall School the young people live in high-quality accommodation within the 14 acres of school grounds. Wilsic offers a range of homely flats, semi-detached and detached houses where people have their own space to relax and have fun.

Young people supported at Fullerton House School live in the heart of the community, in an urban setting with facilities including a local sports centre with swimming pool, supermarket, outdoor market, shops, playgrounds, cafés, restaurants and large open spaces for outdoor activities. All young people are offered regular opportunities to live and learn in the community to maximise their potential for integration and independence in adult life.

Skills for life Within their Care Report it is quoted that Fullerton’s “Children and young people make continued progress in all areas of their development. Staff help them to learn and to develop their daily living skills such as planning, shopping and preparing their own meals.”

The environment, the multi-disciplinary support and an enthusiastic staff team make their schools an excellent choice for young people with complex needs and Hesley are very proud of their “Good” Ofsted ratings.

Inspectors commented during their Education Report that “Pupils flourish in the care of the school. They grow in confidence as learners and young people in the school’s community”.

If you would like to arrange a visit to either Wilsic Hall School or Fullerton House School or perhaps speak to someone about a potential referral, please contact Mark Ritchie on: 07876 707374 or email: mark.ritchie@hesleygroup.co.uk Alternatively, call the freephone referrals line: 0800 055 6789, email: referralenquiries@hesleygroup.co.uk or visit our website for more information at: www.hesleygroup.co.uk

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Participation and personalisation Autism research is changing to develop therapies that meet the needs of each autistic person, writes James Cusack

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was diagnosed with autism when I was twelve years old. One year later I joined a specialist base within a secondary mainstream school for children on the spectrum. This was the first time I had met people with the same diagnosis as myself. I think I expected everyone to have the same views and issues as me. I was really surprised when I discovered that we were all very different. Everyone faced different challenges and had different views about those difficulties.

When I started my career in autism research, I found that researchers struggled to come to terms with the fact that autism wasn’t necessarily one thing. They often anticipated that they would find the theory, or the genes or the part of the brain that could explain why autistic people were different from non-autistic people. Treatment studies often took a similarly crude approach, trying to give all autistic people the SENISSUE99

I found that researchers struggled to come to terms with the fact that autism wasn’t necessarily one thing

led by the researchers Liz Pellicano and Tony Charman: A Future Made Together. The report highlighted that autism research often fails to listen to the needs of autistic people and their family members. This is still true today, but things are starting to shift.

Changing the focus of autism research same rigid intervention regardless of the individual.

The reality is, autistic people are very different from one another in the same way that people without autism are. They are different both biologically and in how they want to live their lives.

We all have different views, and for something like autism research, this can create division regarding where we should focus our efforts.

In 2011, I was fortunate to be on the steering committee for a report

To address the failure of research to address the community’s needs, Autistica undertook an exercise with a number of partners including the National Autistic Society and Autism Alliance to determine what the research priorities of autistic people, their families and professionals were. These groups were given the opportunity to submit their own research questions.

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the first time we found a consensus on what the top ten questions for autism research should be (see above).

Personalised research approaches The top ten research priorities have focused the minds of funders and researchers across the UK to strive towards outcomes that matter to people. This focus on outcomes allows researchers to design research which is more specific in the results seeks to achieve. This is a move away from a standardised approach which can be limited. Instead, autism research is gradually moving to developing therapies which will work for each person – reflecting that each autistic person is unique.

This concept will not be new to many of those involved in education, who have been working for years to develop approaches for each pupil. The promise of research is that we may be able to move towards a stage where we are able to predict what sort of approaches work for people on the basis of their behaviour, personality or biology.

Working with families for early intervention In the past, we would have designed a clinical trial without proper screening, providing the same intervention to everyone. Now, we’re trying to take a more nuanced approach. Autistica is funding a series of trials that are parentled, where parents’ feedback shapes the intervention that they receive. By understanding a family’s situation, parents can be offered an option which suits their needs and the research is more likely to be a success.

Personalised mental health support The number one research priority of the autism community is interventions for mental health, with anxiety being a particularly big issue. Almost half of autistic children in a school classroom have an anxiety disorder and nearly eight out of ten autistic adults WWW.SENMAGAZINE.CO.UK

The number one research priority of the autism community is interventions for mental health Top ten autism community priorities for autism research: 1. Which interventions improve mental health or reduce mental health problems in autistic people? How should mental health interventions be adapted for the needs of autistic people?

2. Which interventions are effective in the development of communication and language skills in autism?

3. What are the most effective ways to support and provide social care for autistic adults?

4. Which interventions reduce anxiety in autistic people?

5. Which environments and supports are most appropriate in terms of achieving the best outcomes in education, life and social skills in autistic people?

6. How can parents and family members be supported and educated to care for and better understand an autistic relative?

7. How can autism diagnostic criteria be made more relevant for the adult population? And how do we ensure that autistic adults are appropriately diagnosed?

8. How can we encourage employers to apply personcentred interventions and support to help autistic people maximise their potential and performance in the workplace?

9. How can sensory processing in autism be better understood?

10. How should service delivery for autistic people be improved and adapted in order to meet their needs?

have experienced difficulties with anxiety. Yet taking a one-size-fits-all approach doesn’t work in autism, and interventions used with the neurotypical population do not necessarily work in autistic people. For example, we hear mixed experiences from parents and autistic people regarding cognitive behavioural therapy (CBT) – a therapy which can help people to manage difficulties by changing the way they think and behave. There may be a biological reason as to why therapies like CBT work for some and not others; research suggests that some of the genes associated with autism may lead to a resistance to certain approaches.

Thankfully, research is starting to look at how we can adapt existing therapies to work for autistic people, or how we can work with autistic people and families to develop new approaches.

Greater impact together We desperately need to improve people’s lives through evidence-based solutions which provide certainty for families and professionals. Currently, as a group, autistic people experience a lower life expectancy, have poorer physical and mental health and face barriers which prevent too many from living a happy life. In the future, being able to predict which approaches can work for whom will be potentially lifesaving. By embracing the fact that everyone is different and by having a more nuanced conversation around autism research, we can develop knowledge and solutions that mean all autistic people and their families can live a long, healthy and happy life.

