Teachers’
AUTUMN/WINTER 2019
Resource SEN www.teachersresource.co.uk
I N T H E C L A S S RO O M • P RO F E S S I O NA L L E A R N I N G • P U P I L S U P P O RT
INTERGALACTIC
GET CREATIVE
Discover the charity bringing space into the classroom
Release the creativity of the classroom with theatre education
LEARNING WITH
NATURE Inspire confidence by stepping out to teach in the great outdoors
THE ART OF BEHAVIOUR
Understand the importance of managing challenging behaviour
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PUBLISHER
Denise Connelly denise@dcpublishing.co.uk
EDITOR
Lorne Gillies lorne.gillies@dcpublishing.co.uk
STAFF WRITERS
Emma Storr emma.storr@dcpublishing.co.uk Saskia Harper saskia.harper@dcpublishing.co.uk
DESIGN AND PRODUCTION
Lucy Baillie lucy.baillie@dcpublishing.co.uk
SALES
Danny McGonigle danny.mcgonigle@dcpublishing.co.uk
www.teachersresource.co.uk DC Publishing Ltd 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007
Editor’s Letter Hello, and welcome to the autumn issue of Teachers’ Resource SEN Come rain or shine there is no denying the benefits the great outdoors has on our mental wellbeing. Even so, it can seem like a mammoth task to take a classroom of excitable students outside to learn. As outdoor education slowly becomes part of the curriculum, we speak with one school on page 24 about building your confidence around outdoor education. Back inside, on page 14, charity, Scopes4SEN let us into their world of intergalactic discovery. A teacher shares how the charity’s work goes beyond the science classroom to bring subjects to life. As much as teaching is your main priority, it’s important for you to keep learning, too. We look at the training initiatives on offer on page 7, plus a SEN union reveals how you can ensure you’re teaching to the highest standard possible. I hope you enjoy this issue, and we’ll see you in spring.
Lorne
STAY CONNECTED
Filled with the latest industry news, teacher and expert interviews to CPD courses: never miss a post again. Visit our website for daily content, www.teachersresource.co.uk
Lorne Gillies, Editor
What’s Inside IN THE CLASSROOM
22 PRODUCT ROUNDUP
An union reveals how to get supported in the classroom.
26 THE IMPORTANCE OF P.E.
10 TIME TO GET AHEAD
12 THE FIGHT FOR SEND FUNDING
What is being done to tackle funding gaps for SEN schools?
24 NATURE, EXPLORATION AND LEARNING
Get confident in teaching outside.
28 UNLOCKING THE POWER OF DRAMA
Creativeness comes to life thanks to theatre.
30 EDUCATION FOR EVERYONE
Head to India for an inclusive lesson.
The top adaptive products for your classroom. Bringing physical education to life.
THE SHOWCASE
14 REACH FOR THE STARS
Head to the moon and back with Scopes4SEN, helping to bring STEM to life.
PROFESSIONAL LEARNING 4 MAKING THE LEAP
Understand the training on offer for SEND education.
26
7 ADVANCE YOUR TEACHING
PUPIL SUPPORT
Our top CPD suggestions.
Learn how to understand communication through behaviour.
Discover the importance of a moving and handling qualification.
19 THE ART OF BEHAVIOUR
24
17 KEEPING UP WITH MOVING AND HANDLINE
©DC Publishing Ltd 2019. All rights reserved. No part of this publication may be reproduced or used in any way without prior written permission from the publisher. The views expressed in this magazine are not necessarily those of DC Publishing Ltd. The publisher takes no responsibility for claims made by advertisers within the publication. Every effort has been made to ensure that information is accurate; while dates and prices are correct at time of going to print, DC Publishing Ltd takes no responsibility for omissions and errors.
www.teachersresource.co.uk
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MAKING THE LEAP When it comes to teaching, you play a crucial role in your students’ development. However, if you are new to SEN teaching it’s important for you to ensure your skills meet the needs of your classroom’s progression
P
ursuing a career as a special educational needs teacher can be a different challenge from working in a mainstream setting, but it is also extremely rewarding, and a career that needs more dedicated, enthusiastic teachers. Smaller classes mean more one-onone time with your pupils, and liaising with occupational therapists, teaching assistants and other support staff, together you can work to achieve the best outcomes for your students. Though there are no formal qualifications needed to move over to SEN – apart from Qualified Teacher Status (QTS) – there are plenty of ways you can prepare for your transition, or renew your existing skills to properly support and guide any SEN pupils in your mainstream class. 4
Teachers’ Resource SEN
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SKILLS
As a qualified teacher, you will already have a plethora of skills and experience to fulfil your duties within an SEN classroom, or to support any new SEN pupils that are introduced into your classroom. Throughout your studies and teaching career, you’ve developed leadership, communication, problem-solving, organisation, team-work and adaptability skills, which are crucial in any classroom with SEN pupils. Being confident in the classroom is imperative. Learn Direct is just one organisation providing a wealth of education, teaching and coaching courses to help further, not only your personal learning experience, but also advance your skills within the classroom. As an SEN teacher, you are a
“All teachers need access to good ongoing professional development in SEND” www.teachersresource.co.uk
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PROFESSIONAL LEARNING
dedicated member of a team helping children and young people to excel. Learn Direct runs a Level 3 certificate in the principles of special educational needs (RQF) over five lessons, where you can further enhance your skills. Similarly, the organisation runs an advanced special educational needs course (over six lessons) to learn how you, as a teacher, can help students lead fulfilling, happy lives. Above anything else, if you’re looking to enhance your special educational needs training, you should have a passion for working with SEN pupils. This enthusiasm is what will make you a committed special education teacher, putting your pupils’ needs first and continuously supporting them to achieve their full potential.
MASTERS
If you would like a more comprehensive education on how to support SEN pupils in the classroom, postgraduate study is an option. Different universities around the UK offer numerous courses, from general SEN and inclusion, to more specific courses focusing on autism, deaf education, dyslexia or dyscalculia. Though by no means the only route into special needs teaching, completing a postgraduate course is arguably the most effective way to ensure you’re as prepared as possible to teach in a SEN setting. Masters courses can be completed around the country, full-time for a year, or part-time, to ensure you don’t have to take a year out of teaching. If you decide to undertake a Masters, you’ll be taught by experienced SEN practitioners, who can teach you from their own experience to ensure you are learning the latest industry practices to bring into your classroom.
develop confidence in how to identify and meet individual needs,” says Alison Wilcox, head of education at nasen. “There isn’t one simple thing that teachers can do to upskill themselves, as children and young people with SEND have differing strengths and needs. This means that all teachers need access to good ongoing professional development in SEND.” nasen’s training is available to their members: those on a free membership receive nine hours of free continued professional development (CPD) and access to their portal of other resources. Paid members can also access their webcasts and a digital bank of classroom resources. “All teachers in England are required to be able to adapt their teaching to respond to the strengths and needs of all pupils,” Alison continues. “Teachers need to be professionally curious and be prepared to make changes in their teaching based on what they observe in their pupils; a flexible attitude and approach is crucial. This helps children overcome any barriers to learning. Adaptive teaching is a way of thinking about an approach to meeting different needs and to being as inclusive as possible.”
