SEN Magazine - Issue 101 - July/August 2019

Children’s literacy Why it’s more important today than ever July • August 2019 • Issue 101

What is high-functioning autism?

Stress busting days out Relationships education and SEN Changing the narrative on care SEN law • dyslexia • manual handling • cerebral palsy • AAC modular classrooms • looked-after children • visual impairment recruitment • news, CPD and more…

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July • August 2019 Issue 101

Editor

Peter Sutcliffe editor@senmagazine.co.uk 01200 409810

Advertising sales Denise Williamson Advertising Sales Manager denise@senmagazine.co.uk 01200 409808

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Design Rob Parry design@senmagazine.co.uk

Director

Jeremy Nicholls Next issue deadline Advertising and news deadline: 7/8/19

Welcome In this issue of SEN Magazine, the Director of the National Literacy Trust, Jonathan Douglas, provides a fascinating insight into the state of children’s literacy (p.42). He looks at how literacy is changing and why good literacy skills are more important than ever for children and young people’s life chances. He also offers practical advice on how we can all help children fall in love with reading.

In SEN news (p.8) we examine a number of damning new reports that have prompted the Government to promise action on the high-profile issues of the use of restraint and seclusion in care and health settings, “off-rolling” by schools, and the care of people with learning disabilities and autism in institutions.

In our regular features, Douglas Silas presents a useful introduction to education, health and care plans, in SEN law (p.22), and Catherine Brennan discusses what education recruiters can learn from alternative provision, in recruitment (p.78). As always, our CPD, training and events section (p.81) is your indispensable guide to forthcoming SEN courses, workshops, conferences and exhibitions.

Also in this issue, you will find articles on dyslexia (p.26), manual handling (p.30), cerebral palsy (p.34), PSHE (p.38), Augmentative and alternative communication (p.47), modular

■ Read about the state of children’s literacy today on page 42.

eco-classrooms (p.50), family days out (p.52), looked-after children (p.57), visual impairment (p.62) and autism (p.62).

If you would like to have your say on any issue relating to special educational needs, we are always keen to receive contributions for our point of view section. Please send me a short email if you’re interested.

Peter Sutcliffe SEN Magazine Editor editor@senmagazine.co.uk

Disclaimer

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.

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CONTRIBUTORS Pearl Barnes Catherine Brennan Mark Brown Jonathan Douglas Kate Duggan Diana Hudson

Dave King Mary Mountstephen Jennifer Nock Nichola Parody Chrissie Pepper Kate Reynolds

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James Rhodes Amanda Richardson Douglas Silas Erin Smart Mike Thorpe Beccy Timbers

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July • August 2019 • Issue 101

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Crisis in SEN provision Why is SEN law and guidance not being implemented?

Travelling with dyslexia Tips for people with dyslexia who struggle with time management and getting around

Supporting a physical curriculum Using schools’ manual handling systems to promote learning and social skills

Joining up CP provision Making the case for a UK cerebral palsy register

Relationships education: changes and challenges What will mandatory relationships and sex education mean for pupils with SEN?

Children’s literacy in 2019 Why literacy is more important than ever for children and young people’s life chances

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SEN news

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What’s new?

The latest products and ideas from the world of SEN

Point of view Have your say!

SEN law What is an education, health and care plan?

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About SEN Magazine

76

Book reviews

78 81

Looking forward with AAC

Recruitment What can SEN recruiters learn from the best alternative provision?

CPD, training and events Your essential guide to SEN courses, seminars and events

How communication aids can transform users’ everyday lives and future opportunities

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SEN resources directory

Connecting with nature

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SEN subscriptions

Why modular eco-classrooms are becoming a popular choice for special schools

Stress busting days out Five top tips to take the worry out of family days out with a child with SEN

Changing the narrative on care Positive ideas to help schools and local authorities support looked-after children

Teaching kids with visual impairment Improving the educational experiences of children who are blind or partially sighted

What is high-functioning autism?

Common characteristics of people often seen as having a “milder” form of autism

In the next issue of SEN Magazine: choosing a school for a child with SEN autism adoption SEBD dyslexia dyspraxia school trips inclusive publishing SEN law recruitment TES SEN Show preview Kidz to Adultz North preview CPD and much more… senmagazine.co.uk

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Autism

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SEN news

Exclusions shake-up promises to tackle “off-rolling” A clampdown on “off-rolling” of pupils and moves to make schools more accountable for pupils they exclude have been announced in response to an influential new review of school exclusions.

Conducted by former Children’s Minister Edward Timpson, it calls for new measures to ensure permanent exclusions are only used as a last resort. Mr Timpson says that under current arrangements there are “too many missed opportunities for children to remain in the education that best suits their needs”.

■ Exclusion should not mean children are removed from education.

In 2016/17, 78 per cent of permanent exclusions were issued to children with SEN, those classified as in need or pupils eligible for free Schools and local authorities will be tasked with working school meals. While 85 per cent of all mainstream schools more closely together and intervening early to ensure effective did not expel any children in 2016/17, 0.2 per cent of schools support for pupils most at risk of exclusion. expelled more than ten pupils that year.

The Government has promised to re-write guidance on The review highlights wide ranging differences in the ways managing behaviour and when exclusions should be used. schools and local authorities approach exclusions. It also Mr Hinds says this will “extend to the use of isolation units and support for those with SEND, to make sure they are used said there is a “small minority” of schools “off rolling” – the constructively”. practice of removing a pupil from the school register without a formal exclusion. In some cases, this can result in the child being removed from education altogether.

Anna Feuchtwang of the National Children’s Bureau (NCB) says the review has “shone an important light on the more “No parent sends their child off to school believing they will end shadowy practices in our education system.” She is calling up being excluded but when this does happen we all need to be for a whole-school approach to mental health and wellbeing in confident we have a well-functioning system that makes sure schools, clearer guidance on the roles of local authorities and no child slips through the net. Exclusion from school should schools in relation to vulnerable children, and a commitment never mean exclusion from education”, says Mr Timpson. to tackle wider issues that impact on school exclusions, such as funding and support for children’s care and SEN.

Call to action

The Government has agreed in principle to implement all 30 recommendations made in the review. The Department of Education (DoE) will launch a consultation later this year to determine the most effective ways of ensuring schools fulfil their responsibilities for permanently excluded pupils. This may include reforming the commissioning and funding of alternative provision arrangements.

Children with autism are three times more likely to be excluded than those without SEN, according to government figures.

This is exacerbated by illegal exclusions of pupils with autism brought about by off-rolling.

“Exclusion should not be considered the end point for any child; it has to be the start of something new and positive – with alternative provision offering smaller class sizes and tailored support”, says Education Secretary Damian Hinds.

“We hear awful stories of children who spend months, even years, out of education and lose all faith in the system and themselves”, says Jane Harris of the National Autistic Society.

Schools and councils must work together, she believes, to make sure staff understand the difficulties that children with autism face at school and the potential triggers for unexpected behaviour.

Mr Hinds points to “widespread good practice in support for students and in the use of exclusions” demonstrated in the review. However, he also identified the need to support those most at risk of exclusion and to take action before pupils are excluded.

Jolanta Lasota of Ambitious about Autism says the review has “failed to tackle the widespread problem of unlawful exclusions”. Research by the charity found that 56 per cent of the families surveyed said their autistic child had been “unlawfully sent home or denied a full education”.

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Spending cuts and “postcode lottery” are hitting services for SLCN Children can wait months to be seen for their speech, language and communication needs (SLCN) and some may never receive any support at all, says a new report on speech and language therapy (SLT) services by the Children’s Commissioner for England, Anne Longfield.

Even though nearly a fifth of children do not have the expected communication skills when they start school, children with SLCN are subjected to a “postcode lottery”, which means many do not get the support they need and they can end up falling behind in education or developing behavioural problems.

The report finds “enormous variation” in spending on SLT services across the country. Over half of the areas who supplied information saw a decrease in real-terms in spending over the last three years.

The Commissioner says this data “was previously hidden”, as there is no publicly available, reliable ■ Some children are waiting more than a year for speech and language therapy. information about what is being spent, and there is no single body to hold to account for that spending. “I am also worried that it is these kinds of early help Mary Hartshorne from the charity believes the Commissioners services, which councils do not have a legal duty to provide and new report reflects failings in joint-commissioning for SLCN that can help to prevent other issues emerging further down also found in Bercow: 10 Years On. SLCN are often identified the line, which are most at risk as budgets face increasing in nursery school, but the support children require could often be supplied by a therapist employed by the NHS. “To provide pressures”, she says. the most effective interventions, education and health need Anne Longfield points to previous research showing that to work together to plan the support children need”, she says. children who have poor vocabulary skills are twice as likely to be unemployed as adults, and more than 60 per cent of children in I CAN is calling on government departments to come together young offender institutions have difficulties with communication. to create a long-term strategy for supporting children with SLCN, based on evidenced best practice and consistency A clear strategy needed across services.

In 2018, the Education Secretary pledged to halve, over the next ten years, the number of children struggling with communication The Commissioner’s report has been welcomed by Kamini and literacy at the end of Reception. If it is to come close to Gadhok, Chief Executive of the Royal College of Speech achieving this aim, the Government must create a new strategy and Language Therapists (RCSLT), for highlighting the for speech and language support, the Commissioner says. “unacceptable” state of support for SLCN across the country The strategy would need to ensure every local area has “clear, and “The low level of investment in speech and language therapy joined-up plans for identifying and helping children who need services”. She described the downward trend in spending as it”, and make sure that spending information on SLT services “highly worrying”. is gathered and reported every year so that services can be held to account.

The RCSLT says it is joining Anne Longfield in urging the Government to improve support for SLCN with a countryThe children’s communication charity I CAN also identified wide strategy, to make areas accountable for the support they a “postcode lottery” for children with SLCN in its report last provide, and to require areas to produce and operate a joint year, Bercow: 10 Years On. It found that half of parents had strategic plan to assess SLCN and meet those needs. to wait at least six months for their children to receive support such as speech and language therapy, with a third waiting for The report, We need to talk: Access to speech and language more than a year. therapy, can be found at childrenscommissioner.gov.uk senmagazine.co.uk

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SEN news

Education professionals don’t know what to do if a student has an epileptic seizure Almost half of UK education professionals say they wouldn’t be able to help a student having an epileptic seizure.