Further information Dr James Cusack is Director of Science at UK autism research charity Autistica: www.autistica.org.uk

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AUTISM SHOW Advertisement feature

The Autism Show 2019 – tickets now available Tickets for this year’s Autism Show, the national event for autism, are on sale now. Visitors booking early can save 20 per cent on the door price at: www.autismshow.co.uk The Autism Show will be returning to London, Birmingham and Manchester in June, with over 100 hours of talks, clinics and workshops, plus hundreds of specialist products and services.

Once inside the event, all theatre sessions, one-to-one clinics and feature areas are free to enter and all content is CPD certified for professionals.

Organised by parents of an autistic child, in partnership with the National Autistic Society and a team of autistic adults, The Autism Show offers immediate and practical help to over 10,000 parents, carers, professionals and people with autism every year.

This year’s full programme will be announced in March but some exciting speakers have already been confirmed for the Autism Matters Theatre. On the Friday: Sharonne Horlock (Strategic Leader at SEND) will talk on effective support for autistic children in mainstream schools; Dr Dido Green (Royal Free Hospital NHS Foundation Trust) will discuss how to support pupils with sensory difficulties; and Professor Francesca Happé (King’s College London) will be exploring how women and girls on the autism spectrum are misdiagnosed and misunderstood.

On the Saturday: Georgia Harper and Sam Ahern (from Channel 4’s “Are You Autistic?”) will examine mental health strategies; Gareth Hardman (National Autistic Society) will provide tips and strategies for dealing with challenging behaviour at home; and author and autistic adult with a quickly growing following, Michael Barton, will supply personal insights into navigating education and employment.

Centred around people with autism Part of what makes The Autism Show so special is that it puts autistic people at the heart of the show. In the Hub Theatre 1 you can hear autistic speakers share their thoughts and experiences on a wide range of topics including: sex and relationships; strategies for regulating anxiety; learning social skills and developing self-awareness; the benefits and dangers of being online; and living with Asperger’s.

Many Hub Theatre 1 presenters will also be available to talk to in the Autism Meets area, in association with PARC, after their talks.

In the Hub Theatre 2, you can discover a huge choice of strategies and approaches from specialist professionals on subjects including: managing transitions within and out of education; how to find the right school; overcoming barriers to employment; residential care; using apps to create social stories, visual timetables and independent living sequences; navigating the SEN maze; estate planning; and the transition into adult services.

Wireless headphones are provided to visitors in all theatres and relevant features, to reduce sound levels in the venue, helping those with sensory processing difficulties.

Visitors wanting personalised advice, can book a free 30 minute session with a specialist advisor in a one-to-one clinic.

Subjects covered include managing challenging behaviour, SEN, speech and language and occupational therapy.

Elsewhere, the ever-popular sensory room, created by Mike Ayres Design and OM Interactive, offers an immersive sensory experience while showcasing the latest in sensory design and technology. Mike has also designed a quiet room for show visitors.

The Connections Workshops aim to enable teachers to increase their awareness of the sensory experience of a child with autism, while providing exciting new strategies for both teachers and pupils.

A different type of sensory experience can be found in the Jumping Clay Workshops, where young people and adults on the spectrum can take part in guided craft sessions.

Visitors can also explore the exhibition and speak to the UK’s leading suppliers of learning tools, visual aids, sensory equipment, furniture, advice and support services, residential care, specialist schools and much more.

Book your tickets now and save 20 per cent at: www.autismshow.co.uk ExCeL London: 14 to 15 June 2019 NEC Birmingham: 21 to 22 June 2019 EventCity Manchester: 28 to 29 June 2019

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AUTISM

Understanding periods Robyn Steward outlines methods to help girls with autism manage their periods

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uberty can be difficult for anyone and autistic girls can find themselves facing a whole new set of challenges.

I surveyed 100 autistic and 100 nonautistic people who have periods or wanted to share experiences of period education. The results highlighted a number of areas that I believe need greater awareness.

Crucially, respondents suggested there is a lack of mainstream information on cloth pads, menstrual cups and period underwear, which many autistic women said can be important products for managing sensory issues.

Alternatives to tampons and pads Tampons and sanitary towels/pads may work well for many people but for people who have sensory issues they may not be the best choice. Here are some starting points for alternatives.

Period underwear looks and feels like typical underwear and comes in different shapes, from a knicker style to shorts/boxers. Period underwear has additional layers to conventional underwear. It has a top which includes a wicking fabric to pull the blood into the core (where it is held), a back which is waterproof and a fabric around these layers so it feels comfortable. Period underwear can be worn at anytime and

is generally good for people who may struggle with manual dexterity.

Menstrual cups look like small, flexible egg cups without a base and are made from silicone, TPE or latex.

Users fold the cup, put a bit of water based lubricant on it and insert it into their vagina. Every four to 12 hours (dependent on the manufacturer) the user can take the cup out, empty it in the toilet, rinse it and put it back into their vagina. It can be a bit fiddly but it does eliminate the feeling of dropping womb lining into your underwear.

Menstrual cloth pads are washable pads which are placed into underwear and held in place with poppers. When the user wants to change them, they can be taken out and placed in a waterproof bag ready for the washing machine. They can be handmade or bought commercially. Labia pads are also available.

Things to remember Up until periods starting, children may only have seen blood when a person is hurt, so it’s worth emphasising that having a period does not mean you are damaged in some way.

Periods are only one of four parts of the menstrual cycle. A person does not always have a four-week cycle. For some it may be three, five or six weeks.

Other parts of the menstrual cycle have

Up until periods starting, children may only have seen blood when a person is hurt their own symptoms and issues; once you start having periods you are always somewhere in the menstrual cycle.

Periods do not make you a woman; many women do not have periods due to health conditions or medical treatment.

Once you start having periods you could get pregnant so understanding how to keep your privates private is vitally important.

In schools, pupils biggest fears seemed to be pain and worry about blood running everywhere when a period starts. Although you can’t guarantee that blood wont seep through your clothes, you can use double protection, for example, period underwear and a menstrual cup.

Not everyone has pain with their periods but it is worth having a clear plan of what to do if you do experience it. Knowing that your GP can help can also be reassuring.