VOLUNTEER
As with any job, a little work experience can go a long way, and advancing your skills in SEN or preparing to transition can be exponentially benefited through a work placement with a SEN school or classroom. Volunteering is a fantastic resource to gauge if special needs teaching is a suitable career path for you to pursue, and something you can see yourself going forward with full-time. Getting hands on, tangible experience within a classroom setting will allow you to have first-hand understanding – and appreciation – of the additional skills or training that you may need to truly feel confident in the classroom. Working with SEN pupils will present different challenges to working in a mainstream setting, however supporting your pupils to learn, develop, reach their targets and surpass them will not only be rewarding for them, but for you, too.
FIND OUT MORE Take your career to new heights with nasen (www.nasen.org.uk) and Learn Direct (www.learndirect.com).
TRAINING
Teaching can be a hectic career and not everyone has the time to complete a Masters. There are plenty of training options if you’d like more experience before moving over to special education. nasen (National Association of Special Educational Needs) offers training that enables education professionals to deliver outstanding teaching to SEN pupils. This training takes the form of both face-to-face training and e-learning, to suit busy professionals. “It’s important that teachers can www.teachersresource.co.uk
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Autism training and development With over 50 years of experience, no one has more practical knowledge of autism The National Autistic Society is here to transform lives, challenge attitudes and build a society that works for autistic people. We offer: • Autism Accreditation programme • Conferences and Awards • Consultancy to suit the needs of your organisation • Essential newsletters for professionals • Dedicated residential and supported living for adults • Specialist schools • Training: at your work place, scheduled open access events, or online modules • University courses and modules
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PROFESSIONAL LEARNING
ADVANCE YOUR TEACHING Staying up to date with your continued professional development (CPD), is one of the best ways to ensure you’re at the top of your teaching game. No matter your availability, there is a range of courses available to suit your needs
MASTERS EDUCATION (TECHNOLOGY ENHANCED LEARNING) University of Huddersfield September 2020 courses.hud.ac.uk This course gives you the opportunity to focus on the use of technology in your field, develop technical skills, and see how technology can enhance and support learning. The content of the course will encourage you to think critically about how effective technology is to support learning and communication in the classroom. Options on completing the course include fulltime over one year, or as a part-time course over two years. Tailored around you, the qualification can be used to build on your current knowledge and skills, choosing from a range of options to match your role.
INTELLECTUAL AND DEVELOPMENTAL DISABILITIES University of Kent September 2020 www.kent.ac.uk With the option to complete your studies through distance learning, this course is perfect if you can’t travel to the university or wish to complete the Masters part-time alongside your current job. Based at The Tizard Centre, a leading academic centre working in autism, learning disability and community care, this course will provide you with detailed knowledge of intellectual and developmental disabilities. The course content will also advance your knowledge of cognitive, communicative and social characteristics of people with intellectual disabilities, allowing you to build better connections with pupils. Find more opportunities by visiting, www.postgrad.com
PART-TIME MA EDUCATION (INCLUSIVE EDUCATION) University of Reading January 2020 www.reading.ac.uk Designed to meet the needs of busy professionals, this flexible, part-time course will allow you to gain a detailed understanding of teaching and learning for all pupils. You will also examine current research and legislation, and reflect on individual difference, exploring ways to meet differences through appropriate educational provision. The course is taught in custom-built spaces for teaching of specialist subjects and will give you access to The Learning Hub, a wealth of teaching and research resources.
www.teachersresource.co.uk
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PGCERT AUTISM AND ASPERGER SYNDROME Sheffield Hallam University November 2019, June 2020 www.shu.ac.uk Gain an insight into the lived experiences of autistic individuals and understanding their support needs on this one-year, part-time course delivered from either London (November) or Manchester (June), in partnership with the National Autistic Society. Inclusion, models of disability and what it means to be autistic in the modern age are all explored within the course. On this course you will learn through face-toface teaching, online support, individual supervisions and self-directed learning.
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PROFESSIONAL LEARNING
ONLINE TES INSTITUTE www.tes.com/institute Tes Institute provides multiple CPD courses for mainstream and SEN teachers. The courses are designed for teachers who are looking for better ways to engage with their pupils. Subject knowledge enhancement for teachers, effective use of teaching assistants, and lessons in behaviour management CPD courses could all help further your skills in the SEN classroom.
FUTURELEARN www.futurelearn.com FutureLearn provides a range of online CPD courses suited to teachers. These courses allow you to learn flexibly at a time and place that suits you. Most CPD courses on the site take between four and six weeks to complete, with commitments of two to four hours per week. With a specialised section of Inclusive Teaching courses, there is a range of online learning suited to SEN teachers. Highlights include: Understanding ADHD: Current Research and Practice; Education for All: Disability, Diversity and Inclusion; Understand Autism.
TEACHER DEVELOPMENT TRUST www.tdtrust.org The Teacher Development Trust (TDT) believes powerful professional learning helps all children to succeed and teachers thrive. The charity also provides advice and guidance on effective CPD. TDT Advisor is the charity’s free, national database identifying high-quality professional development resources for teachers. This includes courses, videos and podcasts from more than 300 providers.