Mental health services must improve Researchers are calling on countries throughout Europe to implement more effective national policies which standardise services and improve access to mental health care and support for children and young people.

Young people with mental health issues receive very different levels of support depending on where in Europe they live. New research finds that access to inpatient care varies greatly across the continent, with German mental health services making fifty times more beds available (64 beds per 100,000 young people) than services in Sweden (1.2 beds per 100,000 young people).

On the same measure, the UK ranks eighteenth (9.4 beds per 1000, 000) out of the 28 countries in the European Union (EU) at the time of the study. This is despite the fact that the UK has far more dedicated child and adolescent mental health services (CAMHS) than any other member country.

The research report marks the conclusion of the five-year MILESTONE project – led by Professor Swaran Singh of Warwick Medical School with teams from seven other countries – which set out to identify ways of improving transitions for young people with mental health issues to adult care services.

Figures from the Mental Health Foundation show that ten per cent of those aged five to fifteen are affected by a mental health issue, and reported mental health issues are on the increase.

In most EU countries, when service users reach a specific age – 18 in the UK – they are no longer eligible to use children’s services. The transition to adult care services has “little clarity” and can cause a great deal of uncertainty and loss of support for those with mental health issues, the report says. Many young people are discharged from child services without guidance on how to continue their support, and are faced with having to persuade adult services to take them on. They can also be subject to very long waiting times for appointments and having to explain their issues repeatedly to different services.

“With around a tenth of young people likely to experience mental health issues, it’s a matter of concern that the approach to child mental health varies so dramatically across Europe”, says Professor Singh. “Our youth deserve better mental health care than they currently receive.”

The study – Architecture and functioning of child and adolescent mental health services: a 28-country survey in Europe – is published in The Lancet Psychiatry.

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A study commissioned by Young Epilepsy found pupils with the condition could be at risk because many members of staff don’t know what action to take. A significant number also don’t know how to support young people with epilepsy and ensure they’re not excluded from school activities or opportunities.

The condition, a disorder of the brain where there is a tendency to have recurring seizures, is believed to affect 112,000 children and young people across the UK. Statutory requirements state school staff responsible for the welfare of a child with epilepsy should have training to support them and their needs. However, the study found that two-thirds of those polled haven’t had training to support sufferers of epilepsy.

Young Epilepsy Chief Executive Mark Devlin says, “these latest figures show that children with epilepsy are struggling to have their conditions fully understood by the people who are playing an essential role in their educational and emotional development.”

The research also showed that one-third of those polled wouldn’t know when to call for an ambulance in the event of a seizure. Experts recommend ringing 999 if a seizure lasts for more than five minutes or if you know it is the sufferer’s first one. This is because prolonged seizures can result in a potentially fatal condition known as status epilepticus.

Many of the 600 education professionals who took part in the research were also not aware of the different types of seizure a young person can experience. Similarly, three quarters didn’t know falling to the ground and getting straight back up again could indicate a young person is having a seizure. Around 55 per cent were unaware experiencing strange tastes and smells is also a sign of possible seizure.

The charity has produced a free online guide for anyone working with young people who have epilepsy. It is available at youngepilepsy.org.uk/guideforschools

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People with learning disabilities fear unfair treatment at work More than a third of people with learning disabilities or autism are concerned they would be victimised by colleagues in a new job because of their disability, according to a new survey by the charity United Response.

“Often, I find myself on the wrong end of jokes and find myself in awkward situations because of my need for breaks”, said one survey respondent from Yorkshire. Another respondent, from the North-West, said: “I feel I have to hide my disability at work because I don’t have a choice”.

These new findings echo previous research by the charity which suggested that only three quarters (77 per cent) of the general public would be happy if their manager hired someone with a learning disability or autism.

■ People with learning disabilities can find themselves ostracised at work.

The new survey highlights some of the difficulties faced by people with learning disabilities or autism in social situations.

One in four said they have been treated unfairly in shops (27 per cent) and restaurants (24 per cent), and on public transport (24 per cent) because of their disability. Around 18 per cent felt they had been treated unfairly whilst in a pub.

“I am given strange stares because of the way I look”, says a pub-goer from London. Another respondent from Yorkshire said: “A security guard once followed me around the shop because he said I acted and looked weird.”

For the new survey, the charity spoke to more than 150 people with learning disabilities or autism, many of whom it supports.

“It is completely unacceptable to consciously demean disabled people”, says United Response Chief Executive Tim Cooper.

“Many disabled people have personally told us they are being discounted, unnoticed and ostracised in their daily lives”.

The charity is currently running its Am I Your Problem? campaign, which seeks to challenge what it describes as “hidden indifference, discrimination and sometimes outright hostility towards people with learning disabilities or autism”.

Adults are not confident talking to deaf people More than half of Britons don’t feel confident when talking to deaf people, according to new research.

The figures, released by the National Deaf Children’s Society (NDCS), also show that one in five people have felt nervous when talking to deaf people because they don’t know what to do, while one in ten have pretended to understand something a deaf person said instead of asking for clarification.

The NDCS says the research shows that a reluctance to speak to deaf people is contributing to the isolation and loneliness that so many deaf children and young people experience throughout their lives.

Previous research suggests that many deaf children already find themselves excluded, with 80 per cent of parents reporting that their child struggles to access local activities because of their deafness. The charity says isolation and loneliness are common among the UK’s 50,000 deaf children, with their happiness, mental health and communication skills suffering as a result.

The results of the YouGov survey also reveal that the public has a very limited understanding of what deafness actually means. senmagazine.co.uk

Deafness is on a scale from mild to profound and deaf people’s hearing varies significantly from one individual to another.

However, whilst there are 11 million deaf people in the UK, equivalent to one in six adults, 70 per cent of respondents said they didn’t know anyone who was deaf.

One in three (32 per cent) also couldn’t be sure that deaf people could detect any sound without hearing technology, even though the vast majority can. A third (34 per cent) also revealed that they’ve slowed down their speech for a deaf person, which actually makes lipreading much more difficult.

The charity has issued five tips which it says will ensure everyone can help deaf children feel included. They are: find out what their preferred method of communication is (for example British Sign Language, speech or both); speak clearly and naturally; use visual cues; make sure they can see your mouth; and don’t give up and say “I’ll tell you later”.

News deadline for next issue: 7/8/19.

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SEN news

Councils want action to tackle “national special needs emergency” Local authorities are facing unprecedented demand for support for SEN, with figures showing that councils are supporting more than 130 extra children and young people with SEN every day.

Official figures show that 48,900 children and young people aged 0-25 in England received new education, health and care (EHC) plans in 2018. This equates to 134 children and young people with SEN and disabilities starting support plans each day, prompting the Local Government Association (LGA) to call for government funding to tackle a growing “national special needs emergency”.

The Association, which represents councils in England and Wales, estimates councils in England are facing a funding gap for SEN and disabilities of up to £1.6 billion by 2021. Councils have seen rapid rises in demand for support following changes to legislation in 2014 which extended eligibility for support to the 16 to 25 age group.

The five years since the SEN reforms have seen an increase of nearly 50 per cent in children and young people with statements of SEN, or EHC plans which have superseded them, from 237,100 in 2014 to 354,000 in 2019.

Fewer EHC plans are now being completed on time, with just 60 per cent being issued within the statutory 20 week limit in 2018, which was down from 65 per cent in 2017. The LGA blames this fall on a lack of resources and the rise in the demand.

The LGA says the Government should provide emergency funding straight away to help alleviate the problem, as well as instigating a full review of funding levels for support for SEN and disabilities.

“Parents rightly expect and aspire to see that their child has the best possible education and support, and councils have done all they can to achieve this”, says Councillor Anntoinette Bramble, Chair of the LGA. “However funding has not kept up with demand, pushing support for children with SEND to a tipping point.”

Paul Whiteman, General Secretary of school leaders’ union NAHT, believes that the picture facing schools who support pupils with SEN is bleak. “We urgently need the Government to recognise the true scale of the SEND support crisis and to take action”, he says. “The solution is simple: more money from the Treasury, for schools and health and social care services.”

News deadline for next issue: 7/8/19.

Email editor@senmagazine.co.uk

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Anti-Bullying Week to champion everyday acts of kindness Running from 11 to 15 November, the 2019 Anti-Bullying Week will focus on the difference we can all make as individuals to tackling bullying.

Children and young people with SEN are more likely to experience bullying, both in school and outside it, and they can also be perpetrators of bullying. Bullying in all its forms – whether verbal, physical, online or in-person – can have a significant impact on a child’s life well into adulthood.

The theme of this year’s campaign is “Change Starts With Us” and the organisers are hoping to spread the message that by making small, simple changes, we can break the cycle of bullying and create a safe environment for everyone.

“Children and young people tell us time and time again how being bullied can leave you feeling powerless. However, it does not have to be this way”, says Martha Evans, Director of the Anti-Bullying Alliance (ABA) who coordinate the Week.

“Our consultation with pupils, teachers and many others, showed that we can all make changes to be part of the solution. Whether it is speaking to someone we trust when bullying happens to us, or calling it out if we suspect it’s happening to someone else, we can all work together for a solution.”

School Staff Awards have been introduced as part of AntiBullying Week to recognise inspiring members of the school workforce who go the extra mile to support pupils and prevent bullying. Pupils can nominate members of school staff for the Award.

Odd Socks Day is also being held again this year on the first day of Anti-Bullying Week. CBeebies star and AntiBullying Alliance patron Andy Day and his band, Andy and the Odd Socks, are supporting Anti-Bullying Week and are encouraging students to wear odd socks to school to celebrate what makes us all unique.

More information on Anti-Bullying Week is available on social media via the hashtag #AntiBullyingWeek and online at anti-bullyingalliance.org.uk

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Call for end to vulnerable children being stuck in mental health hospitals Children with learning disabilities and autism are being confined in mental health wards when they do not need to be there, says the Children’s Commissioner for England.

