Working together to support independence 9th June 2017 Simon Harris, Sian Parker & Sandra Paddock
Give Enough Time Aspirations Grit Resilience Independence Perseverance
GET A GRIP
GET A GRIP – Give Enough Time Knowing when to move on / set a new target? Celebrating small successes which are part of the bigger
challenge.
Tasks need to be achieved independently wherever
possible.
The Learning Journey is long and challenging, but we
all must stick at it!
Aspirations Dreams Aims Hopes Targets Goals What we want to achieve?
Aspirations = Dreams Adult Driven Present We say “Yes you can” We challenge each child We give them experiences
Pupil Driven Future They say “Yes I can” They challenge themselves They make life choices
GET A GRIP - Grit When the going gets tough… Life isn’t easy! ‘Yes I can’ attitude! Consistent approach by all adults (home and school)
GET A GRIP - Resilience
ď‚—Mistakes are OK, it is how
we learn from them that matters (All of us)
GET A GRIP - Independence If in doubt, don’t! Step back and let them struggle! Build up
the amount of time given before stepping in.
Wait for them to ask for help (verbally or
visually)
GET A GRIP - Perseverance 1) Try yourself “No, actually try!� 2) Ask a variety of friends / classmate s / siblings Improve manners, communication skills, relationships, empathy 3) Ask an adult The last resort
Personal Learning Targets 1. Individual Education Programme (IEP) 2. Personal Learning Plan (PLP) 3. ‘Self Help and Independence Next Steps’
Plan (SHINS)
Reviewed in December, March and July We want you to help us review them through the home / school folder
Home Life
Describe your child’s school day routine. How much of this routine do they currently do for themselves? Does this change at weekends and holidays? What do they find hard? How can they improve in this area? Do you have any equipment which helps with this area? What are your biggest challenges to helping them improve in this area?
How independent is your child?
There are always a variety of ways of doing the same thing! (8’3” to 1’9”)
4th July 2017 -Celebration
Change takes time but it is worth it To promote independence, you might need to change the way we do things: Home environment (accessible items) Routines (Morning, Eating etc) Time given to certain tasks
What areas could your child be more independent in? Dressing / Undressing / Choosing clothes Household chores – washing up, food shopping, cooking, cleaning
Personal hygiene – wash, wipe nose, wash
hands Eating & drinking Choice Making / Taking initiative
What areas could your child be more independent in?(cont.)
Self confidence / awareness Sharing information with others Bathroom Preparing for tasks without
prompting Mobility Leisure / Play activities
Birmingham Physical Difficulties Support Service
Parent workshop Sandra Paddock based at Wilson Stuart School
Physical Difficulties Support Service, Birmingham
Movement Pathways • Movement develops gradually and incidentally through playing and exploring the environment. • As children play neural pathways develop • If actions are practised more often, so the neural pathways strengthen • Others are less useful or not practised will die out (or are ‘pruned’ away)
Movement Pathways
What might affect the development of motor skills? • Young children usually need to repeat tasks again and again to learn and grow pathways. • This can be more difficult for children with physical difficulties- so they need even more opportunities. Too much support= reliance Too little = don’t succeed Success ( praise/motivation) is the biggest factor contributing to movement
Jobs at home to help develop Fine Motor Skills
Dressing
Dressing Tips • Child is sitting in a stable position. Perhaps on the floor (where it is easier for children to reach their feet). • Or sit on a small chair with feet supported. • If sitting balance is poor sit against a wall or in a corner. • Start with undressing. • 1 item at a time-break the steps down.
Dressing Tips • Follow a consistent sequence and technique when dressing: Share the technique with school. • Clothes placed in a pile in the order in which they need to be put on. • Turn the clothes the right way round. • Use pictures as a visual prompt to help your child remember the clothing order/technique.
• Child should point to next clothing item of clothing if adult assistance required.
Dressing Tips • Use loose/larger sized clothing. • Use elasticated waist skirts and trousers/velcro fastenings. • Put key ring on a zip • Labels/buttons with a visual contrast. • Allow child to wear polo shirts. • Teach one handed techniques if needed
Socks and Shoes • Socks with coloured heels and toes also make it easier to work out the correct way round. • On the inside of the shoes and pumps, mark the inside border of each piece of footwear with indelible ink. • The child can then place these two marks together to ensure that the correct foot is inserted into each shoe.
Dressing Tips Backward Chaining…. • Here the adult begins the task, with the child only doing the last step. Gradually the adult does less as the child is able to do more of the task themselves. • This way the child always gets the reward of finishing the task.
Eating Seating -It is vitally important
that the child is correctly positioned when sat down to eat a meal. They need to feel stable and secure whilst sitting on a chair and need the table to be at the correct height. Hertfordshire Community NHS Trust
• • • •
Back supported Chair tucked in under the table Feet flat on the floor Elbows supported on the table
Eating If assisting the child then sit on their preferred side. Try hand over hand initially. Support their hand holding the utensil then support their elbow with your other hand as they bring the food to their mouth. This could be a slow process to develop. Do not expect every mouthful to be a success so be prepared for a mess!
Eating • Consider distractions in busy environment. • What is the main focus for lunch time…calorie intake, sociable lunch or development of skills. • Allow plenty of time but how much time ???? • Non feeding arm should hold the bowl to avoid it moving. • Use anti slip mat/bowl. • Adapted cutlery • Develop skills in role play or practical activities. • .
Eating - Breaking Down the Task of using a spoon • • • • • • • • • • • •
Uses scoop in sand/pasta/water/messy play. Uses spoon in sand/pasta/water/messy play. Role plays serving food in role play area/ role plays feeding a dolly. Uses fingers to feed. Holds spoon while being fed by adult . Below all with reducing adult assistance/adapted cutlery. Dips spoon into food. Dips spoon and licks food off, with spillage. Scoops food in bowl with spoon. Start with food that stick easily to spoon such as mash potato Brings spoon to mouth. Brings food to mouth and turns it over, with spillage. Holds spoon with increasing accuracy.
Toileting
Toilets • • • • • • •
Backward chaining Breaking down the task Managing clothing for dressing Handwashing Home school strategies Reaching – pegs on clothes Mirror
Toilet adaptations/facilities to support independence
Lever taps
Bathroom step
Lowered toilet
Liquid Soap Dispenser
Possible Toilet Adaptations
Child sized grab rails
Toilet roll dispenser within reach
Potty chair
Pupil & Parent Challenge Challenge your child to be able to do something
they couldn’t do before independently. Return something to us – Picture / Video / Comments by Friday 30th June to email address photos@wilsonstuart.co.uk. We will then share the successes in the Independence Day Assemblies to celebrate on 4th July
Next steps
What area do you think you might work on? How are you going to approach it? Do you need to do anything before you start? How will you celebrate successes (big and small)? What could you send into school to show successes?
Your challenge! Continue this beyond 4th July in as many areas as possible.
Challenging Aspirations! ď‚—I want my child to be............? ď‚—What are you going to do to
achieve this?
Independence Day 2017
See you on 4th July 10.00am – 1.00pm!