It’s important that adults talk about periods as an everyday subject, use plain language and answer kids’ questions without embarrassment.

Further information

Menstrual cups can be a good option for those with sensory issues.

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Robyn Steward, who is autistic, is the author of The Independent Woman’s Handbook for Super Safe Living on the Autistic Spectrum and The Autism Friendly Guide to Periods (due out Spring 2019): www.robynsteward.com

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The different faces of PDA Natalie Menagh provides useful advice on how to identify and support children with pathological demand avoidance

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still remember the first child with PDA I worked with. At the time, I only knew that he had a “tentative” diagnosis of Asperger’s, but I now know he had pathological demand avoidance (PDA).

He came smiling into my classroom – a speech and language unit for pupils who had statements of SEN (now EHC plans). He was probably placed there as the local authority struggled to identify his specific needs and may have felt that any small, more specialist placement would help. From my first meeting with this articulate, exceptionally bright young man, I knew he’d definitely come to the wrong place. All my other pupils were well below age-related expectations and most struggled to speak clearly.

Even during our initial honeymoon period, I felt wrong-footed by his ability to charm, manipulate and take the lead in my class. It wasn’t long before we got into our first official stand-off. He refused to go into a PE lesson. I’d never actually encountered a pupil who calmly and resolutely refused to do anything a teacher instructed.

I think what bothered me most was his confidence in refusing to do what I asked; it both incensed and panicked me at the same time. I literally had no plan B for this.

Fighting for control Things went from bad to worse after that and we began to see each other as foes in an ongoing battle for control of the classroom. I did absolutely everything

Those with PDA can seek to dominate the teacher/child relationship.

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I think what bothered me most was his confidence in refusing to do that I asked

wrong in terms of strategies. I tried the positive approach – with reward charts, visuals, incentives and positive praise – and I tried using his special interests to engage him. When that failed, I tried warnings, consequences, regular talks with his mum and stricter, firmer boundaries. The results were volcanic. He shouted that I was stupid, disrupted every lesson I tried to deliver, mimicked children with stammers and speech impediments and shouted at them, telling them to speak properly. He chastised others when they attempted to answer questions; this seemed cruel and unkind, but then he would follow up these “corrections” with a kindly sort of explanation of how to do things right, as though he were the teacher.

The more I tried to get control, the more he would sabotage my efforts.

He’d provide the best apologies, but moments later it would happen again.

He frequently tried to adopt the role of the leader in the classroom and I was at a complete loss. As a new SENCO, I felt that I was truly failing in my role but I also couldn’t see the special needs underlying his behaviour; I couldn’t see the anxiety at all. I felt bullied and completely ridiculed by him and would spend my evenings racking my brains WWW.SENMAGAZINE.CO.UK

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There is no clearly defined way in which children with PDA present in a classroom

Some pupils with PDA can become expert at masking their difficulties.

for more strategies. I asked for help from every professional I could, and frequently spoke with his mum who also couldn’t explain or understand his behaviour.

The educational psychologist said he was intelligent and needed a different provision, that perhaps his behaviour was frustration, so we moved him into a mainstream class. Things were the same but now more children were impacted. Expert services who were invited in to observe him were shocked by what they saw. They seemed baffled as to why he seemed to behave in the way he did towards other children and also felt his behaviour seemed very unlike how a child with autism may behave in a classroom. They provided some advice and support but nothing improved in the classroom.

Old-fashioned approach This pupil had always said he liked teachers who were strict and old fashioned; it was this approach which finally won him over. One of the most experienced and senior teachers taught him in his next class and she was very old-school in her approach. Looking back, he was role-playing with her, as when she had a day when she felt less able to uphold the approach his behaviour escalated significantly. He wanted her to play her role and it gave him some sort of security. I never saw WWW.SENMAGAZINE.CO.UK

him again after leaving that school, but I think of him often and I always remember him so fondly, despite all the worry. Somehow his unique personality and charm just won us over.

As my career went on, I came across other children who I now know had PDA (often undiagnosed). They were the ones who kept me awake at night and worried me more than anyone else, and for whom I had no answers.

What they taught me was to be a very reflective practitioner and that you have to dig very deep sometimes for the right solutions.

My understanding of PDA has developed very significantly now.

Having my own child with PDA and living with PDA has been the most useful training of my career. Having managed provision for a number of children with PDA profiles, I’ve learned many strategies and approaches which have had varying degrees of success.

Different presentations There is no clearly defined way in which children with PDA present in a classroom. I’ve known children who have been half-wrestled into classrooms by parents and have then been completely unresponsive whilst repeatedly kicking the door and demanding to be let go. I have known others who mask their difficulties and anxieties so effectively that it is a shock

when their resistance comes to the surface, and how determined it is when it does.

Some children with PDA are extroverts and speak very much like they are in charge and we, the teachers, should learn from them. Let’s face it, they are not that far from the truth! I am, indeed, constantly learning from them.

Regardless of how they present, they will usually be the child who challenges you most, confuses you most and who you think of more than any other. They are also the ones who, despite the additional stress, you look back on and miss for their exceptional characters.

If you work in a school which is committed to inclusion and childcentred approaches, you will probably be reading this and thinking: yes, we can do this; this is useful information. If, however, your school sees no purpose in helping a child who appears not to want to be taught, then I challenge you to try and read this again and change your school’s ethos.

Things to consider If you have a child you know, or suspect, has PDA then reflect on the following: Induction Do you think that, despite failing at other schools, having behaviour problems or exclusions, they will just learn to fit into your regime? Or are you going to use that history to really plan for an effective transition into school? >> SENISSUE99

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Training Consider whole-school approaches such as providing quiet and enclosed spaces, use of a shared dialogue to discuss emotions such as a social cognition or growth mindset approach, non-confrontational language, therapeutic interventions and time for children to engage with special interests.

Family support Providing support for the family is key to reducing overall anxiety for a child with PDA. Support parents with effective strategies to help their child make the transition into school each morning. Children with PDA cannot cope with demands when they are anxious, so will avoid school which is full of additional demands from adults.

How can you counteract this?