In a new report, Anne Longfield describes “shocking evidence of restrictive practices” and children facing “a frightening and overwhelming experience”, while their families are forced to endure a “nightmare”.

There are roughly 250 children with a learning disability, autism or both in England living in children’s mental health wards. They have very complex needs and many are growing up, separated from their families, in institutions.

While the report did find some families who were very satisfied with the “excellent support” their child had received, the overall picture was of “highly variable” care. One family reported that their child had not been washed during a six month stay in hospital and the sibling of another young patient said the care he had received in his previous hospital had been “a disgrace”.

Families reported having to listen as they were told by institutions that their children had to be restrained or forcibly injected with sedatives. Some families had also faced gagging orders where they had been prevented from speaking out about their children’s care.

Responding to the report, Tim Nicholls of the National Autistic Society stressed that autistic children and adults are being failed by a broken system. “Wherever possible, autistic people should get the mental health support they need in their own community”, he said. “If someone falls into crisis and is admitted to hospital, it’s essential that this is delivered by staff who understand autism, in an environment that meets their needs, and for as short a time as possible.”

The recommendations of the Children’s Commissioner’s report include: a fully-funded cross government plan to provide community support for children; a new parent covenant to guarantee parental involvement; training on learning disabilities and autism for NHS and education staff; and a programme to ensure excellent care within hospitals.

The report – Far less than they deserve: Children with learning disabilities or autism living in mental health hospitals – is available at childrenscommissioner.gov.uk

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Health Secretary pledges to review “broken” care system The care of every patient in segregation or long-term seclusion will be reviewed as part of plans to improve care for autistic people and people with learning disabilities, the Government has announced.

The move is in response to the Care Quality Commission’s (CQC) interim report into the use of restraint, segregation and prolonged seclusion in health and care settings. It found that the current system is “not fit for purpose”.

New measures announced by the Minister for Health and Social Care, Matt Hancock, include funding specialist, independent advocates who will work with families, join up services and seek to move people to the least restrictive care and then out into the community. A new working group will also be established to develop a new model of care and an awareness campaign will aim to encourage professionals, families and friends to come forward if they have concerns about care.

Mr Hancock said he had been “deeply moved and appalled by the distressing stories of some autistic people and people with learning disabilities spending years detained in mental health units.”

Commenting on the report, Tim Cooper at learning disability charity United Response said: “The Health Secretary’s review has highlighted 39 desperately sad cases of inhumane failure of care in mental health units. Along with long-term segregation and a failure to move people back to their homes, these are practices which should be long-consigned to history. But this is just the tip of the iceberg.”

Sarah White, of the charity Sense, said she was shocked by the CQC’s findings, calling the situation “a human rights scandal”. She added that the Government “must urgently safeguard people with a learning disability and/or autism, including children, ‘stuck in segregation’ in hospital settings.”

The CQC report was released in the same week as a damning report by the Children’s Commissioner (see article on the left), into the conditions facing children with learning disabilities and autism living in mental health hospitals.

The CQC’s publication – Interim report: Review of restraint, prolonged seclusion and segregation for people with a mental health problem, a learning disability and or autism – can be found at cqc.org.uk SEN101

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Sen products / services

Advertisement feature

Child support Simple, cost-effective paediatric assistive technology can overcome the problems of enabling a disabled child to use the bathroom, and change families’ lives for the better.

The number of children with complex needs has increased by more than 50 per cent in a decade (Council for Disabled Children). For more than 40 per cent of families with a disabled child, using the toilet/ bathroom is difficult because of its lack of suitability and adaptation. Figures show that up to ten per cent of children in the UK are disabled, having physical and/or mental disabilities (Joseph Rowntree Foundation).

Closomat, Britain’s leader in disabled toileting aids, has a range of solutions to help equip the family, and child, appropriately.

The company has produced a white paper offering guidance on paediatric toileting: Guidance and considerations in the provision of toilet aids for disabled children. It’s available for free download from the company’s website clos-o-mat.com

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Discounted group residentials for winter 2019 at Bendrigg

Making textbooks accessible for readers with learning difficulties

Bendrigg Trust is a first class inclusive outdoor education centre, specialising in residential activity courses for people with disabilities. Their onsite activities include caving, climbing, zip wire, bush craft, tube slide and abseiling. Bendrigg can also take participants offsite to enjoy activities such as canoeing, caving and fell walking.

RNIB Bookshare, the free UK education collection, is not just for blind or partially-sighted learners. Students with conditions such as dyslexia, autism or ADD can also use it.

They are offering 50 per cent discounts for December 2019 group bookings, or 40 per cent for November! These are fully inclusive residentials at a fraction of the regular price.

Using RNIB Bookshare resources with EasyReader helps print-disabled students to access the full curriculum. Books and other materials can be delivered as talking eBooks, and text can be made accessible to suit the individual’s requirements.

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Class Cover education recruitment

Doncaster School for the Deaf

Class Cover is an established education recruitment company, providing outstanding primary, secondary and SEN teachers, NQT’s and teaching assistants to schools throughout the South-East.

The School provides a full curriculum for pupils aged four to 19 years. It develops communication skills including British Sign Language, spoken English and assistive communication systems.

Their dedicated education consultants ensure that, as holders of the REC accreditation for supply teacher provision, they adhere to rigorous vetting and assessment procedures, ensuring safeguarding is paramount.

Class Cover pride themselves on providing the highest quality service by developing long-standing relationships with schools and teachers – finding the right teacher for the right school for day-to-day supply, short and long-term assignments and permanent positions. classcover.com

Specialist staff include teachers of the deaf, speech and language therapists, an audiologist and a nurse. It is an inclusive school and accepts referrals throughout the year.

The School is rated “good” by Ofsted, who recognise that pupils make strong progress and pupils “thrive”. The residential Children’s home is “outstanding”, providing respite, weekly or 52-week care. secretary@ddt-deaf.org.uk deaf-trust.co.uk/school

Change lives – foster for Derbyshire Not every child has the chance to have a stable, loving family life. But foster carers help to change that.

Derbyshire County Council needs skilled foster carers to care for disabled children who are no longer able to live with their families.

And because parents of disabled children need a break now and then, they also need foster carers who can provide much-needed short break support by looking after a child for a weekend or even just one day.

If you think you can help, find out more at derbyshire.gov.uk/fostering

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Discover the new range of children’s learning posters from Eureka!

Trusted schools brand Eureka! has launched a new range of fun learning posters designed for children from two to 12 years on its website eurekadirect.co.uk The “Know Your” posters range covers topics including animals, numbers, shapes, colours, seasons, multiplication, addition and telling the time.

Printed in bright eye-catching colours, the range is designed to hold a child’s attention and make your learning environment look exciting and fun.

You can choose either A2 or A3 format and select your preferred material type at eurekadirect.co.uk

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What’s new?

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Show Me Where pain assessment tools giveaway For children with communication difficulties, these are simple visual tools to help them explain the nature and location of pain to parents, teachers or health professionals. Children simply indicate the relevant part of their body displayed on the tool.

Created by a school nurse and the NHS, they help children feel more relaxed and comfortable about health examinations. The tools are wipe-clean, pocket-sized and can be used anywhere to enable conversations about health and wellbeing.

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Help with SEND Tribunal appeals At this time of year, many parents of children and young people with an education, health and care plan often get anxious because, in September, their children will be starting primary school or transferring to secondary school.

If they have not yet got their preferred choice of school, they know they now only have limited time left in an appeal to the SEND Tribunal.

Douglas says: “There is always hope and it is always possible to do something, but it is important that people do something about this as soon as possible.” www.SpecialEducationalNeeds.co.uk

100 free Show Me Where fan tools are being given away at showmewherepain.co.uk

Speech and language support

Mega Maker Lab in London

WellComm Primary enables you to quickly and easily identify children needing speech and language support, which can make a crucial difference to their confidence and attainment.

The Institute of Imagination is opening a summer experience for families to tinker, experiment and play together.

Mega Maker Lab runs 1 to 31 August at Imagination Lab, The Workshop, 26 Lambeth High Street.

It is suitable for children aged six to 11 years (the Early Years version covers six months to six years). It’s quick and simple to use (requiring no speech and language expertise) by anyone working with children in school, with traffic light reports, and it can be used as many times as needed. The Big Book of Ideas provides around 50 instant, play-based activities. gl-assessment.co.uk/Wellcommprimary

Emergency health information app A low-cost app, SOS QR is used to create a secure record of the key health and disability information you want to share in an emergency, accessible by a QR code on your phone’s lock screen (or as a label or wallet card). This allows paramedics or A&E staff immediately to access potentially life-saving information with an ordinary smartphone.

When travelling abroad, emergency responders will see your record in the local language.

Try it for free for a month. It’s on the NHS Apps Library and is approved by them. humetrix.com

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Visitors can experience five creative zones with LEGO challenges, collaborative installations, coding and robotics workshops, giant marble runs, experts and performances.

Perfect for children aged five to 12, Mega Maker Lab is SEN friendly.

13 August will be a neuro-diverse day, with calmer, quieter environments for those with SEN. Mega Maker Lab is open Tuesdays to Sundays, 10am to 5pm. ioi.london/megamakerlab

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

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

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. magicoftheatre.com

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What’s new?

Electronic daily routine planning to help families with autism The new MemRabel 2i by Medpage is an electronic calendar clock which can be used to play videos created on your Smartphone.

There are various options for timing playback of the alarm/ reminder, including single, daily, weekly or monthly. It’s easy to create a series of tasks with video, photo or vocal instruction. As an aid for cognitive impairment the MemRabel 2 is a revelation.

For more information, visit medpage-ltd.com and search MemRabel 2.

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Free 30-day trial of Rapid Plus online A Rapid Plus online subscription gives you and your students access to all of the Rapid Plus texts in online eBook format, both in-school 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.

You can request your free trial at pearsonschools.co.uk/SENRapidtrial

Women and Girls Conference

New EVT-3 coming soon

The National Autistic Society is holding their annual Women and Girls Conference on 11 September, for the first time in Edinburgh. This highly anticipated one-day conference explores difficulties in diagnosis and other challenges faced by autistic girls and women.