SHORT COURSES TRAUMA AND MENTAL HEALTH TRAINING FOR SCHOOLS Trauma Informed Schools www.traumainformedschools.co.uk Complete a practical skills-based diploma in Trauma and Mental HealthInformed Schools (Practitioner Status) to ensure you can respond effectively to vulnerable children and those who have suffered trauma or have a mental health issue. The course takes 12 weekend days to complete and is validated by East London University. The psychologist-led supervision of the course provides practitioners with key insights and skills, as well as vital support and encouragement. Trauma Informed Schools’ bespoke Trauma and Mental Health Training aims to demystify mental health and common diagnoses, empowering teachers to have meaningful conversations with children and teenagers. This one-day training takes place at your school. Learn more by contacting: info@traumainformedschools.co.uk SAFEGUARDING AND CHILD PROTECTION Safeguarding Training Centre safeguarding.thekeysupport.com Covering the latest guidance as of September 2019 alongside an additional chapter on online safety, each presentation is paired with group activities, scenarios, a learning log and instructions on how to implement what you have learned. This short course is perfect for SEN schools looking to refresh their safeguarding knowledge and meet training obligations. 8
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FOCUS ON SEND nasen oln.nasen.org.uk nasen has produced a free training course aimed at helping teachers and educational practitioners to develop high quality practice. Taking a practiceled, enquiry-based and collaborative approach, the course explores what high quality practice means for SEND. The main aims of the course include: developing inclusive practice; advancing meaningful engagement; recognising effective use of an outcomes-focused approach; understanding possible barriers to learning and helping young people to overcome them. www.teachersresource.co.uk
10/10/2019 10:49
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IN THE CLASSROOM
Time to get ahead Working in a SEN environment comes with highs and lows. Throughout your entire career, unions will always be on hand to ensure you are supported at work
AWARE
“Teachers report to us that they wish they had more knowledge of the wide range of conditions and behaviours which pupils who fall under the banner of SEND can exhibit,” explains Chris Keates, general secretary (acting) of the NASUWT. At NASUWT, the teachers’ union provides protection, support and benefits for teachers alongside a plethora of free training. When entering a SEN classroom there is a lot of knowledge and awareness that is necessary for you, as a teacher, to succeed (you can learn more on page 4). Furthering on from the Department 10 Teachers’ Resource SEN
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for Education’s report, the most common primary type of needs for SEN students in 2019 is speech, language and communication. With limited communication comes increased risks of verbal or physical abuse. However, there is support on hand from unions.
CONFIDENCE
“To have confidence in the classroom a teacher should be able to know that their school will deal robustly with any incidence of verbal or physical assault,” emphasises Chris. Research carried out by NASUWT revealed that: 39 per cent of schools are least likely to have arrangements in place for recording attacks on social media. Further research highlighted that improved support is imperative from schools for their SEN staff – after all, everyone should feel safe at work. “Teachers will feel confident in the classroom when they know they have the support of their managers in creating the conditions by which they are treated as professionals; with working conditions which enable them to focus on teaching and learning with the appropriate training and support to do their job to the best of
their ability,” continues Chris. “The NASUWT is continuing to work to ensure this is the reality for every teacher in every classroom.”
DEVELOPMENT
Unions are an integral tool within the classroom and your career. There’s no denying that there can be obstacles faced when teaching students with additional needs, however, the support of NASUWT can help in your development. Chris enthuses: “The Union continues to lobby for the interests of pupils and teachers on SEN related matters through its work with awarding bodies, inspectorates, third sector organisations and Governments and administrations across the UK.” Similarly, the union provides a wide range of developmental opportunities to ensure you are prepared and qualified to not only deliver the best teaching possible, but to take your students further.
*SPECIAL EDUCATIONAL NEEDS IN ENGLAND: JANUARY 2019, DEPARTMENT FOR EDUCATION
I
n July of this year, the Department for Education revealed that 14.9 per cent of all pupils in England, alone, have special educational needs as of January 2019*. That is a significant number of students in both mainstream and specialised schools requiring additional support. As a teacher, it is your role to help students flourish and reach their full potential. Behind the scenes, teachers’ unions are a driving force to ensure you can fully understand working with SEN students.
FIND OUT MORE
Further advice and support is available from NASUWT (www.nasuwt.org.uk) and NEU (www.teachers.org.uk).
www.teachersresource.co.uk
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Regional Special Educational Needs Conferences: Supporting Leaders in Education A series of one day conferences aimed at supporting senior and middle school leaders’ understanding around special educational needs. Each event will bring together expert speakers to deliver insightful and impactful presentations aimed at adding to the SEN toolkits of Head Teachers, senior leadership team members, and all teaching professionals in leadership roles. Whether you’re an expert practitioner looking to add to your extensive understanding or new to SEN and looking to build your knowledge, our conferences will offer an amazing opportunity to engage with subject matter experts and network with colleagues from across the sector.
Presentations will focus on a range of subjects including: The New Ofsted Framework: An SEN viewpoint Creating inspirational SEN learning environments Adapting with innovation, working through collaboration Under Currents: Do you feel your neuro diverse learners are causing waves? There will also be an opportunity to network with fellow educational leaders and take part in an open forum to explore strategy, innovation, professional development and more. South East Conference
Queensmead House School, Windsor
Wednesday 6th November 2019
North West Conference
The Studio, Manchester
Wednesday 20th November 2019
Midlands Conference
The Studio, Birmingham
Wednesday 4th March 2020
Yorkshire Conference
The Studio, Leeds
Wednesday 25th March 2020
North East Conference
Bede Tower, Sunderland
Wednesday 3rd June 2020
To book your place visit www.witherslackgroup.co.uk/events-support or email our events team on events@witherslackgroup.co.uk with the date and location you are interested in booking.
For more information contact Camilla or Rukiya on 0844 880 6520 or email events@witherslackgroup.co.uk
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Join the ‘Supporting Leaders in Education’ group on LinkedIn to be kept up to date on the conferences and network with other professionals committed to working in your sector.
09/10/2019 11:02 09:05 16/10/2019
IN THE CLASSROOM
THE FIGHT FOR
SEND FUNDING Research by the Local Government Association (LGA) shows that in 2018/19 councils faced a SEND funding gap of almost £500 million, leaving children and young people without the support they deserve and schools with a greater pressure to deliver using less
C
hildren and young people deserve the best support and education regardless of their ability. Despite additional funding by the government the SEND funding gap continues to grow, leaving the future of SEND support uncertain. In 2019 there are over 350,000 children and young people with education, health and care (EHC) plans or statements in England and thousands more with co-ordinated support plans in Scotland. The number of children and young people with an EHC plan increased by 35 per cent between 2014 and 2018, leaving councils with a higher demand for additional SEND support.
FUNDING GAP
While the number of children and young people who require support has increased, so has the SEND funding gap. Without immediate action it is predicted to rise to £806 million for 2019/20. In an effort to get councils and support services more assistance from the government, the Local Government Association (LGA) Bright Futures campaign has made SEND funding one of its key focusses. Chair of the LGA’s children and young people board, Cllr Judith Blake said: 12 Teachers’ Resource SEN
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“Our Bright Futures campaign is all about making sure children and young people get the support they need to get the best, rather than just getting by. “We want to see all partners, including central government, working together with us to make that happen.”
£700 MILLION FOR SEND
During September 2019 an additional £700 million for the SEND sector was announced as part of government plans to inject more money into primary and secondary education in England. This funding is a step in the right direction, but it is not enough, Judith explains: “While we are pleased the Government has announced an additional £700 million for children with special educational needs, without certainty over funding for the future, councils will continue to have spending and demand pressures that may result in them being unable to meet their statutory duties.”