Support for self-esteem Children with PDA usually know they struggle with things and often have low self-esteem. It’s important to find ways to boost esteem without creating additional demands. For instance, share examples of success between home and school, keep visual records of what they do and participate in (use scrapbooks or an early years learning journal, regardless of their school year).

Remember that children with PDA only tend to respond positively

Those with PDA are often perfectionists who don’t like anyone to question their thoughts

to genuine praise, and praise which relates to something they wanted to achieve rather than something you wanted them to achieve. Those with PDA are often perfectionists who don’t like anyone to question their thoughts or the way in which they respond. It can be therapeutic for them if you make a point of praising their way of viewing something when it is genuinely logical or sensible, despite appearing obstructive to what you are doing.

Interventions Additional support is tricky for demand avoidant children if mishandled and can feel like an additional demand.

Is the intervention fun and interesting whilst also helping their skills? Wellreceived interventions in my experience tend to include one-to-one working, art therapy, pet therapy and yoga. It depends on a child’s interests and needs. I supported a child with PDA

to learn to read by including the school dog in his one-to-one sessions with a reading specialist teacher.

The most effective approaches for children with PDA are relaxing, homelike surroundings with staff who are calm and genuinely interested in childcentred practices. The way in which staff communicate is so important. Staff need to be able to oscillate between humour for distraction and carefully phrased demands. The school ethos makes a massive difference and all staffing groups need to be involved in training for responses to emotional difficulties.

I hope that my journey with PDA and the insights I’ve gleaned along the way are helpful for those of you who may be struggling to understand a child’s behaviour. Research conducted recently by the PDA Society showed, worryingly, that 70 per cent of children with a PDA profile are unable or regularly struggle to attend school. I can easily see how this is the case, but I also feel strongly that we can and should do more to accommodate their needs.

Further information

Natalie Menagh, who has a child with PDA, is SENCO and Inclusion Manager at Whitefield Primary School in Liverpool: www.whitefieldprimaryschool.co.uk For more information and about PDA and useful resources for teachers, parents and clinicians, visit the PDA Society’s website: www.pdasociety.org.uk N.B. The people pictured are not those mentioned in the article.

Extreme reactions are not uncommon when a child with PDA is repeatedly challenged.

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Looking after your own Supporting the mental health of staff should be central to schools’ recruitment and retention policies, says Mark Saunders

E

ducating children is one of the most important jobs there is and having the chance to shape the future of the next generation is often cited by education professionals as the main driver behind their career choice. However, when the role becomes an unmanageable task due to pressures experienced in the workplace and the wellbeing and mental health of school practitioners is so negatively impacted, the consequence is a mounting recruitment and retention crisis in the sector.

The recent publication of the Teacher Wellbeing Index 2018 highlights this current predicament. The report

by Education Support Partnership provides concrete evidence of the problems and concerns within the workforce. The research suggests that there is a climate of increasing mental health issues and a stress epidemic across the entire education workforce.

This is a concern for us all: as a society we have an urgent need for clear measures that protect the wellbeing and mental health of individuals; as schools, we must endeavour to create a workplace environment and culture that is healthy and supportive to staff and delivers the outcomes in practice that policy must demand.

Teachers are leaving the profession at the highest rates since records began

high levels of workload. Over a third of education professionals said their job had made them feel stressed most or all of the time in the past few weeks. This figure is almost double that of the UK workforce as a whole. An alarming 57 per cent of teachers have considered leaving the sector within the past two years because of health pressures.

Teachers are leaving the profession at the highest rates since records began, with one in three quitting in the first five years of teaching. Seventy-six per cent of education professionals have

experienced behavioural, psychological or physical symptoms due to their work.

Senior leaders are being particularly hard hit, with 80 per cent suffering from work related stress.

Interestingly, professionals working in special schools who responded in the survey were generally a little less stressed and slightly more optimistic, cheerful and excited than their counterparts in other schools at the end of the last academic year.

Nevertheless the recurring issues of high workload, high levels of stress and the need for a better work/life balance, all of which, if improved, would lead to enhanced employee wellbeing, still need to be addressed in all types of educational organisation. These three factors, often interlinked, contribute towards mental health symptoms and >>

Supporting wellbeing Key findings in the Index reflect the comments and staff room conversations we are all familiar with – concerns over the increasing need for emotional support as staff struggle with the demands of ever greater accountability, a testing and inspection led culture and WWW.SENMAGAZINE.CO.UK

School regulators are being urged to prioritise staff wellbeing.

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Access to wellbeing and mental health interventions can be effective in improving staff retention

The Teacher Wellbeing Index calls for mental health guidance to be included in teacher training.

loss of agency experienced by those working in the sector. If we can urgently address them, we will improve the likelihood of retaining current education professionals and attracting new staff to all roles into the sector to deliver a first class educational experience for students, present and future.

So the question still remains and needs to be asked: how can schools create a more positive and culturally supportive workplace that recognises the current issues of mental health and wellbeing and develops better policy and practice?

The Teacher Wellbeing Index 2018 is not alone in calling for schools and organisations to improve workplace culture and implement practical measures that leave a lasting impact on staff wellbeing. Thriving at Work - The Stevenson/Farmer Review of mental health and employers, sets out a number of mental health core standards that can be adopted at little or no cost. It concludes that the significant mental health challenge the nation faces can be overcome. So, if we are to retain our latest generation of talented teachers, leaders and others, we must work together to make their mental health and wellbeing a priority.

What needs to change?

The Teacher Wellbeing Index 2018 makes six recommendations for the education sector.

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1. Mandatory provision of personal mental health and wellbeing guidance within initial teacher training.

2. Regulators to prioritise staff wellbeing in their assessments and measure this against an evidence-based framework.

3. Annual staff surveys to be undertaken in schools with senior leaders acting on the issues identified in an open and transparent way.

4. Increased awareness, knowledge and signposting to external support services.

5. Access to an externally provided employee assistance programme for school staff.

6. Access to facilitated peer support programmes for all leaders in schools.

Whilst there is no one-size-fits-all solution, there are certain steps that can be undertaken that will start an approach to the process of a systemled, evidence-based and solutionfocused improvement in the field of employee health and wellbeing.