The Expressive Vocabulary Test Third Edition is a normreferenced test of expressive vocabulary and word retrieval.

This assessment allows you to measure expressive vocabulary acquisition as part of a language evaluation across the lifespan. It also contributes to screening and assessing strengths and weaknesses in the specific domain of semantics and the general area of language development.

It’s suitable for ages two years, six months to 90+ years.

The conferences brings together experts in this field – researchers, practitioners and autistic women themselves – to explore these issues, share their recent findings and give tips on best practice.

Tickets sell quickly; register now at learn.autism.org.uk/womenandgirls-2019

Orbis opens two new services Autism specialists Orbis Education and Care have opened two stunning new services: Orbis Abbey Rose, a school and residential service in Tewkesbury, and a brand new 20-bed residential service on the site of Dan y Coed, their specialist school in Swansea.

In time, the two services will offer a combined 50 new specialist residential placements and more school places, and take the group’s portfolio of services to 17, including five schools, adult community homes and pioneering day services for individuals with complex needs associated with autism. referrrals@orbis-group.co.uk 02920 029922

SEN101

Generate quick scores and reports with EVT-3 on Q-global.

Sign up for a ten per cent discount on complete kits at pearsonclinical.co.uk/newsevt

Equipment grant for young people with VI RNIB are working with VICTA to offer a grant scheme for children and young people with a vision impairment.

It provides individuals with an iPad Air or the revolutionary Orbit Reader 20 for reading Braille.

If you are registered blind or partially sighted, a UK resident and aged eight to 25, you could be eligible for an Orbit Reader 20. If you are registered blind or partially sighted, a UK resident and aged 11 to 25, you could be eligible for an Apple iPad Air 2 32GB. victa.org.uk/rnib-product-grant

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What’s new?

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

Their students are supported to become resourceful and caring individuals, to explore the world of feelings, behaviour and values. They focus on building confidence and skills in different environments, whilst also developing functional independence, in preparation for adult life. They build positive relationships with students that acknowledge their value, believing that every young person can be empowered to find meaning and purpose in life.

01425 477488 thesheilingringwood.co.uk

Video shows benefits of a new biophilic classroom TG Escapes have completed an eco classroom for The Shires, Oakham (Acorn Care Group). A residential special school for young people with a diagnosis of autism, they wanted to separate school and home for students.

The school has contributed to a video case study featuring staff and students. Search YouTube for “The Shires TG Escapes”.

“We wanted to embrace learning without walls and the design of our new school building opens up our classrooms to the outdoors so wonderfully, the opportunities are endless!”, says Helen Jeffries, Head of School. tgescapes.co.uk

Buy online with confidence from Spacekraft

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

It’s never been easier to find the resources you’re looking for from SpaceKraft. They have revamped their website to make it even clearer for you to browse online. You can see product reviews and their latest ranges, and keep up to date with news and events from their blog.

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 surroundings in a safe childcentred inclusive environment.

You can also see their multi-sensory equipment in action via their online videos. Whether you’re an individual carer or in charge of school resources, enjoy hassle-free buying online and freepost on all orders.

For a free catalogue, call 01274 581007. spacekraft.co.uk

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

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

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.

Bringing families together through play A free service from Newlife the Charity for Disabled Children is helping families around the country have fun and play together.

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

Newlife’s Play Therapy Pods contain a selection of specialist toys that can help with a child’s development and distract them from pain. Newlife works closely with a play therapy specialist to select toys to engage children and young people. Each pod has been devised for particular age groups and sensory needs; they are loaned to families for free on a 12-week basis.

For more information, visit sunkentrampolines.co.uk

To apply for a Play Therapy Pod, visit newlifecharity.co.uk

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Point of view

Point of view: parent

Living with superpowers ADHD brings so many positive qualities it should be celebrated, not stigmatised, writes Nichola Parody “Oh no! Don’t put that label on her”, my mum said to me the very first time I told her we were in the process of having Heidi assessed for ADHD. I felt gutted. I quickly realised my mum wasn’t alone in this opinion. ADHD had a stigma.

You see, only the year before when she was assessed for dyslexia, we got nothing but support and praise from everyone.

So I wondered, what’s the difference? Why would a diagnosis of dyslexia be OK, perhaps even welcomed, almost like a fluffy bunny rabbit to the outside world – innocent, sweet and vulnerable? But ADHD, on the other hand, that was a bad label – something to be embarrassed about.

You say ADHD to someone that doesn’t know any better and they instantly think: medication, naughty, no boundaries and being expelled from school. Well, no, I thought, that’s not my Heidi.

Heidi has to learn that she can take a break from talking once in a while And that was it; I vowed then and there to change people’s negative opinions about ADHD, to educate and to challenge stigma. Heidi and I are getting out there together, hand in hand, to show the world she has a superpower and we are both excited and proud.

Like any superpower, you have to learn to manage it. Spiderman has to make sure he doesn’t sling webs all the time; Heidi has to learn that she can take a break from talking once in a while and let other people have their turn. And she has to develop her executive functioning skills if she is ever to leave the house on time.

About the author Nichola Parody is a parent to a child diagnosed with ADHD and dyslexia.

fidget and they lose attention quickly if a subject is not of interest or if they find it difficult. They butt in when people are talking, they can be emotional and need lots of reassurance when they are feeling unsure, they can get angry and they can have emotional outbursts. But that’s not all ADHD is.

Children with ADHD are often above average intelligence, quick witted and fun. They will give you all their attention and dedication for a subject or project that appeals to them. They are often kind, intuitive, empathetic and eager to please. They can be creative and good at thinking outside of the box, and they can have great ideas. Many successful people in history, and today, had a diagnosis of ADHD. It never stopped them.

And that’s what I will instil in Heidi as she grows up. Don’t let your ADHD or dyslexia stop you or define you. You can be who you want to be.

So, we will work on those social cues, we will try and rein in those rollercoaster emotions, and we will encourage and promote her confidence, her self-belief and her creative side.

I am proud to tell people I have a child with ADHD. And why wouldn’t I be proud? ADHD is a superpower.

More than the stereotypes Of course ADHD causes lots of behaviours that can be difficult for other people to accept and deal with, especially in an educational setting where our square-peg children don’t fit into those round holes. Children with ADHD talk a lot, they SEN101

What’s your point of view?

Email: editor@senmagazine.co.uk

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Point of view

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Point of view: parent

A new beginning A practical and caring approach can make a big difference when supporting a child with autism, writes Mike Thorpe Our second son, Christopher, arrived in the style of a champagne cork some 23 months after his brother. Slightly “mottled” though he was upon arrival, there was little else to identify him as remarkable.

Later on, he did seem to be a late talker, but this was not seen to be significant at the time – perhaps he did not feel the need. He would eat almost anything from the vantage point of his high-chair, provided he had a toy to play with during the process. He was also not so inclined to attempt to walk at an early stage. Denim dungarees provided ample protection for his knees during his rapid scuttling about on all fours when so minded. It seemed that such activity, fast though it was, involved an extent of repetition back and forth.

He enjoyed trips out in his stroller, but notably, when entering certain retail stores, would quickly become distressed and hold his hands over his ears until exit was achieved. Other than that, he was never obviously disruptive or physically demonstrative when out and away from home – even in unfamiliar surroundings.

He loved children’s books being read to him and enjoyed children’s television. Thomas The Tank Engine was a particular early favourite.

By the time he was three years old, he was still not talking.

That, along with a range of other concerns – not least of which was the fact that he just stopped eating overnight – mandated a referral.

Diagnosis Here, the tale takes a rather more sombre turn. We received Chris’s diagnosis: “He’s on the autistic spectrum. No, it’s nothing to do with your age. No, it’s nothing to do with what you have or have not done. It just means he will need extra help with his education”.

And that was it: no information sheet; no facts and figures; no prognosis; no reference to any publications, clubs, associations or leaflets (this was 1995 and valid internet sources were still in their infancy).

Now was not the time to be angry. Now was the time to see what could be done, even though, as parents, we seemed senmagazine.co.uk

About the author Mike Thorpe is a parent (with mum Lyn) to Chris, who has autism. Mike is the author of An Autistic Sun: Christopher’s University Challenge.

@anautisticsun

Now was not the time to be angry. Now was the time to see what could be done to be in a state of complete darkness. However, by being realistic, objective, enquiring and caring, progress was made, albeit slowly and largely on our own. Twice the application for a social worker foundered. “You are coping too well on your own” was the response.

Nursery attendance preceded a spell at a state primary school, from where he went on to an autism-specific primary school.

This setting was amazing for Chris and it transformed him, giving him a great start to his formal education. His secondary school, one for children with a whole range of special needs, then took that nugget and polished it. From there, Chris, went to college before embarking on a BSc (Hons) degree course.

We have all learned so much from Chris but there is one key thing that stands out for me: being provided with what may seem to be a damning diagnosis is not the end of things; it is only the beginning. So many kind, concerned, committed people have been met along the way. If you are in a similar position, I’m sure you will meet your own.

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SEN law

What is an EHC plan?

Douglas Silas provides an introduction to education, health and care plans

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ducation, health and care (EHC) plans were introduced to replace statements of SEN by the Children and Families Act 2014 and the SEN Code of Practice (CoP), which was updated and reissued in 2015. The transition from statements to EHC plans took place between September 2014 and April 2018. So it’s important to remember that EHC plans are still relatively new.

It’s important to remember that EHC plans are still relatively new

General duty to provide an EHC plan

and to consider health and care needs at the same time. This includes legal obligations for differing departments, authorities and organisations to work together and to jointly commission services, wherever possible.

The CoP states that a child or young person may have SEN, but their school/college only has a general “best endeavours” duty to provide for them. However, when children/young people need more support than can be provided at school or college, an assessment for an EHC plan by their local authority (LA) may need to be conducted. After this, an EHC plan may be produced for them. The “best endeavours” duty is not defined in the CoP, but this is a proactive duty and usually refers to the school/college trying to do everything they can to meet the child or young person’s SEN.