PRESSURE
Without extra funding for support services and local councils, children and young people with additional needs will not get the best. “This is why we are supporting plans for a review into the system,” stresses Judith. “To make sure vulnerable children can get the best support possible.” Bright Futures is now calling on the government to invest an additional £1.6 billion in high needs funding for SEND by 2021/22. This financial boost would help close the SEND funding gap and ease the pressure on schools by ensuring demands for high needs specialist provision are met.
FIND OUT MORE Learn all about Bright Futures’ recommendations and how the SEND funding gap could affect your school by visiting, local.gov.uk
“Without certainty over funding for the future, councils will continue to have spending and demand pressures” www.teachersresource.co.uk
09/10/2019 10:34
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Reach for the
STARS
It’s time to go to infinity and beyond with the charity changing the face of STEM education, one telescope at a time. Further release imagination in the classroom, thanks to the team behind Scopes4SEN
O
ur universe is a vast expanse of the unknown, with new discoveries waiting to be made every day. Charity, Scopes4SEN is making sure SEN pupils have the opportunity to explore the skies and the world around us, by providing telescopes, free of charge, to schools around the country. “I was interested in space from a young age and remember watching the moon landings when I was 11,” says Patrick Poitevin, whose hobby for astronomy led to him building his first telescope at just 15 years old.
PASSION
Patrick and his wife, Jo, have travelled round the world together, observing solar eclipses in Kenya, Australia, Hawaii and Indonesia, to name just a few. It was their love of astronomy that led to the decision to launch Scopes4SEN – the couple’s mission to give all SEN children the chance to explore the skies, and the world around them, for themselves. The charity originally aimed to source 12 telescopes, giving one away to a different school every month for a year. But as word 14 Teachers’ Resource SEN
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of mouth spread, and more schools got in touch to enquire about a telescope, the charity has now donated almost 800 telescopes, plus associated educational materials, in the three and a half years since the charity launched. “On average, we give away 200 telescopes each year, which we never expected,” Patrick enthuses.
EDUCATION
Neil Amos, acting deputy head at Ashgate Croft School in Derbyshire, first heard about Scopes4SEN in the early days of the charity, when Patrick was still having to reach out to schools to offer telescopes. “Being a science teacher originally, I could see the benefits to the school,” Neil explains. “I understood that the resources would engage the students and could be used in a variety of interesting ways.” Ashgate Croft School received not just a telescope, but a tripod, binoculars, postcards and posters, packets of glowin-the-dark stars, models of planets and authentic meteorites for students to use in the classroom. “I could see immediately that [the products available], would be able to be www.teachersresource.co.uk
08/10/2019 15:08
SEN showcase
PIC: © SCOPES 4SEN
THE SHOWCASE
used in a really nice, creative way,” Neil enthuses. “For example, with the meteorites, they’re not just used in science lessons: some teachers have used them in English lessons to get a conversation going about space and start a dialogue. When the pupils are passing round a rock that’s come from space, it’s quite a powerful thing, they’re completely amazed.”
BENEFITS
Astronomy is known to improve imagination, creativity and curiosity: making it the perfect activity to encourage engagement with the world around them. Neil has also found the donations have been an extremely useful aid to help pupils when they display challenging behaviour in the classroom. “There was a big model of the solar system, which I’ve used specifically with pupils who have quite challenging behaviour,” Neil continues. “When they need some time out, I’ll ask them to put together the models of the planets and later, when they have anxiety or another challenging time, they can come back to it and finish it.” For Patrick, knowing the impact the donations have on the schools and pupils who receive them is all he needs to keep up the hard work of the charity. “Schools send us pictures from their daytime or night-time observing,” he enthuses. “They hold stargazing nights and invite local astronomical groups. www.teachersresource.co.uk
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The feedback is amazing and we get drawings and sketches back from the pupils. It’s fantastic and that’s fuel for us to encourage and continue the work we do.”
GRATITUDE
Every item donated by Scopes4SEN is given to schools free of charge: a principal that’s important to Patrick, to ensure as many pupils as possible can access the equipment and explore the wonders the world and universe have to offer. “You see this equipment in space centres and science centres and they’re not necessarily what teachers and schools would normally spend their money on, out of school budgets,” Neil admits. “School budgets are dwindling and without the charity, pupils won’t have access to a lot of these things.” At Ashgate Croft School, pupils are so enthusiastic about the resources; spending their lunchtimes gazing at the world around them – the playground and further afield – through the lens of the telescope. “In SEN, sometimes we don’t do the range of subjects that mainstream schools do,” says Neil. “If we didn’t have these resources, then maybe [the topic of space] wouldn’t be covered
to the ability – or with the enthusiasm from both the staff and students – that there are with the resources. I think the resources from Scopes4SEN enhance things and ensure the pupils are most engaged.”
UNIVERSAL
Humans have really only begun to scratch the surface of the wonders of our universe, but with charities such as Scopes4SEN making astronomy more accessible for everyone, the latest discovery is just around the corner. “The resources are very hands-on and suitable across all ability ranges,” Neil enthuses. “If you want to enhance your science resources, it’s a no brainer.” For Patrick, he’s always looking for new schools to be on the receiving end of telescopes. “Many schools have started astronomical clubs at school and even community clubs where people can come and go, and parents and pupils can watch. If you aren’t feeling comfortable to do it on your own, find someone who has the same passion to help,” he advises. “Some people think astronomy is just for scientists, but, I’m literally saying it’s not rocket science – astronomy is for everybody.”
FIND OUT MORE
Dive into the stars by visiting Scopes4SEN, www.patrickpoitevin.weebly.com
Teachers’ Resource SEN 15
08/10/2019 15:08
Veredus Interim Management-paying special attention to your needs Veredus has an outstanding reputation for recruiting interim senior leaders to the SEN sector. The types of roles that our interim managers undertake include: • Covering vacant senior roles while permanent recruitment is undertaken • Managing change programmes and projects • Providing coaching and mentoring to improve the performance of existing teams, particularly in settings that are in Ofsted category We are keen to expand out network of interim managers and would like to hear from experienced and accomplished leaders with ASD, SLD and PMLD backgrounds. If you would like to join our market-leading network of interim managers, or to hear more about how our interim managers can help improve, stabilise or transform your school, college or provision, then please contact Paul Horgan:
e: paul.horgan@veredus.co.uk t: 020 7932 4233 m: 07833 481 211
Tailor-made books at everyday prices Whatever reading format your pupils need, we’ll custom-make any book to their exact requirements: font, sizing, spacing and colours. What’s more, if the book you want isn’t already in our catalogue, we’ll add it. Like you, we believe children with sight loss should have the same opportunities as everybody else; that’s why we subsidise this service, so you only pay the retail price of the standard sized book.