Establishing a benchmark in employee mental health and school organisational practice through a staff survey will not only provide a clear direction of travel for school development but will also allow for a period-on-period measure of improvement and impact. Providing

an employee assistance programme will support employees by allowing them immediate access to a range of support services 24/7, including work/life matters, counselling and management support. Giving staff awareness of and access to wellbeing and mental health interventions can be effective in improving staff retention.

Policy into practice Mental health and employee wellbeing must be a focus of schools as they look to retain and recruit staff. Implementing effective strategies that support the development of good practice improves workplace culture and influences the environmental and structural factors that can reduce the risk of poor mental health and wellbeing; these are priority areas of work for consideration. With such strategies in place, a school can look forward to a future where staff morale is high, relationships are strong and educational professionals feel they are making the difference that they entered the profession to deliver.

Further information

Mark Saunders is a senior manager at Education Support Partnership, a charity providing mental health and wellbeing support services to education staff and organisations: www.educationsupportpartnership.org.uk

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Advertisement feature

Tes SEN North 2019 Since 1992, the Tes SEN Show has been providing valuable insight to empower the SEN community and help them bring learning alive for children with special educational needs. This year, the Tes SEN Show is expanding with the launch of a new show – Tes SEN North.

Tes SEN North will take place on 10-11 May 2019 at Manchester Central to provide the wider SEN community with the ideal environment to take a step back from their daily roles.

Visitors will have opportunities to improve their learning and development, discover the latest cutting-edge products and services, network and be inspired with innovative ideas to put into practice.

Exhibitor presentations and workshops

Seminars and debates Building on the success of last year’s London show, Tes SEN North will have a variety of free special features and a total of 32 CPD-certified seminars. Each session is designed to provide expert knowledge on SEN practice, policy and provision to professionals at all levels, as well as the parents and carers of children with SEN. Visitors attending seminars can update their thinking on vital areas of practice and boost their continuous professional development. The programme covers a range of key areas and this year has a particular focus on the growing issue of school exclusion.

Alongside the expert guidance found in the seminar programme, the show also offers a range of free-to-attend sessions. The opening Keynote Panel Debate will kickstart two days of expert SEN focus by discussing the key topics of the school system and the perspectives of pupils more likely to be excluded.

Visitors can also discover the Spotlight Theatre on Friday 10 May, where a range of exhibitors will give informative, 30-minute presentations about their products and services and how they can support visitors’ practice.

On Saturday 11 May, the Parent, Carer and Teacher Forum will be open to provide a safe space to discuss working collaboratively and access support from peers. This programme of free sessions will be led by visionaries, senior teachers, parents and SEN advocates.

During the show, the Exhibitor Workshop Theatre will provide an opportunity for visitors to gain advice from suppliers about how certain products, services and resources can be used to enhance SEN best practice and support the requirements of learners throughout different educational settings. There will be the opportunity to see a variety of products in action and engage directly with suppliers for free, expert advice.

The free features will be located on the bustling show floor, which will be packed with suppliers, charities and organisations keen to speak with visitors about their needs. They will be demonstrating innovative and cutting-edge products, services and resources at the show, with some exhibitors having exclusive on-stand show offers and competitions.

Nursery World NORTH Additionally, Tes SEN North will also be joined by Nursery World NORTH, a specialist early years event organised by the leading magazine, Nursery World. This co-location will allow practitioners to expand their knowledge on how to support young children’s development alongside updating thinking on vital SEN topics.

By registering for Tes SEN North, visitors will also have complete access to the seminar programme and exhibition for Nursery World NORTH. With so much going on and the show fast approaching, it’s vital that all SEN professionals, parents and carers register free and book their seminars now.

Tes SEN North will take place on the 10 and 11 May 2019 at Manchester Central. Find out more at www.tessenshow.co.uk/Manchester

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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

Autism

T.E.A.C.C.H. Treatment and Education of Autistic and related Communication Handicapped Children

3 DAY TRAINING COURSE June 3 DAY 24-26 2019 £398 January 3 DAY TBA 2020 £TBA

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 WWW.SENMAGAZINE.CO.UK

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CPD, TRAINING AND EVENTS Rebound Therapy Training Courses

MEd Professional Practice in Dyslexia and Literacy

MA in Education (Early Years)

‘ReboundTherapy.org’ – the

This programme is designed for

Centre for Research in Early Childhood

official UK body and international consultancy for Rebound Therapy. Responsible for the development and delivery of the

professionals who are passionate about supporting learners with dyslexia. The programme is

genuine ‘Eddy Anderson model’

quality assured by Middlesex

accredited and approved training

University and you will receive a

courses. Founded 1972.

Middlesex University award upon

01342 870543

completion.

www.reboundtherapy.org

dyslexiaaction.org.uk

Communication Matters events Various locations

Communication Matters

MA in Education (Early Years) modules Centre for Research in Early Childhood

is a UK-wide organisation

CREC offers a flexible way

committed to supporting the

for trainees and early years

needs of people with complex

practitioners to gain a post

communication difficulties;

graduate Masters degree in Early

they run events for AAC users,

Years Education. All modules are

families and professionals

designed specifically for early

including: AAC Information Days showcasing the latest technology; AAC and Literacy Study Days; and an Annual

years practitioners and leaders in the early years. They are offered as part-time courses which can

International AAC Conference

be fitted around a busy, full-time

and Exhibition.

working life.

www.communicationmatters.org.uk

www.crec.co.uk/ma-in-education

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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

Various dates

Moving and Handling Children with Special Needs (Train the Trainer) Various locations nationwide (in-house)

This course takes delegates through an intensive but enjoyable five-day “Trainers” course, at the end of which they are able to deliver training

Enrol to suit

directly to others as well as

CACHE Level 3 Qualification: Supporting Children and Young People’s Speech, Language and Communication via The Communication Trust’s Platform 3. Up to ten credits; achieve within four months. £450.

being able to carry out risk

https://coursebeetle.co.uk/platform-3

IPAS

assessments.

0191 375 3750 www.centaurtd.co.uk

Various dates

Various locations nationwide (in-house)

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.

Centaur will come to your school to carry out individual pupil assessment plans, assisting with moving and handling techniques, equipment, risk assessments and protocols.