Health and care provision One of the arguments for a new SEN Framework was the need to look at a child or young person with SEN more holistically SEN101

What’s in a plan?

The CoP states that an EHC plan must include the following 12 sections: • Section A – the views, interests and aspirations of the child, his or her parents or the young person • Section B – the child/young person’s SEN • Section C – the child/young person’s health needs related to their SEN • Section D – the child/young person’s social care needs related to their SEN or to a disability senmagazine.co.uk

SEN law

Many people feel there is a lack of specificity and quantification in some EHC plans

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About the author Specialist SEN solicitor Douglas Silas is the Principal of Douglas Silas Solicitors.

SpecialEducationalNeeds.co.uk

• Section E – the outcomes sought for the child/young person • Section F – the special educational provision required • Section G – any health provision reasonably required (related to the SEN or disability) • Section H1 – any social care provision which must be made for a child/young person under 18 (resulting from section 2 of the Chronically Sick and Disabled Persons Act 1970) • Section H2 – any other social care provision reasonably required (related to the SEN or disability) • Section I – the name and type of school, maintained nursery school, post-16 institution or other institution to be attended by the child/young person • Section J – where there is a Personal Budget, the details of how it will support particular outcomes and how it will be used • Section K – all the advice and information gathered during the EHC needs assessment.

@douglassilas

@douglassilas

What timescales are involved?

EHC assessments and plans must take no more than 20 weeks (subject to any exemptions as follows): • LAs must give their decision in response to any request for an EHC needs assessment within a maximum of six weeks from when the request was received or the point at which a child/young person was brought to the LA’s attention • if an LA decides, following an EHC needs assessment, not to issue an EHC plan, it must inform the child’s parent/young person within a maximum of six weeks from the request • if an LA decides to issue an EHC plan following an assessment, a draft EHC plan must be issued to the child’s parent/young person within a maximum of 16 weeks from the request • the child’s parent/young person must be given 15 calendar days to consider and provide views on a draft EHC plan and ask for a particular school or other institution to be named in it.

Difficulties with EHC plans The whole EHC process is supposed to be made up of three distinct stages: (1) getting an assessment; (2) getting that assessment to lead to the making of a draft EHC plan; and (3) getting that draft EHC plan to be finalised in such a way that it names the provision/placement that is wished for. In practice, we have seen a number of difficulties with the process; to follow are three of the main ones.

Hard to understand The CoP states that: “EHC plans should be clear, concise, understandable and accessible to parents, children, young senmagazine.co.uk

■ EHC plans should take a holistic approach to supporting the child.

people, providers and practitioners”. Unfortunately though, like statements, many EHC plans still seem to be written in vague or general language and are often, arguably, still unclear.

Long and confusing Statements were often criticised if their six parts led to a document of more than about five to ten pages, but we now have EHC plans that, with their 12 sections, are often 15 to 20 pages long, and can sometimes stretch to 30 to 40 pages or more! People have also criticised the fact that some EHC plans are presented in landscape, as opposed to portrait, style and/or are produced in tabulated formats mixing sections (like B/E/F) together, which makes them quite heard to read and decipher.

Too vague The law is clear that an EHC plan should clearly state what and how much provision is needed, and who is supposed to be making it, for the child or young person concerned. However, many people feel there is a lack of specificity and quantification in some EHC plans, as with some statements before them.

Appealing plans If parents (or young people themselves) are unhappy about the provision or school/college being named in an EHC plan, it is possible for them to bring an appeal to the SEND Tribunal.

They must do so within two months of the EHC plan being issued, or within one month of the Mediation Certificate that they must first obtain to lodge an appeal.

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SEN law

Crisis in SEN provision We have the SEN law and guidance we need, it just isn’t being implemented, writes Erin Smart

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n inquiry into SEN and disability is currently being conducted by the Education Committee in Parliament. From written evidence supplied by local authorities, schools and colleges, professionals, parents/carers and others, a number of key issues have already been identified. These include: the quality of education, health and care (EHC) plans; the lack of resources and funding; the extension of the age range for SEN provision; and a lack of joined-up support and working.

Problems with EHC plans The quality of EHC plans is variable across the country and many are still unspecific and unquantified and are not informed by suitable professionals. Local authorities are experiencing high turnover of staff, so there are limited staff with sufficient expertise to ensure EHC plans are being drafted appropriately.

The evidence received as part of an EHC needs assessment is often not fit for purpose and the lack of educational psychologists available means that some EHC plans are drafted without this vital information. Poor drafting is leading to underestimation of pupils needs in EHC plans which then also impacts on the funding received by the school to support these pupils.

Funding and resources A lack of resources is causing concern across all stakeholders and evidence has been submitted in respect of the difficulties in matching the increase in requests for EHC plans and the difficulty of abiding by the statutory deadlines in this process.

The extension of the age range up to 25 years has allowed for a wider range of children to request an EHC plan; however, there continues to be a lack of clarity in respect of how these young people will be supported.

There is insufficient funding to meet the requirements of the new legislation and schools are finding it increasingly difficult to deliver the required support without adequate funding from the local authorities that are, in turn, struggling with increasingly limited budgets. There are fewer therapists and other professionals available to complete EHC needs assessments and there are further issues with the lack of

Poor drafting is leading to underestimation of pupils needs in EHC plans SEN101

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SEN law

Schools are finding it increasingly difficult to deliver the required support without adequate funding

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About the author Erin Smart is a solicitor working in education law at Irwin Mitchell LLP and specialising in advising parents of children with SEN. irwinmitchell.com

information provided to parents by the local authority. There are also concerns about the worryingly common practise of unlawful policies drafted by some local authorities.

@ErinSolicitor

@IMPublicLaw

Working practices There is not enough joined up working across education, health and social care and there is a lack of accountability.

This includes academy schools that are not governed by the local authority, leading to a lack of oversight.

The law and statutory guidance are clear and, if implemented, would be suitable to meet the needs of pupils with SEN and disabilities. However, this would require improved resources, including funding and professionals, and a better understanding, by all involved, of the legislation and the legal framework. There also needs to be a reconsideration of support for those aged 19 to 25 so that there is clarity in provision as pupils reach adulthood.

The SEND Tribunal Given the issues identified above, it is unsurprising that appeals registered with the SEN and Disability Tribunal have rocketed from 3,144 in 2014-2015 to 5,679 in 2017-2018. When looking at the appeals that were heard in those years, the increase is even greater, from 788 to 2,298.

To try to tackle this increase, new procedural changes have been implemented, including listing refusal to assess cases as paper hearings, although parties may still request an oral hearing.

Case management reviews are also taking place after the final evidence deadline to consider whether the case is ready for hearing. In the event that it is not, the hearing is vacated and directions are made by the tribunal.

Any requests made five days before the hearing will not be dealt with until the hearing day. This means that, where last minute agreement is reached, all parties will still have to attend on the hearing day to explain the last minutes change.

Another recent development in the Tribunal which has not been welcomed by all is the practice of standing cases down for lack of judicial time. This could be where there is no judge, no panel members and/or no venue. Hearings are then prioritised and a telephone case management hearing is held to discuss and further the matter where possible. The issue with this is that decisions are then delayed, sometimes meaning children have to remain in unsuitable school placements for longer than necessary, and parents and professionals have to find alternative dates for a new hearing. senmagazine.co.uk

■There is a lack of oversight of academies’ SEN provision.

The national recommendations trial is ongoing and 522 of these cases were registered between April 2018 and January 2019. The majority (289) were requests for recommendations in respect of health and social care, 105 were for health only and 110 for social care only. The timetable for these cases remains the same but benefits from specific directions issued at registration and a telephone case management hearing at week 10 to clarify outstanding issues.

The requests being made through the national trial in respect of social care recommendations are for the local authority to carry out a social care assessment, to specify needs or provision in this area, and requests for personal budgets or direct payments. For health recommendations, these relate to identifying needs and provision, CAMHS or CBT specification and continuing care funding.

The hearings under the national trial have three-person panels with a judge, specialist SEN and disabilities member and specialist health/social care member. The hearings usually take a day for the oral evidence and then a further day for the panel to deliberate.

It is hoped that further information will follow this national trial and allow for more improvements in the SEND tribunal jurisdiction and its ability to resolve issues.

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Dyslexia

Travelling with dyslexia Diana Hudson explains why people with dyslexia often struggle with time management and finding their way around

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espite being intelligent and articulate, many people with dyslexia have difficulty getting to new places and arriving on time. Drawing on my experience of living and working with dyslexics, and as someone who has dyslexia, I would like to suggest a few reasons why these everyday tasks can cause such problems.

Dyslexic travellers may be confused but are often too embarrassed to ask for help

Reading It is known that people with dyslexia often read inaccurately.

Place names can be particularly difficult, as there are no reference points in a sentence to suggest that there has been a misreading of the word. It is also quite common for dyslexics to read the beginning and endings of words, while not taking in much in-between; so Coventry can be confused with Canterbury, Shaftesbury with Salisbury or Northampton with Nottingham. Initially, a place name may be remembered only vaguely, so the traveller knows they are going somewhere in the North beginning with B, but whether it is to Bradford, Burnley or Blackpool needs further reinforcement.

Misreading forms for advance bookings is another pitfall. Hiring a car for the wrong day, month or, in our case, a year ahead of the required date can easily occur. Similar problems arise for train, boat, bus or flight bookings.

SEN101

Public transport Even if the correct destination is in mind, someone with dyslexia can easily slip up at stations and find themselves on the wrong train or bus. This can either be due to misreading the signage or getting to the wrong platform. Busses are especially difficult as the stops are not generally labelled. Dyslexic travellers may be confused but are often too embarrassed to ask for help.

Timetables Interpreting timetables with small lettering, a 24-hour clock and a huge amount of information in a small amount of space can be daunting and overwhelming. Some dyslexic travellers will find this almost impossible to do and often rely on asking an official or consulting the internet. senmagazine.co.uk

Dyslexia

Common dyslexic traits are disorganisation and a lack of forward planning

Space and position It is known that people with dyslexia can get lost very easily.