Visit guidedogs.org.uk/customeyes to find out more CustomEyes® books are for everyone aged 0-25 with a vision impairment, or dyslexia. A charity registered in England and Wales (209617) and Scotland (SC038979). J0492 09/19
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16/10/2019 11:08
PROFESSIONAL LEARNING
KEEPING UP WITH
MOVING AND HANDLING
Moving and handling is an essential practice for anyone working in a SEN environment. We look at why training is so important and how to ensure your knowledge is up to date
E
pupils.
nsuring you are well versed in moving and handling practice is paramount in removing or reducing the risk of injury for
SAFETY
Andrew Kingscott is the head of the public administration, education and volunteers sector at the Health and Safety Executive (HSE). HSE ensure health and safety is being managed effectively in settings like schools, and investigate serious incidents or concerns. “Moving and handling is a common cause of injuries and ill health in the education sector,” explains Andrew. “Due to complex medical, behavioural and care needs, some SEN pupils may require bespoke or tailored support.” www.teachersresource.co.uk
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It is your employer’s responsibility to have a health and safety policy in place, this policy should include the school’s moving and handling practice and comply with health and safety law. Any training you are required to complete will also be detailed, Andrew says: “Staff may need to be taught how to safely operate equipment such as lifts and hoists, training should be tailored to meet the specific needs of the individual in each case.”
KNOWLEDGE
Armed with the correct knowledge, your moving and handling practice will maintain the dignity of all parties involved. Each pupil has their own unique care needs which will be evaluated in a risk assessment as part of their Education, Health and Care (EHC) plan. “In addition to the common manual handling tasks in a classroom environment, health and care plans may determine specific moving and handling needs for individual SEN pupils,” emphasises Andrew. “Staff need to know how to use equipment provided, how to lift safely and appropriately as a team where necessary to avoid injury to themselves and their pupils.”
TRAINING
All staff should be provided with induction training, on the job training and training to meet individual EHC plan needs as they arise. If you feel you need updated training or a refresher course, speak to your superior or line manager. “Any training needs should be determined by the risk assessment process and continuously monitored and reviewed to ensure it remains fit for purpose,” recommends Andrew. “Incidents and near-miss reports can help inform risk assessments and identify additional training needs. “Employers should adopt a balanced approach to ensure both the health and safety of the pupils and those who teach and support them.” By undertaking refresher training and keeping updated with the latest techniques, your moving and handling practice will ensure safety and reduce risks in the classroom.
FIND OUT MORE The Health and Safety Executive (www.hse.gov.uk) provide online resources on moving and handling. Teachers’ Resource SEN 17
11/10/2019 14:54
Play Scotland works to promote the importance of play for all children and young people, and works strategically to create increased play opportunities at home, in early learning, childcare and school, and in the community. • Play Builds Health and Well-being – being active through play helps children physically and emotionally, contributing to their health and happiness. • Play Builds Resilience – playing boosts children’s confidence, creativity, problemsolving skills and perseverance, enabling them to cope with stress and challenges throughout life. • Play Builds Friendships – playing allows children to interact with others, develop relationships, deal with conflict, and learn respect and tolerance. • Play Builds Communities – playing allows children to learn bout the world around them, make connections, and develop a sense of identity and belonging. Sign Scotland’s Play Charter and pledge to become a Play Champion #playeveryday
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Follow us on Twitter @PlayScotland and Facebook Level 1, Rosebery House, Edinburgh EH12 5EZ Company Number: 017885 Scottish Charity Number: SCO2916
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Contact Play Scotland
• Develop a Play Strategy for your school or community • Playful Resources including designing Inclusive Play Spaces • Play Training to support confident parents, play providers, teachers and planners - at home, in early years & schools, in local communities
17/10/2019 11:15
PUPIL SUPPORT
THE ART OF
BEHAVIOUR
For students with communication barriers and additional needs, behaviour can be the pinnacle vessel of sharing any concerns or challenges being faced. But, how can you recognise when a student needs help? www.teachersresource.co.uk
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Teachers’ Resource SEN 19
11/10/2019 14:04
PUPIL SUPPORT
B
ehaviour is an indication of our inner emotions and can reflect when a person is happy or sad. At times, when we are feeling anxiety, stress or concerned, our behaviour can be impacted. The same goes for children and young people with additional needs and communication difficulties. Students living with additional neurodiversity needs, or even physical and emotional needs, may use behaviour as a method to communicate their feelings if verbal description is not an option. There are many forms of challenging behaviour – and each child or young person will display their emotions differently than their peers. When a student presents challenging behaviour, it can be distracting for fellow students, but, at the core, it is an essential form of communication.
UNDERSTAND
“There can be multiple reasons [behind challenging behaviour],” says Alicia Hurn, who works with United Response – a charity providing a range of support services for adults and young people with learning and physical disabilities, autism, and mental health needs. Alicia continues: “The student may not be aware of what they are feeling themselves. It could fall under not understanding what is going on in the classroom, they’re distracted and their minds are thinking about other things, or even sensory issues. “Lighting to sound within a space can have an affect, all the way to special awareness and being triggered by other people’s movements or having to sit still.” There’s no denying that the classroom can be an active, loud and colourful environment to learn in; and for students with additional needs this can enhance challenging behaviour. Jude Mortell, education practice lead at charity, Ambitious about Autism – with specialist schools and a college for young autistic people aged three to 25 – agrees. “Autistic children and young people experience the world differently to others,” explains Jude. “Some aren’t able to communicate their needs as easily as neurotypical children which can result in anxiety and frustration and can lead to behaviours that challenge.
“In a challenging situation, remember that the student is very likely to be doing the best they can” “There can be many factors that affect behaviour in a classroom environment. If a task or activity is not set at the right level, or there is an unplanned or unexpected event – this can create feelings of anxiety and frustration.”
IMPACT
The ripple effect of challenging behaviour in the classroom can go beyond disturbing their peers or disrupting learning. Each pupil will experience the impact of challenging behaviour in the classroom differently, with some students retreating into themselves or withdrawing and some escaping a situation by leaving a classroom without permission. Similarly, physical or verbal aggression could also be increased when it comes to recognising the impacts brought on through challenging behaviour. Jude adds: “Place emotional wellbeing and quality of life at the centre of your educational approach. Develop a good understanding of psychological and physical needs and how, if unmet, they can impact on individuals. “Behaviours that challenge are more likely to appear when a person is feeling unhappy or unhealthy. Medical concerns, mental health issues, compromised emotional well-being or sensory responses are invisible, but have profound effects on behaviour.” Although not completely avoidable, as Jude details: there are methods in which you can manage challenging behaviour in the classroom.