0191 375 3750 www.centaurtd.co.uk

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CPD, TRAINING AND EVENTS Various dates

Moving and Handing Children with Special Needs (Refresher) Various locations nationwide (in-house)

This course acts as a practical update for those people in need of a moving and handling refresher course, often held over one day.

0191 375 3750 www.centaurtd.co.uk

Various dates

Moving and Handling Children with Special Needs (Induction) Various locations nationwide (in-house)

We come to you to deliver a twoday induction for staff involved with the moving and handling of children. Practical and theory included.

0191 375 3750 www.centaurtd.co.uk

Various dates

Dyslexia course This supported online CPD course provides an understanding of the impact dyslexia can have on a learner’s life. Learn how to make your classroom and practice more inclusive for these learners using practical assessment tools and interventions with the help of case study videos. Enter “SENMAG” for a 10 per cent course discount.

01273 286 224 info@oltinterational.net www.oltinternational.net/dyslexia

Various dates

Autism Spectrum Disorder course Make your classroom and practice more inclusive for autistic learners with supported online learning. Through this CPD certified course you can discover the impact autism can have on a learner’s life and develop practical assessment ideas, intervention strategies, action plans and guidance on SMART goal writing. Enter “SENMAG” for a 10 per cent course discount.

01273 286 224

info@oltinterational.net www.oltinternational.net/dyslexia

Various dates

Various dates

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’s life. On successful completion of the course participants will be able to identify language difficulties and evaluate their impact, devise interventions and create an action plan to apply practical skills in the classroom. Enter “SENMAG” for a 10 per cent course discount.

01273 286 224

Vision Impairment course

info@oltinterational.net

This supported online CPD course provides an understanding of the impact that a visual impairment can have on a learner’s life. Learn how to make your classroom and practice more inclusive for these learners using practical assessment tools and interventions with the help of case study videos. Enter “SENMAG” for a 10 per cent course discount.

www.oltinternational.net/speechlanguage-and-communication-needs

01273 286 224

info@oltinterational.net www.oltinternational.net/visionimpairment

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.

Various dates

Hearing Impairment Course This supported CPD certified course looks at the impact that a hearing impairment can have on a learner’s life. On successful completion of the course participants will be able to employ strategies to support communication and evaluate their impact, devise interventions and create an action plan to apply practical skills in the classroom. Enter “SENMAG” for a 10 per cent course discount.

01273 286 224 info@oltinterational.net www.oltinternational.net/hearingimpairment

March 2019 1 and 2 March

Childcare Expo Olympia, London

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4 March

Autism and SPELL Licensed User Training Barnsley

Three-day training course licensing autism professionals to deliver Autism and SPELL course to their teams. With active participant involvement it will equip professionals with resources for delivering their own courses. www.autism.org.uk/events

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

7 and 8 March

Autism Annual Conference Birmingham

A unique opportunity for professionals to discuss best practice and share learning.

Hear the latest information from leading experts in the field and learn from case studies illustrating best practice. www.autism.org.uk/events

9 March

Thousands of practitioners from across the early years and primary education sectors will come together for two days of inspirational workshops, live talks, and networking opportunities. Special guests confirmed for the London show include children’s cookery author, Annabel Karmel, who will be opening the event on Friday 1 March.

Talking with Children and Teenagers About Highly Charged Emotional Issues

www.childcareexpo.co.uk

www.childmentalhealthcentre.org

Conference based on Dr Margot Sunderland’s book Conversations that Matter.

10.00 - 17.00 Cost: £183 The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS 11 March

Deaf awareness workshop London

Understand the simple steps it takes to communicate and include deaf people in activities and everyday situations.

Join NDCS’s deaf awareness workshop. www.deafawarenessndcs.eventbrite. co.uk

19 March

Healthy Minds Licensed User Training Barnsley

Three-day training course to enable professionals to provide a six-week programme to families with a child aged six to 11 years, focusing on emotional wellbeing and good mental health strategies. www.autism.org.uk/events

27 March

Teen Life Licensed User Training London

Two-day training course to enable professionals to offer a six-session support programme for parents of young people on the autism spectrum aged ten to 16 years. www.autism.org.uk/events

28 March

Autism and Eating Challenges, Training Course Manchester

Feeding and eating problems are common in autistic people. The presenters have several decades of combined experience in the clinical and academic fields of childhood feeding disorders and autism services. www.autism.org.uk/events

21 March

April 2019

Kidz to Adultz Middle Ricoh Arena, Coventry

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: www.kidzexhibitions.co.uk

26 March

Sensory Considerations, Training Course London

One-day course to understand the autistic sensory world and its impact on people’s daily life and behaviour. Attendees will discover new practical ways of providing support for autistic people. www.autism.org.uk/events

26 and 27 March

Naidex

2 April

Social Stories™ Workshop Reading

This one-day workshop is delivered by Dr Siobhan Timmins, Certified Social Stories Trainer, and aims to support people in understanding how to develop and use Social Stories™. www.autism.org.uk/events

2 to 4 April

EarlyBird Licensed Training Barnsley

EarlyBird and EarlyBird Plus are programmes for parents whose child has received an autism spectrum disorder diagnosis aged four to nine.

Licensed training to deliver is available to autism-experienced professionals. www.autism.org.uk/events

3 April

The Future of the School Inspection

NEC Birmingham

Schools and Academies Show, ExCeL London

Naidex is a CPD accredited event. All 250 seminars and interactive sessions are focused on helping healthcare professionals improve their skills, development and proficiency.

Get your free tickets at:

This session will cover the key structure of the new inspection regime for schools, classroom behavior and the quality of education. Held by Matthew Purves, Deputy Director, Schools, Ofsted.

www.naidex.co.uk

https://saashow.london

WWW.SENMAGAZINE.CO.UK

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4 April

Social Mobility: Creating Schools Where Every Child Succeeds Schools and Academies Show, ExCeL London

This session will cover how schools can enable all children to succeed, how targeted use of the Pupil Premium can be most effective and the role schools have in increasing social mobility. The session speakers include Sammy Wright, David Laws and Sonia Blandford. https://saashow.london

Children with Problems or Problem Children?