Some dyslexic people find it difficult to tell left from right and can turn the wrong way. For them, following written or verbal instructions involving numerous turns can be difficult. Emerging from a building, or even a room in a long corridor, and turning 180 degrees in the wrong direction happens all too commonly and clearly this is not a good starting point.

Maps can be helpful visual aids but they do need to be orientated correctly and this can be problematic, especially if the reader has poor awareness of their location in relation to

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About the author Diana Hudson runs inset training for teachers and mentors teenagers and adults with specific learning difficulties. She is the author of Specific Learning Difficulties: What Teachers Need to Know, published by Jessica Kingsley. www.jkp.com linkedin.com/in/diana-hudson-99816827

north, south east or west. Sat Nav and mobile map apps can be a great help, but only when the letters and numbers are pumped in correctly, and errors can occur.

Distances can also be misjudged: “It was a lot further than I thought” is a common cry.

Helpful strategies People who have dyslexia are usually aware of their difficulties and generally learn to cope well in the end. They may overcompensate and arrive very early but this can give them time to relax and focus on the purpose of the meeting. A few key coping strategies can help a great deal; whether travelling for work, meeting a friend or going on holiday, many of the same criteria apply: • • • • •

• • •

• •

•

plan ahead make tick lists for essential items pack the day before, if possible check details in advance, including train times and platforms, bus numbers or the walking route aim to arrive early, as this allows for slippage and is much more relaxing; I usually try to be at least an hour early, when possible have a practice visit to the location, if this is feasible double check the arrangements have the destination address and contact details written in several places, with appropriate names and a phone number don’t be afraid to ask for advice from officials or fellow travellers have a plan B; while sat nav and map apps can be a great help, they can sometimes lead to the wrong location, and batteries can fail or run down when you need them most, so it is worth working out alternative arrangements and routes in advance enlist a “travel buddy”.

senmagazine.co.uk

Time Many people with dyslexia find it very difficult to read an analogue clock and can struggle if this is the only clock available. Luckily, most find that digital time information is much easier to access.

Not allowing enough time to make a journey is another common problem. Often, there is a lack of forward planning, with insufficient time being allocated to make the journey.

Sometimes, enough time has been allowed in theory but when it comes to it, other activities have taken longer than expected, so they are very late setting off. It can therefore be very easy to miss transport connections.

Memory Short-term memory is generally poor in people with dyslexia, so verbal instructions will be quickly forgotten. House names and numbers and road names may only be remembered vaguely: for example, “I think it had a “two” in it” or “The road name is some kind of tree”.

Times of meetings and contact details may need to be rechecked several times, along with the name of the person they are meeting. It may take a few visits to a location before journey and venue details are firmly locked into long-term memory. Sometimes, frustratingly, the same route errors will be made more than once.

Organisational skills Other common dyslexic traits are disorganisation and a lack of forward planning, which can both cause all sorts of difficulties.

Leaving insufficient time to pack and gather essential items can result in lateness and arriving without some of the key items needed for the visit.

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Dyslexia

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Manual handling

Supporting a physical curriculum James Rhodes looks at how schools’ manual handling systems can be used to promote learning and social skills

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any children with disabilities and SEN can benefit from a broad-ranging physical curriculum which covers every aspect of their development. Catering for a group of children with a complex and diverse range of physical, sensory, learning and medical needs takes careful and strategic planning.

With each unique child comes a varied learner profile incorporating strengths, needs, short- and long-term goals and outcomes, together with wider aspirations. Yet meaningful functionality lies at the heart of this physical strand of their curriculum. These practical solutions could include using a walking frame or trike to travel to a sensory department in another building or joining other able-bodied children in an assembly hall. Freeing physically disabled children from clunky inhibitive equipment allows for increased communication and a natural interaction with their peers. This could be as simple as the ability to touch each other, or something more involved such as participation and contact in a variety of verbal and physical games.

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Meaningful functionality lies at the heart of this physical strand of their curriculum Designing accessible areas for children with disabilities requires careful consideration and should be undertaken in conjunction with an occupational therapist and other healthcare professionals. Within this, the design and installation of systems to support hoists also requires considerable thought.

If successful, such a system will enable children with a range of complex needs to move freely around a room or hall with ease. This facilitates independence, which can be liberating for both children and young adults.

Whether you are looking for adaptations to existing buildings or new installations, there are a number of factors that should be senmagazine.co.uk

Manual handling

Support systems should be ageappropriate for the children and young people being cared for

considered when designing accessible areas within a special or mainstream school or care setting.

Choosing the right hoists

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About the author James Rhodes is Marketing Manager for Liko (part of the Hill-Rom Group), Early Mobilisation and Falls Prevention. hill-rom.co.uk

@HillRomCorp

Images courtesy of Chailey Heritage Foundation: chf.org.uk

A wide variety of hoisting systems is available and the most effective approach for each setting will depend on the physical environment and the precise functions that need to be carried out. The following are some of the most common generic types.

Free-standing gantry hoist systems These can be easily carried and transferred from room to room via a fixed track. A free-standing system has no structural requirements on the ceiling or walls. They blend in discretely and are easy to remove when the lifting system is no longer needed.

In situ ceiling hoist track Ceiling hoists and associated tracking are designed for use in multi-purpose environments, from halls to swimming pools or sensory therapy areas. They offer increased flexibility, reduced lifting and patient transfer and increased safety for clients and professionals alike.

This type of system can run through doorways into bedrooms, shower and swimming pool areas. The design and installation includes a number of different doorway solutions depending on the height and door header. These can be installed flush against a concrete ceiling, against wood joists, or using pendants in a concrete ceiling.

Room to room systems These can be used through multi-purpose environments by connecting one system to another. This can enable a transfer from bedroom to bathroom or bathroom to living room, where no additional transfer is required.

Key design points The design of a hoisting system should take account of a number of important considerations. There needs to be enough space for staff, adults and non-ambulant children to move around and all fixtures and fittings need to be robust and at an appropriate height.

Support systems should be age-appropriate for the children and young people being cared for and privacy should be a key design focus. For example, there should be sufficient screening in changing and shower areas, as well as in toilet cubicles.

â– Ceiling hoists and tracking enable easy access to different areas of a site.

colours can be great for achieving a sense of space. Yellow can help to encourage a positive ambiance and green is often used to create a calming environment.

Planning and installation Today, the process of designing and laying out a hoisting system can often be supported by using computer technology to create detailed plans and test ideas. Software packages can design and decorate both the interior and outdoor plans for a setting, with everything being rendered in three dimensions.

Psychologists have long agreed on the impact of colour on mood and its influence on behaviour. Careful thought should be given to the impact of the colour scheme. Light-reflecting senmagazine.co.uk

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Manual handling

This makes it easy to visualise how the system will work, what it will look like and any potential problems or issues that may need addressing.

When it comes to the installation of overhead lifting equipment, there are so many different solutions available on the market that virtually all conceivable options can be put into practice.

The most common installation is an attachment directly to the ceiling, but many other systems are available.

Healthcare consistently ranks amongst the highest-risk occupations for disabling or debilitating back injuries

Maintaining equipment It is important to ensure lifting equipment is properly maintained.

To avoid the possible transmission of infectious diseases, equipment should be cleaned regularly; the setting’s cleaning and disinfection policies should also provide a lead on this.

In terms of servicing and ongoing maintenance, many contractors offer ongoing service contracts or the ability to train in-house maintenance personnel, which can often be speedier and more efficient. As with other equipment, it’s always important to follow the manufacturer’s recommendations, as detailed in their product manuals, to maintain the warranty and expected life-time guarantee.

Training and assessments

Marrying manual handling and an SEN curriculum Chailey Heritage Foundation provides education and care for children and young people with complex neurodisabilities. Most of their young people have cerebral palsy, with associated complex health needs, and many have visual impairment and dual sensory impairments. All the young people are wheelchair users.

The charity uses a mobility and track system with more than 170 overhead hoists across the site. This includes the School, bungalows, the pool and horse riding facilities, the Life Skills Centre and the Hub. The School has developed its own curriculum, based on individual learner’s needs. Physical development is one of the key areas of the curriculum so using the mobility, track and hoisting system to create possibilities for learning is vital; children and young people are able to explore their environment and are more engaged, responsive and independent. Children are encouraged to take part in physical activities to improve their ability to sit, encourage postural and head control, improve limb control and dexterity, and improve coordination and spatial awareness.

A series of hoists within classrooms also encourages and promotes socialisation for children.

The introduction of a safe patient-handling policy, together with compulsory manual handling training, is essential for all staff involved in moving and lifting patients. Unfortunately, healthcare consistently ranks amongst the highest-risk occupations for disabling or debilitating back injuries – primarily from manually lifting patients. Poor moving and handling practice can lead to back pain, musculoskeletal disorders and even accidents for those doing the lifting. In some cases, staff may even find themselves unable to work. Of course, poor practice can also result in discomfort and a lack of dignity for the person being moved.

Manual handling assessments are also a vital element in ensuring procedures are carried out in a safe, legal and acceptable manner. Regular assessments should be untaken and logged for each hoisting and lifting scenario, whether this is in a living, teaching, therapeutic or recreational area.

“It’s easy to forget the importance of physical contact as part of a child’s natural interaction with another child”, says Helen Springall, SEN teacher at the School. “Free from cumbersome equipment, mobilised children with severe physical disabilities are able to build closer relationships and interact in a way that was previously denied to them.

This mobilisation gives them a freedom and independence to select the games and activities they want to take part in – and pushes boundaries not just in their physical development but opens their minds to new opportunities and aspirations.”

■ A hoisted child takes part in a Nativity play.