UNITY
For Alicia, who now works with autistic adults, she highlights the importance of understanding behaviour and learning disabilities. Alicia says: “I think awareness around autism is crucial; all
the adults I work with who talk about their school experience, on the whole, many say it was very negative because they weren’t understood by their peers or their teachers.” Understanding a student’s needs and prevention is imperative to further manage challenging behaviour. “It’s important to understand what is causing the behaviour and put in place strategies to overcome this,” emphasises Jude. “Every autistic young person is different, so get to know the individual and find out what their strengths are and what they find more difficult. Remember that some young people will find it harder than others to communicate that they are having trouble managing. “Sometimes, even with the best classroom management, you might not always be able to head off behaviour that challenges – the world is a stressful place for many children and young people,” continues Jude. “If a pupil is experiencing a shutdown or a meltdown give them space to work through this and focus your efforts on making sure everyone is safe.”
INTERVENTION
The National Institute for Health and Care Excellence (NICE) has many recommendations on supporting children and young people with behavioural concerns. Within the report – entitled Autism spectrum disorder in under 19s: support and management – puts weight on the importance of assessing behaviour and factors that may result in challenges. NICE recommends that a care plan is implemented outlining steps needed to address behaviour. From treatment to support or necessary adjustments, reassessing factors and being prepared to guide students confidently can better manage challenging behaviour in the classroom. Jude advises: “In a challenging situation, remember that the student is very likely to be doing the best they can, given their skills, education, physical and emotional state, and past experiences. This doesn’t mean we have to accept the behavior or that there is nothing we can do about it. But it’s important to understand this and have empathy so that everyone can move forward constructively.”
FIND OUT MORE Get support or further advice on managing challenging behaviour from Ambitious about Autism (www.ambitiousaboutautism.org.uk), United Response (www.unitedresponse.org.uk) and the National Autistic Society (www.autism.org.uk). 20 Teachers’ Resource SEN
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www.teachersresource.co.uk
11/10/2019 14:05
Learn • Challenge • Explore • Experience Outdoor residential and day experiences in the stunning Kielder Water & Forest Park. Our innovative programmes encourage children and young people of all abilities to learn more about themselves, build confidence and self-esteem through challenging and adventurous activities. We are experienced in working with young people with physical, sensory and learning impairments, providing an inclusive, fun and exhilarating experience in a safe and supported environment. We are fully flexible and can arrange bespoke programmes to accommodate groups. 01434 250232 enquiries@calvert-kielder.com www.calvertkielder.org.uk Calvert Kielder, Kielder Water & Forest Park Hexham, Northumberland, NE48 1BS Registered Charity No. 511851. Company limited by guarantee. Registered in England No. 1596913.
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17/10/2019 10:44
IN THE CLASSROOM
PRODUCT roundup Our top picks of products sure to be beneficial in the classroom
WRITING ARM STABILISER
Groovz, £48 meru.org.uk, 01372 725 203 Promote independence in students with impaired upper limb function thanks to the arm stabiliser from Groovz. Available in pink, grey and green, the product will allow students to perform tasks with their hands, such as writing, which may have been more challenging before.
SENSORY SENSORY STONES
Early Years Resources, £19.95 exc VAT www.earlyyearsresources.co.uk, 0161 865 3355 Encourage sensory experiences through the use of sensory stones. The pack comes with eight stones, which can be used independently or as part of wider sensory play. Each pack contains a guide for teachers on how to successfully incorporate the stones into teaching and sensory understanding.
LITERACY THE FIVE MINUTE LITERACY BOX
MOBILITY BALANCE BALL FIT CHAIR
TTS, £89.95 exc VAT www.tts-group.co.uk, 0800 138 1370 Promote healthy posture for students with mobility needs. The ball seat provides bounce alongside movement to help reduce fidgeting in the classroom, improve concentration and encourage improved posture in children and young people. This product is ideally suited for students who regularly tip back on their seats. 22 Teachers’ Resource SEN
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The Five Minute Box, £99.95 www.fiveminutebox.co.uk, 01442 878629 A multi-sensory phonics programme, The Five Minute Literacy Box gives children a confident start in reading and writing, and helps identify signs of neurodiversity. The cost-effective intervention includes plans, resources and progress monitoring. Children build confidence in small steps learning to reduce disengagement when challenges arise.
STATIONERY FLEXITABLES
The Dyslexia Shop, From £3.60, www.thedyslexiashop.co.uk, 01394 671 818 Flexitables are ingenious and tactile multiplication and numeracy charts made of soft flexible plastic which children love to manipulate and get to grips with number operations, fractions, percentages and decimals in a multisensory way. Ideal for teaching pupils with special needs for example dyscalculia, dyslexia, dyspraxia and associated cognitive problems. www.teachersresource.co.uk
10/10/2019 10:57
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16/10/2019 11:10
One guaranteed method of improving concentration, behaviour, stimulate pupils mentally and building communication skills is through outdoor education. It can seem daunting to head outside with students, but it’s easier than you think
NATURE, EXPLORATION AND LEARNING T
he school curriculum is a foundation of learning, knowledge and expanding horizons. Outdoor education is slowly becoming a staple within the curriculum as the evident benefits of being outside for students is further promoted. Polygon Specialist School in Southampton is just one school that is utilising the great outdoors in their teaching. And, the impact this has on students – with profound behavioural, sensory and mental conditions in some instance – is extraordinary. “The key is that it’s a real-life situation, it’s not about reading from a book that is abstract,” explains Mary Jackson, Learning through Landscapes’ project manager. “Outdoor education is giving children and young people first-hand experience of the real world, of what they can feel, touch, see, smell and hear – it’s an immediate experience.”
DESIGN
Learning through Landscape – the UK’s leading outdoor education charity – and 24 Teachers’ Resource SEN
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Polygon Specialist School worked together to further understand the school’s outdoor space and how teachers could better utilise the area for learning. After speaking with pupils, who are involved in the school council and eco council, Polygon Specialist School introduced an outdoor learning area and even changed the timetable. Headteacher, Anne Hendon-John enthuses: “A lot of our students have missed out on key elements, such as playing in the outdoors, something as basic as jumping in a muddy puddle. “We have tried to design a curriculum for the boys to learn base skills to more advanced skills, such as map reading in an outdoor environment to team building or learning to be safe around a fire, to building a fire: the idea is to try and push the boys outside of their comfort zone and give them a new experience.”