Strategies and Policy Solutions for Dealing with Young People Who Suffer from Behavioural Challenges Schools and Academies Show, ExCeL London

This session will identify indicators that a child may suffer from a behavioural condition, the motivation behind behavioural outbursts from young people and reveal strategies to pacify a

4 April

situation in the classroom. Held

The Changing Nature of SEND Provision

by Family School London. https://saashow.london

Schools and Academies Show, ExCeL London

6 April

This session will cover the outcomes of the SEND reform process, improving multi-agency working through the delivery of Education, EHC plans for SEND children and evaluating the future challenges for SEND provision in England. Held by Department for Education. https://saashow.london

Enabling Children and Teenagers to Speak About Feelings Through Drama and Masks 10.00 - 17.00 Cost: £165 The Centre for Child Mental Health

020 7354 2913

4 April

info@childmentalhealthcentre.org

How Can Schools and Academies Meet the Needs of all Their Children and Young People?

Schools and Academies Show, ExCeL London

www.childmentalhealthcentre.org

23 to 24 April

Special Yoga for Cerebral Palsy and PMLD

Priorities for Multi-Academy Trusts - improving school standards, inspection and leadership Central London

Morning event with Dominic Herrington (Department for Education), Chris Jones (Ofsted), Stephen Morales (Institute of School Business Leadership), Dr Kate Chhatwal (Challenge Partners), Leora Cruddas (FASNA), Councillor Ray Gooding (Essex County Council), Rowena Hackwood (David Ross Education Trust), Romy Jones (University of Chichester), Emma Knights (National Governance Association) and more. Chaired by Andrea Jenkyns MP, Co-Chair, AllParty Parliamentary Group for Education. www.westminsterforumprojects.co.uk

30 April to 2 May

EarlyBird Plus Licensed Training Barnsley

EarlyBird and EarlyBird Plus are programmes for parents whose child has received an autism spectrum disorder diagnosis aged four to nine.

Licensed training to deliver is available to autism-experienced professionals. www.autism.org.uk/events

30 April

1 May

Challenging Education Easthampstead Park Conference Centre

International conference with guest speakers from the UK, USA and the Netherlands. The main focus is on inclusion in mainstream settings with a focus on SEN. It will also cover autism and inclusion, ADHD and able learners, minimising exclusions, mental health and dual exceptionality www.changing-behaviour.co.uk

7 May (start date)

Understanding and supporting autistic people Lancaster

A practice-based course, exploring ways of working with autistic people in range of settings. This 20-credit module has been validated at both undergraduate and postgraduate levels. www.autism.org.uk/events

9 and 10 May

PECS Level 1 Training Workshop Bristol

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.

for challenging physical

Key priorities for multiacademy trusts - improving school standards, inspection and leadership

limitations plus techniques to

Central London

help relieve tension, pain and

with Dominic Herrington (Department for Education), Chris Jones (Ofsted), Stephen Morales (Institute of School Business Leadership), Dr Kate Chhatwal (Challenge Partners) Leora Cruddas (FASNA), Councillor Ray Gooding (Essex County Council), Rowena Hackwood (David Ross Education Trust), Emma Knights (National Governance Association), Councillor Roy Perry (Hampshire County Council) and Yvonne Spencer (Veale Wasbrough Vizards).

www.pecs-unitedkingdom.com

www.westminsterforumprojects.co.uk

www.tessenshow.co.uk/manchester

This session will cover the national picture of SEND, how funding has affected the provision for children with SEND and the best-practice for schools supporting pupils with special educational needs and disabilities. Held by Nasen.

London

https://saashow.london

specialyoga.org.uk

Discover adaptive yoga practices

reduce spasms, giving a greater sense of comfort.

follow us on www.twitter.com/senmagazine join us on www.facebook.com/senmagazine

SENISSUE99

May 2019

30 April

01273 609 555

10 to 11 May

Tes SEN North Manchester Central

Tes SEN North will take place on 10 and 11 May at the iconic Manchester Central to provide everyone in the SEN community with a new opportunity to access high-quality, CPD-certified SEN training, the latest resources, networking opportunities and more. Register free and make seminar bookings at:

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS 16 May

14 and 15 June

Kidz to Adultz South

Farnborough International Exhibition Centre

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. 140+ exhibitors offering advice and information on funding, mobility, seating, beds, communication, access, education, toys, transport, style, sensory, sports, leisure and more. www.kidzexhibitions.co.uk

21 and 22 May

PECS Level 2 Training Workshop Glasgow

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

25 May to 2 June

Edinburgh International Children’s Festival

The Festival attracts over 10,000 pupils and families yearly, as well as hundreds of industry professionals from over 23 countries. With an emphasis on striking visual productions, the international programme includes a wide range of events, from intimate experiences designed for toddlers to thought-provoking theatre for teenagers. www.imaginate.org.uk

June 2019 12 June

PECS in Your Curriculum Workshop London

A practical workshop which will help you maximise teaching time for learners with autism and complex communication difficulties. Develop effective learning environments, which emphasise functional communication and learn how to use reinforcers effectively in the classroom.

01273 609555

www.pecs-unitedkingdom.com

WWW.SENMAGAZINE.CO.UK

The Autism Show London

The national event for autism, offering information, help and advice on autism (including Asperger syndrome). Visitors can choose from over 100 hours of talks, clinics and workshops, plus hundreds of specialist products and services. london.autismshow.co.uk

18 June

National Healthcare Show Cardiff City Hall

The Show is an annual allday conference and exhibition on health care in Wales. It is suitable for care home managers or owners, professionals delivering domiciliary care, care providers, healthcare professionals, full-time carers of relatives and newly qualified health, social, and care professionals. www.nationalhealthcareshow.com

21 June

SoSAFE! Social and Sexual Safety/ Safeguarding Workshop Birmingham

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

01273 609555

www.pecs-unitedkingdom.com

21 and 22 June

The Autism Show Birmingham

The national event for autism, offering information, help and advice on autism (including Asperger syndrome). Visitors can choose from over 100 hours of talks, clinics and workshops, plus hundreds of specialist products and services. birmingham.autismshow.co.uk

24 to 26 June

Autism T.E.A.C.C.H.

Treatment and education of autistic and related communication handicapped children. Three-day training course. £398.00.