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Cerebral palsy

Joining up CP provision Amanda Richardson makes the case for a UK cerebral palsy register

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Communication across providers, the health service and local authorities needs to be improved

When a baby is first diagnosed, parents are faced with a series of questions about their needs and abilities. At such a young age, it can be difficult to tell how well a child will be able to control movement and posture, their mobility and sensory processing faculty, and what challenges they may face in communication, learning, social and self-care skills. In those early weeks and months, neither the family, nor the raft of health professionals and therapists they meet, will be able to predict accurately the make-up of care and services they will need in the years ahead. What is certain is that the child will see a number of different doctors, nurses, speech and language therapists,

educators, physiotherapists and other service providers who will all play an important part in providing the child’s package of care. But creating this package is a complex puzzle, and services are disjointed and communication across providers, the health service and local authorities needs to be improved. For many parents, the path that their child will follow is uncertain, and the unpredictability is overwhelming. The journey to achieve the right care and education can be long and hard.

erebral Palsy is a complex condition, and one which impacts every child differently. It effects roughly two in every 1,000 babies born in the UK, and is an umbrella term for a group of motor disorders thought to be caused by damage to the developing brain occurring before, during or immediately after birth.

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Cerebral palsy

We are over-reliant on data from other countries for research and information about cerebral palsy

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About the author Amanda Richardson MBE is Chief Executive Officer at the charity Action Cerebral Palsy. actioncp.org @action_cp

A simpler system During my many years as an educator working with young people with cerebral palsy, I have seen, and been humbled by, hundreds of parents fighting for the very best for their children. Even when it seems that the system is clunky, uncoordinated and under-funded, they become experts in navigating the bureaucracy required to achieve joined-up care.

The onus should not be on the parents but on service providers who need to be on hand to guide families on their way. The system should be simpler for families and coordination must be made more straight forward to ensure the best possible outcomes for the child.

My recent trip to Australia, funded by the Winston Churchill Memorial Trust, opened my eyes to the ground-breaking innovations that can dramatically boost the life chances of a child with cerebral palsy. This work is not limited to impressive advances in medical and healthcare provision seen in Australian care units and research institutes. Steps taken by dedicated organisations such as the Australian Cerebral Palsy Alliance have enabled the Australian states to work together to rethink the patient journey in a way which makes life easier and more sensible for the patient and their family, service providers and the funders.

A coordinated approach The creation of the Australian Cerebral Palsy Register (ACPR) in 2008 has given Australian states the oversight needed to enable the coordination and logistical distribution of services and for funding directed in a targeted fashion. The Australian register provides a research database to facilitate the study of the distribution, frequency and severity of cerebral palsy; the causes and determinants of cerebral palsy; the effectiveness of prevention strategies; and the planning and evaluation of services. It also allows service providers and researchers to identify interventions that effectively improve quality of life, causal pathways to enable prevention and to evaluate future preventative strategies The Australian Cerebral Palsy Register, a highly secured webbased system, is used by researchers, members of the public, university students, individuals with cerebral palsy and their families, service providers and government agencies. In other words, the ACPR provides a wealth and variety of information about the condition, which can be used to enhance research, but can also provide a very clear picture about the current and projected requirements for those diagnosed with the condition.

During my trip, I was told by government officials that data from the Register was used to inform health policy on disability, and senmagazine.co.uk

@actioncerebralpalsy

that the ACPR was a respected source of data for the Federal Government. This confidence in the CPA’s data was reflected in a $2 million government grant via the National Health Medical Research Council to the CPA Research Institution.

Learning by example There are now approximately 40 cerebral palsy registers and surveillance programmes operating around the world, providing enormous potential for collaboration between registers. The benefits reaped by the Australian Register have recently been recognised closer to home. In March, Wales launched the Welsh Cerebral Palsy. The project was led by the Welsh children’s charity the Moondance Foundation and, crucially, supported by the Welsh Government, who praised the move as “critical for research and development into cerebral palsy services and for coordinated care and education services for people with the condition”.

It is an indictment of the current level of provision available for children with cerebral palsy that the UK lags so far behind the rest of the world in collecting information about our own children with cerebral palsy. There is some excellent research and practice taking place in the UK, but we are over-reliant on data from other countries for research and information about cerebral palsy.

Because children with cerebral palsy require support from so many different services, and because each child faces their own particular set of challenges, a clear insight into their requirements is essential. Without this, service provision is at best guess work, and at worst a battle. We know that the life chances for a child with cerebral palsy can be increased dramatically with access to the right services in the earliest years. A better record could help ensure children with cerebral palsy have access to specialised education, physiotherapy, speech and language therapies and care. A better record could help the NHS and local authorities commission the right services for their area, empowering children and their families to obtain the right package of services and ensuring that funding is effectively utilised. A better record could dramatically increase what that child is able to do over the course of their life. For this reason, the UK Government should take action and establish a cerebral palsy register. Now is the time to bring about real change.

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Hearing impairment

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PSHE

Relationships education: changes and challenges Kate Reynolds looks at what new mandatory relationships and sex education will mean for pupils with SEN

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ex and relationships education (SRE) is being replaced by compulsory relationships and sex education (RSE) across all schools in England from September 2020.

The following will become mandatory as part of PSHE education: • relationships education in all primary schools • relationships and sex education in all secondary schools • health education, including mental health, in all state funded schools (PSHE is already compulsory in independent schools, so health education is not a new requirement here).

The subject of menstruation will be taught at all primary and secondary schools, reflecting that periods start sooner due to long-term improvements in nutritional levels. Menstruation is only considered “premature” if a girl is eight years of age or younger and most females with SEN and disabilities will develop physically on a par with their peers.

The subject of menstruation will be taught at all primary and secondary schools RSE teaching should: • be age-appropriate • be developmentally appropriate • be evidence-based • be mindful of the religious backgrounds of pupils • be inclusive, regardless of pupils’ developing sexuality or sexual identity • identify laws in England which relate to the subject content. senmagazine.co.uk

PSHE

Government guidance emphasises the central role of parents in informal RSE The latest Government guidance proposes ten hours of inservice RSE training, but does not specify which teaching staff should receive the training (DFE, 2019). Some argue that all teachers should be trained in RSE issues so they can manage situations that might arise in the classroom, particularly as new subject areas are broad, from violence in gangs and extremism to sexual abuse and grooming. Additionally, children with SEN and disabilities may need information repeated or adapted teaching methods to embed RSE messages.

Government guidance encourages the use of “experts” for specific purposes as support for existing teachers’ work, contingent on experts complying with school policies.

Why new subjects in RSE are necessary Existing guidance on SRE was published in 2000. Since then, the world has seen many changes that are highly relevant to relationships education, including: the global explosion of social media; the growth of online pornography; sexting and grooming.

Existing SRE is undermined by current law, such as The Equality Act 2010 which states that schools must not discriminate against pupils on the basis of: “protected characteristics” – notably gender, gender reassignment, sexual orientation and disability; European guidelines for sex education, which contend that it should start from birth (WHO, 2010); and the European Convention on Human Rights which gives individuals

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About the author Kate Reynolds is mother to two young people on the autism spectrum. She has written nine books, runs workshops for parent carers and is a national speaker and researcher on relationships and sex education for people with SEN and disabilities. autismagonyaunt.com @KateEReynolds1 @AutismAgonyAunt

rights regarding sexuality and marriage, including same-sex and transgender unions (Articles 8 and 12).

RSE is as necessary, if not more so, for children and young people with SEN as it is for those without SEN for the following reasons: • many children with SEN find change difficult to manage, especially for events over which they have no control, such as physical body changes or fluctuating emotions • safeguarding issues are even more pertinent to those with SEN who, research shows, are more vulnerable to sexual abuse and exploitation, as well as all other forms of abuse inherent in unhealthy relationships (Stalker and McArthur, 2012) • there is some evidence that children with SEN and disabilities may be more likely to be lesbian, gay, bisexual or transgender (LGBT) because they may not understand social mores and prejudices, so are more likely to select a partner regardless of social expectations; however, research shows that children with SEN currently may not be taught about LGBT issues because of the beliefs of parents and support staff (Abbott, 2015) • studies show that many parents delay discussion of RSE topics or cover fewer subjects, in less depth, than parents of neurotypical children (Ballan, 2012; Rohleder, 2010) • without proactive RSE, some pupils with SEN will behave sexually in public places or misunderstand sexual and relationship boundaries.

■ Some pupils with SEN may miss out on teaching about LGBT issues.

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Parental involvement Government guidance emphasises the central role of parents in informal RSE and the necessity for them to be informed about schools’ RSE content. By engaging parents we can promote consistency of relationships and sexual health messages.

Many parents do not regard their child with SEN as a potential mum or dad

Schools can engage parents by: • involving them in the development and review of schools’ RSE policies, which must be written and free on request • holding meetings between tutors and parents before RSE teaching begins, to discuss concerns and possible follow-up at home and review teaching materials and resources • discussing RSE aspects of education, health and care plans • discussing RSE at reviews and meetings, especially about transition • holding termly or annual open meetings to outline RSE policy and look at teaching programmes and resources

• having the designated RSE lead on hand at parentteacher evenings and meetings • establishing parent forums to communicate with parents about RSE • informing parents via the school website what is being taught in RSE and what resources are being used, so parents can replicate this at home • ensuring any RSE issues with pupils are discussed with parents, who may be experiencing similar issues at home.

Tips to engage pupils with SEN in RSE A spiral curriculum, in which topics are revisited with greater complexity to reinforce learning, is essential for RSE. For example, while sexual consent is a secondary level sex education topic, relationships education in primary schools will cover healthy/unhealthy relationships and being assertive, which are important aspects of future sexual consent.

Embed learning: one-off RSE lessons may not get the message across to pupils with SEN, so include follow-up group work or one-to-one support.

Break topics down into manageable units to make them more accessible.

“Drop down days” should not replace regular timetabled lessons but they can be useful for teaching life skills related to RSE and for practising generalising these skills to situations outside school.

Avoid euphemistic language (such as “sleeping together”) as it can be taken literally. The use of unequivocal language and medically correct terms will help pupils to report accurately if sexual assault or abuse takes place.

Ground rules for every session help create a safe environment but may need clear explanation for some pupils with SEN. Ground rules can emphasise that RSE subjects are often private, not public, and you can even place a sign on the classroom door stating this.

Use personalisation where appropriate. Distancing techniques (where topics are discussed in the third

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person) can help to create a “safe” environment, but they should be used advisedly for children with SEN, some of whom need learning to be personalised. For example, teaching a private place for masturbation should include a picture of the young person’s own bedroom, not any bedroom.