LEARNING
Venturing into the great outdoors is an excellent way to broaden ideas, thoughts and expressions. For Polygon Specialist School’s English teacher, Hayley, she has
seen the benefits of taking her classroom outside. Hayley enthuses: “One of the main concerns with our boys is that they have not been able to develop imaginative skills – some of them have had extremely limited positive life experiences. From this, it is nice to take them out and do interesting things. “There was a boy in the playground who was amazed because he saw a dragonfly for the first time – it’s about building a curriculum so the boys can experience what most school children would experience at primary level. We can also help the boys develop their imagination, confidence and team building.” The learning opportunities in taking a lesson outdoors is insurmountable – and there is a plethora of resources available to teachers, just like you. Learning through Landscape to the Calvert Trust, Institute for Outdoor Learning and local organisations on hand can provide expert advice on lesson plans or activities that will benefit SEN students. Hayley adds: “It’s all in the delivery. www.teachersresource.co.uk
08/10/2019 15:20
PICS: ©MALCOLM COCHRANE PHOTOGRAPHY
IN THE CLASSROOM
“It’s a real-life situation, it’s not about reading from a book that is abstract” daunting. However, it’s all about taking For any teachers out there looking to try and get outside: if you go in with the small, productive steps. confidence and the enthusiasm that’s Outdoor Classroom Day what you’ll get back. You’ve got to have (outdoorclassroomday.org.uk) is an a passion for it, that then rubs off on the initiative set up to get as many children children.” and young people outside playing and Polygon Specialist School, learning. From improved behaviour, from their work with Learning engagement to being free to through Landscapes, have run and explore: Outdoor Outdoor embraced the world Classroom Day Classroom Day is a chance of outdoor education. to step out of your class’s will take place From taking students to comfort zone. on Thursday 7 Morocco to a planned “People worry about taking excursion to Iceland, November 2019 children outside who may have growing vegetables in a behavioural problems, but we local allotment to make soup have had so many teachers tell for the homeless community: the us students engage so much better teachers have found that being outdoors outdoors,” emphasises Mary. “Pupils are a fantastic incentive for students. really excited about learning outdoors, Through resources and training because they want to move and get available, your school could also head out to do things. So often, a lot of these outside. children and young people have been restrained from doing activities. [Being outdoors] creates experiences to support STEPS what students are able to do already and There’s no denying that going out of pushes them – we make sure every child the comfort, safety and familiarity of is challenged.” the classroom with your pupils can be www.teachersresource.co.uk
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And Hayley agrees: “It helps to put a label on Outdoor Learning Day to encourage change in the classroom and get out as much as possible. By doing that one day, the kids will either thrive or it might be more of a challenge, but it drip feeds [the idea] in nicely without making it a scary initiative.” Having lunch outside as a classroom or taking your class out for the full day, there are options available on how you can utilise the space already at your fingertips. It’s time to head outdoors and celebrate the skills your pupils have, allow them to flourish in the great outdoors and taking your teaching one step further. “Think about and celebrate what you’re doing already, and try and go one step further,” enthuses Mary.
FIND OUT MORE
Get outside with Learning through Landscapes (www.ltl.org.uk), the Calvert Trust (www.calvert-trust.org.uk), and Institute for Outdoor Learning (www.outdoor-learning.org).
Teachers’ Resource SEN 25
08/10/2019 15:21
PUPIL SUPPORT
The power of P.E. Sport is hugely beneficial for a number of different reasons, but for SEN pupils, physical education lessons aren’t always inclusive. Now, organisations are taking school sport further to allow students to reap the rewards
BENEFITS
Exercise, better sleep, reduced stress and improved overall health are just a few of the wonderful benefits of physical education. For SEN children, the results can be further-reaching, with exercise contributing to increased competency in motor skills, improved self-esteem and motivation, enhanced academic performance and providing ample opportunities to socialise. With the NHS recommending children to do at least 60 minutes of exercise every day, there are plenty of opportunities in school, and out, to get active. “Physical education can be a very effective vehicle for creating change and opportunities for young people, as well as promoting tolerance, acceptance and friendship,” explains Vicci. “Sport has the power to teach vital skills and nurture positive character 26 Teachers’ Resource SEN
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traits. Physical education provided in the right way improves young people’s mental, physical and emotional wellbeing,” she continues. “It can help pupils to become more active, confident and resilient.”
ACTIVITY
The Youth Sport Trust strives to ensure every child can enjoy the benefits of play and sport. The charity runs different programmes, to ensure SEN pupils get the most out of their physical activity. One such programme is the Sainsbury’s Active Kids for All Inclusive physical education course for teachers. Consisting of online e-learning and a three-hour workshop, the course aims to equip teachers with the necessary tools and ideas to include all pupils within their physical education lessons. “Think about whether the sport the school offers is currently set up to welcome all students,” Vicci advises. “Which activities are available and how are they provided? Why do you deliver those activities? What are the changing facilities like? Think about how you make reasonable adjustments for pupils, ensuring the environment adapts for the needs of your pupils, not the other way around.” A quality physical education curriculum supports children of all abilities to get active and enjoy the benefits that sport has to offer – and with the right support delivering lessons isn’t a challenge. With support available every step of the way, it’s time to get the ball rolling and make sure all pupils have access to fun, inclusive physical education lessons.
PICS: © YOUTH SPORT TRUST
S
port can be a hobby, challenge, or even a passion, and being part of a team can open you up to a community of peers and friends. However, SEN pupils are being left on the side-lines of physical education classes around the country, because their needs aren’t being considered. “Disabled people are among the most likely to feel excluded and can also have fewer opportunities to be physically active,” says Vicci Wells, national lead – targeted interventions at the Youth Sport Trust. “Giving young people the opportunity to take part in sport can help provide a sense of belonging and the opportunity to make new friends.”
FIND OUT MORE It’s time to get active with Youth Sport Trust (www.youthsporttrust.org) and Activity Alliance (www.activityalliance.org.uk). www.teachersresource.co.uk
08/10/2019 15:22
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16/10/2019 11:10
Theatre can inspire creativity in the classroom, opening new doors to learning. For SEN pupils this can go a step further in providing new means of communication. We speak to one theatre education charity about making a difference in SEN schools
UNLOCKING THE POWER OF DRAMA M
ousetrap Theatre Projects run workshops in SEN schools in order to improve pupils’ selfconfidence and communication through drama. The Explore projects are organised by Jo Pelly, SEND programmes manager at Mousetrap Theatre Projects. Each project includes between six and nine workshops with pupils, each lasting 90 minutes, a theatre trip and a twilight CPD session for teachers, allowing them to take the skills they have learned into the classroom.