01536 523274

autism@autismuk.com www.autismuk.com

Introduction & Application to the

SCERTS Model

2 DAY TRAINING COURSE

June 2 DAY 27-28 2019 £265 January 2 DAY TBA 2020 £TBA 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 SENISSUE99

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CPD, TRAINING AND EVENTS 27 and 28 June

28 and 29 June

SCERTS

The Autism Show

Introduction and application to the SCERTS model. Twoday training course. Using the SCERTS curriculum and practise principles to design programming for children with ASD. £265.00.

Manchester

01536 523274

of talks, clinics and workshops,

autism@autismuk.com

plus hundreds of specialist

www.autismuk.com

products and services.

The national event for autism, offering information, help and advice on autism (including Asperger syndrome). Visitors can choose from over 100 hours

manchester.autismshow.co.uk

July 2019 2 July

Conference: Deaf mental health, promoting emotional wellbeing for deaf children and young people.

Kidz to Adultz Wales and West Thornbury Leisure Centre, Bristol

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. 100+ exhibitors offering advice and information on funding, mobility, seating, beds, communication, access, education, toys, transport, style, sensory, sports, leisure and more. www.kidzexhibitions.co.uk

4 and 5 July

engage in their future National Conference Crowne Plaza Hotel, Stratford upon Avon

book, visit:

A perfectly balanced programme of inspiring keynote speakers, practical workshops, Teach Meet and networking opportunities around the theme “Engaging with Our Behaviour… Building Resilient Communities”.

Residential and day delegate places available.

www.deafmh.eventbrite.co.uk

www.engageintheirfuture.org

London

Hear from deaf young people first hand. Be part of the solution. To find out more and

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4 July

5 July

Curriculum at the Heart of Learning NCVO, Central London

One-day conference with key note Nick Whittaker (HMI Ofsted). Four Curriculum-themed workshops will include: Preformal PMLD Curriculum, Semiformal SLD/MLD Curriculum, Informal (P4-P5) Curriculum and Formal Curriculum. equals.co.uk/equals-conference-2019

8 and 9 July

PECS Level 1 Training Workshop Liverpool

PECS is an approach that teaches functional communication skills using pictures. This workshop will give you all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

01273 609 555 www.pecs-unitedkingdom.com

WWW.SENMAGAZINE.CO.UK

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In the next issue of SEN Magazine – our 100th issue: • autism • SLCN • learning disability • play • healthy eating • tech in the classroom • numeracy • fostering • sport • all-ability cycling • dyslexia • recruitment • CPD and much more Follow us on

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SEN RESOURCES DIRECTORY

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

ADHD

Bullying

Epilepsy Epilepsy Action

ADDers.org

Bullying UK

Information and support forum for those

Support and advice on bullying:

affected by ADD/ADHD:

www.bullying.co.uk

www.epilepsy.org.uk

Childline

Young Epilepsy

www.adders.org

National Attention Deficit Disorder from bullying: Information and Support Service www.childline.org.uk (ADDISS)

Advice and support for those suffering

Resources and information for ADHD:

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

www.youngepilepsy.org.uk

Cerebral palsy

www.addiss.co.uk

Autism/ASD

Advice and information on epilepsy:

Scope UK

FASD The FASD Trust

Help, advice and support for children

Asperger Foundation UK (ASF)

Foetal alcohol spectrum disorder charity.

and adults affected by cerebral palsy:

www.fasdtrust.co.uk

Support for people with Asperger’s syndrome:

www.scope.org.uk

www.aspergerfoundation.org.uk

Autism Awareness Forum for sharing experience/advice for those affected by ASD:

www.autism-awareness.org.uk

Down syndrome Down’s Syndrome Association (DSA)

Charity raising funds for medical research into autism:

www.autistica.org.uk

National Autistic Society (NAS) Help and information for those affected

by ASD:

www.autism.org.uk

Research Autism Charity focused on researching interventions in autism:

www.researchautism.net

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

www.anti-bullyingalliance.org.uk

Beat Bullying

Support for those affected by foetal alcohol spectrum disorder:

www.nofas-uk.org

Information, support and training for

General SEN

those affected by Down syndrome:

www.downs-syndrome.org.uk

Autistica

The National Organisation for Foetal Alcohol Syndrome UK

The Down’s Syndrome Research Foundation UK (DSRF) Charity focussing on medical research into Down syndrome:

www.dsrf-uk.org

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

www.bdadyslexia.org.uk

Driver Youth Trust Charity offering free information and resources on dyslexia.

www.driveryouthtrust.com

Dyspraxia Dyspraxia Foundation UK

British Institute for Learning Disabilities Charity for learning disabilities:

www.bild.org.uk

Cerebra UK Charity for children with brain related conditions:

www.cerebra.org.uk

Child Brain Injury Trust Charity supporting children, young people, families and professionals.

www.childbraininjurytrust.org.uk

Department for Education (DfE) UK Government department.

www.education.gov.uk

Mencap Learning disabilities charity:

www.mencap.org.uk

National Association for Special Educational Needs (NASEN)

UK bullying prevention charity:

Dyspraxia advice and support:

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

www.beatbullying.org

www.dyspraxiafoundation.org.uk

www.nasen.org.uk

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WWW.SENMAGAZINE.CO.UK

SEN RESOURCES DIRECTORY

General SEN

PMLD

SLCN

SEN.fyi (App)

PMLD Network

The Communication Trust

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:

Raising awareness of SLCN:

www.pmldnetwork.org

www.thecommunicationtrust.org.uk

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

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 Legal advice and support for parents:

www.ipsea.org.uk

Langley Wellington LLP Solicitors 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

Home education The Home Education Network UK

Spina bifida Shine

National organisation for home educators:

Information and support relating to spina bifida and hydrocephalus:

www.thenuk.com

www.shinecharity.org.uk

Awarding body for the LOtC quality badge:

www.lotc.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

New College Worcester

Advice and support for those teaching children who are visually impaired.

www.ncw.co.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 Council for Learning Outside the classroom (CLOtC)

Tourette’s syndrome

The UK governing body and international Information and advice on Tourette’s: consultancy for Rebound Therapy: www.tourettes-action.org.uk

www.reboundtherapy.org

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