INDIVIDUAL
The first step to starting an Explore project is finding out what success would be in the eyes of the teachers. Once she has found out the school’s desired outcomes, Jo turns to her pool of experienced freelance facilitators, she explains: “They are all very experienced in the field so nothing phases them, they’ve seen it all before and know how to get the best out of the students.” After carefully selecting the two facilitators with the right skillset, the team will go to the school for an initial session with students and meeting with teachers. This time is used to find out more about individual pupils and what type of activities will be most effective for them. This initial meeting is familiar to Aaron Collins, assistant headteacher at Greenvale 28 Teachers’ Resource SEN
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School in Lewisham. Aaron first learned about Mousetrap when a leaflet was sent to the school. For the last decade Greenvale School has worked with Mousetrap to unlock pupils’ potential through theatre. “We found that Mousetrap is really amenable and accommodating of what it is you want to get from sessions,” Aaron explains. Mousetrap tailors each new project to the individual pupils involved, allowing for positive outcomes every time. “It never feels like they’re just going through motions,” emphasises Aaron. “They make sure that it is of highest standard and that the students get as much as possible in the time they have with them.”
WORKSHOPS
Although workshops take place over six to nine weeks, the content varies. Facilitators will plan the first workshop in detail, but activities will be adapted as they learn more about what works best for individual pupils. “They’ve got a tool bag of exercises and games they hope to use but they might
walk in on the day and throw it all out of the window, metaphorically,” explains Jo. “They are building on their skills week by week and check back at the end of each session on how everyone is feeling. “With the right facilitators you create this very safe place and provide a chance to play, which in the standard school day is very often not available,” adds Jo. Teachers regularly say they have seen a pupil engage in a way they never have before, an aspect of the projects that both Jo and Aaron continually find rewarding. These developments are testament to how dedicated the facilitators are when leading the sessions. “The facilitators they choose are consistently fantastic,” emphasises Aaron. “If there are gaps in their knowledge they spend time gaining information and discussing that with staff from the school, talking about how they can make use of our resources, too.” Aaron continues: “Something that Mousetrap embrace and understand is that it’s individual and they are flexible. You www.teachersresource.co.uk
09/10/2019 10:45
PIC: © ALEX RUMFORD
IN THE CLASSROOM
see the changes and improvements they make, they come back the next week and use that and evolve.”
BENEFITS
Theatre and drama are known for bringing people out of their comfort zone. For SEN pupils it can show a new side of their personality, especially for students who find communication or expressing themselves difficult. “[Theatre] can provide an emotional connection with the content that they don’t get anywhere else,” explains Jo. “It stimulates their imagination more than any other activity.” At Greenvale School Aaron often sees similar advancements, like improved selfconfidence, in pupils. “The benefits we see are ones that are quite profound in some instances and others are subtler, but we are consistently seeing the benefits,” reaffirms Aaron. “It’s so valuable, the students are just teenagers and it can show students they can make positive contributions outside of school.” www.teachersresource.co.uk
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“[Theatre] can provide an emotional connection with the content that they don’t get anywhere else” This positive difference is something Aaron sees instantly in his pupils.
THEATRE TRIP
Learning with Mousetrap isn’t confined to the school walls, pupils are taken to see a West End production as part of each Explore project, Jo explains: “Our remit is giving the majority of these students an experience they wouldn’t otherwise have.” With tickets offered at a subsidised rate of £8 each, West End theatre becomes accessible for all pupils. “Teachers often use it as part of their life skills curriculum,” says Jo. “Even just the theatre etiquette, sitting in an audience with hundreds, if not thousands of people, is really valuable.” Along with being a fun day out, Aaron
believes the trips have genuine benefits for pupils. The trip is just one of the reasons why the relationship between Mousetrap and Greenvale School has grown so strong over the last 10 years, Aaron says: “It is consistently something we never question in terms of value and the benefits we get from it.” Theatre could be the key to unlocking new potential in your pupils, how will you incorporate it into the classroom?
FIND OUT MORE
Learn more about Mousetrap Theatre Projects by visiting, www.mousetrap.org.uk
Teachers’ Resource SEN 29
09/10/2019 10:46
IN THE CLASSROOM
EDUCATION
for everyone
In 2012, music teacher Ashlea Griffith visited India. Seven years later, Ashlea returned, to carry out her vision of building a SEN school for children, ensuring everyone has access to education
“The attitude towards special education in India has dramatically changed”
O
riginally a mainstream teacher, Ashlea Griffith made the transition to special education after discovering the impact music could have on her SEN pupils.
TRANSITION
“I set up a lunch club, so the children with any special educational needs could come along and join in,” Ashlea explains. “It was after this that I explored going into special education. I went from a mainstream school into special education and eventually ended up taking on my own class with 10 students.” It wasn’t until Ashlea’s travels took her back to India this summer that Ashlea began thinking about creating her own SEN school in an area that would benefit greatly. After meeting co-creator, Dr. Padam ‘Bobby’ Dev Singh, her dreams began to become a reality. “Bobby has been building his own free school for the last 11 years, and we had the bright idea to build a SEN department,” Ashlea enthuses. “One thing led to another and it’s turned into a whole separate building off of the school.” The result of their efforts is Naye Asha SEN School in the Himalayan town of Palampur, North India. Meaning ‘new hope’ in Hindi, the school aspires to educate those who would have otherwise been denied the chance to go to school.
ATTITUDE
“The attitude towards special education in India has dramatically changed,” says 30 Teachers’ Resource SEN
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Ashlea. “People are happier to speak about it, staff members in schools want to know how to address issues their pupils are facing and we want to be part of the change that’s going on.” While many attitudes may be changing towards SEN, those living in the small towns and villages of India can struggle to receive the right support. It is hoped that the creation of the school will not only help local children, but their families, and the wider community, too.
COMMUNITY
“If there’s a place for SEN children to go during the day to learn and be part of a community, this means both parents can go out to work and get some income,” Ashlea continues. “If both parents are earning money, this can help to lift the family out of poverty.” Partially built, Ashlea hopes that through continued fundraising, the school will be up, running and accepting pupils by autumn next year. “I hope Naye Asha is a place that children can come, to be part of a community,” Ashlea enthuses. “I hope the school will create a community where everyone is involved and included, because everyone has the right to learn.”
FIND OUT MORE Follow the progress of the school by visiting the website, www.nayeashasen.co.uk or get in contact with the team, info@nayeashasen.co.uk www.teachersresource.co.uk
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