Allow pupils to ask questions anonymously, for example by posting them somewhere discreet in the setting, so their questions can be answered in class without embarrassment or pressure. This also allows them to ask what might seem to be naive questions.

Use experiential learning in secondary level RSE, for example a school trip to the nearest clinic for sexually transmissible infections. Opportunistic teaching could also be applied on any school outing, for example to identify public and private places.

Use visual teaching and strong visual content, which is often most effective for many pupils with SEN. Models, such as genitalia, are very useful teaching tools for RSE. Role play in pairs or small groups to support learning.

For example, pupils can practise how to say “no” to unwanted sexual advances in a convincing manner, or how to respond if their own advances are rejected.

Avoid using tests to check knowledge. In mainstream schools, quizzes and unexpected questions are common means of checking what pupils know and have taken in about a subject. However, they can be particularly challenging and undermining for children with autism and other conditions, who thrive on routine.

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Pupils can practise how to say “no” to unwanted sexual advances in a convincing manner

■ The idea of sexual consent should be reinforced throughout a child’s RSE.

The right to excuse pupils from RSE Parents have the right to excuse their children from aspects of the new curriculum as detailed below.

Primary school Relationships education: no right to be excused.

Sex education (if schools choose to teach sex education): parents can withdraw their child, aside from the science component of the National Curriculum; headteachers cannot overrule a withdrawal.

Secondary school Headteachers are expected to respect parents’ right to withdraw their child from sex education after documented discussion up to and until three terms before the child is 16 years old. Beyond that time, if pupils want sex education, the school is to arrange this. For pupils with SEN, the option to study sex education after a parental withdrawal might need explaining fully to them, if they are to take advantage of this learning opportunity.

Individual choice Government guidance refers to RSE preparing the child for being a potential partner and parent. In practise though, many parents do not regard their child with SEN as a potential mum or dad, or as someone who is likely to have a partner; this can adversely affect the quality and quantity of RSE provided at home and the likelihood of engagement with RSE at school.

Many parents of children with SEN, especially those with greater additional needs, worry that RSE will encourage sexual behaviours. However, evidence shows that effective RSE delays first sexual experiences and does not induce sexual behaviours where they would not occur anyway (Pound et al., 2017).

Some parents rely on the concept of “mental age” – a perception that the individual may be functioning cognitively at a level typical senmagazine.co.uk

of someone significantly younger than them – to prevent RSE being initiated or to limit its extent. The concept of a pupil being developmentally ready for RSE education similarly is problematic because it relies on subjective judgment. This may mean that sexual behaviours in inappropriate places, or a lack of sexual and relationship boundaries, may become established before education takes place.

RSE in practice Schools have to make reasonable adjustments for children with SEN, while adhering to the SEN Code of Practice, particularly in terms of its “preparing for adulthood” outcomes. Best practice suggests that schools identify a lead teacher to coordinate the new RSE in school and that there is a whole-school approach to the promotion of health and wellbeing of pupils.

“Early adopter” schools will implement the new RSE requirements from September 2019; their feedback will be used as examples of good practice for training teachers and developing the curriculum for these new subjects. Final government guidance for the new RSE curriculum will be published prior to the implementation date of September 2020.

References Abbott, D. (2015) Love in a Cold Climate: changes in the fortunes of LGBT men and women with learning disabilities? British Journal of Learning Disabilities 43 p100-105.

Ballan, M.S. (2012), Parental perspectives of communication about sexuality in families of children with autism spectrum disorders, Journal of Autism and Developmental Disorders 42 p676-684.

DFE (2019) Relationships Education, Relationships and Sex Education, and Health education in England: Government consultation response February 2019, Crown Copyright.

Pound, P., Denford, S., Shucksmith, J., Tanton, C., Johnson, A.M., Owen, J., Hutten, R., Mohan, L., Bonell, C., Abraham, C. and Campbell, R. (2017) What is best practice in sex and relationship education? A synthesis of evidence, including stakeholders’ views, BMJ Open.

Rohleder, P. (2010) Educators’ ambivalence and managing anxiety in providing sex education for people with learning disabilities, Psychodynamic Practice: Individuals, Groups and Organisations, 16:2 p165-182.

Stalker, K. and McArthur, K. (2012) Child abuse, child protection and disabled children: A review of recent research, Child Abuse Review vol 21 p 24-40.

WHO Regional Office and BZgA (2010) Standards for Sexuality Education in Europe: A Framework for policy makers, educational and health authorities and specialists, WHO.

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Literacy

Children’s literacy in 2019 Jonathan Douglas explains what literacy is and why it’s more important than ever for children and young people’s life chances

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he definition of literacy is changing; what it means to be literate today is different to what it meant to be literate 10, 20 or 30 years ago. Broadly speaking, literacy is the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world.

But children and young people today are growing up in a digital age, so they need to develop additional literacy skills to navigate, survive and thrive in today’s fast-paced environment.

Having low literacy skills can hold a child back at every stage of their life

The impact of having poor literacy skills today is more detrimental to the lives of children and young people than it ever was before. It is therefore vital that we provide greater levels of support to the groups of children who are most at risk of falling behind, including those from the most disadvantaged communities and those with speech and language difficulties.

Children who do not reach the expected standards of early language and communication by the age of five are six times less likely to reach the expected standard in English at age 11 and twice as likely to be unemployed at the age of 34. These children will also be at a greater risk of experiencing poverty, living in poor quality housing and having poor mental and physical health as adults.

Why is literacy important?

Research from the National Literacy Trust shows that children and young people who are able to read, write and communicate well are more likely to flourish at school and go on to lead successful, happy and healthy lives as adults. On the flip side, having low literacy skills can hold a child back at every stage of their life.

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Literacy today Despite significant efforts to transform literacy and education policy and practice in recent decades, literacy levels remain troubling. Last year in England, more than 180,000 five-yearolds started primary school without the language, literacy and communication skills they need to learn and flourish. senmagazine.co.uk

Literacy

Only 35 per cent of children with SEN had the emergent reading skills expected for their age

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About the author Jonathan Douglas is Director of the National Literacy Trust. literacytrust.org.uk @JDLiteracyTrust

Sadly, this picture doesn’t improve as children grow up. Last year, a quarter (25 per cent) of 11-year-olds left primary school unable to read well and a third (36 per cent) of 16-year-olds failed to get a good grade in English language GCSE. Add to this the fact that 7.1 million adults in England struggle with literacy and you start to see the immensity of the challenge we face.

Mind the literacy gap!

Some groups of children are more vulnerable to low levels of literacy than others, including children and young people from disadvantaged communities and children with SEN. The link between poverty, educational attainment and basic skills is stronger in England than in any other developed country.

The literacy skills gap starts at just five years old, where children from our most disadvantaged communities start primary school 19 months behind their better off peers in terms of vocabulary.

This is a deficit most will never recover from during their school lives and one that is predicted to take 40 years to close at the current rate of change. With 4.5 million children currently living in poverty in the UK, this is a problem we can’t afford to ignore.

This deficit continues into primary school, secondary school and beyond. While 25 per cent of all children in England were unable to read well by the time they left primary school last year, this shot up to 40 per cent of children from disadvantaged backgrounds. The older children get, the wider this gap becomes, with only 40 per cent of disadvantaged students achieving good grades in English and maths GCSEs in 2017 compared with 64 per cent of all students.

@nationalliteracytrust

Children with SEN face an even steeper challenge. Last year, only 35 per cent of children with SEN had the emergent reading skills expected for their age by the time they started primary school, compared with 82 per cent of their peers without SEN. By the time children left primary school, only 38 per cent had the reading skills expected for an 11-year-old, compared with 83 per cent of peers. Worryingly, this challenge looks sets to deepen, as health visitors and school teachers report significant increases in the number of children they are seeing with speech and communication delays.

The ever-changing landscape of education policy Over the past 25 years, we’ve seen massive changes to literacy and education policies, practices and levels across the UK. Successive governments have placed increasing emphasis on raising standards in literacy. In 1996, the Conservative Government launched its National Literacy Project, while the Labour Opposition set up its Literacy Task Force – both intending to boost low literacy levels in primary education.

Shortly after coming into power in 1998, New Labour published its National Literacy Strategy and the first National Year of Reading campaign was launched. By 2000, literacy levels at the end of Key Stage 2 had risen sharply since 1997, from 63 per cent to 75 per cent.

The assumption was that these levels would continue to rise throughout secondary education. But a report by the OECD in 2014 found that, by the time these same children left secondary school, their literacy levels had not only fallen but they were now lower than those of any other age group in society.

More recent changes to education policy have seen the focus shift to language development in the early years as a means to improve social mobility, including the Department for Education’s ambition to

■ Children should be encouraged to think of themselves as readers.

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Literacy

Reading and writing should be a choice, not a chore, so children should be guided by their interests

developing a transformative love of reading and writing. For example, we know that book ownership is key to helping children enjoy reading, but one in eight children from poorer communities don’t have a single book of their own at home.

■ Digital skills have become an important part of literacy.

halve the number of children finishing Reception year without good early communication or language skills by 2028.

We have learnt some crucial lessons from the last two decades.

Children’s literacy learning begins long before they start school, and the teaching of literacy isn’t done-and-dusted in primary education. It must be sustained throughout early years, primary and secondary education if we are to truly give all children and young people the best possible chance of fulfilling their potential.

How can we help children fall in love with literacy?

At the heart of improving children’s literacy skills and aspirations is helping them develop a love of reading and writing. And this starts from day one.

How reading and writing are promoted to children as social, cultural and therefore enjoyable activities at every stage of their lives is crucial. Our research and work with nurseries and schools consistently shows that children who enjoy reading and writing do better at school and across many other areas of their lives.

Again, those from the most disadvantaged backgrounds and those with SEN face the greatest barriers when it comes to

To overcome these barriers, we must think about how children from all backgrounds think of themselves as readers and writers. If young people see their friends, parents, teachers and people they look up to actively reading and writing, they are more likely to pick up a book or pen themselves. By role modelling good reading and writing habits, literacy becomes something that is socially acceptable and positive for children.

To pique children’s interest in reading and writing, it is important to show children the sheer wealth of materials and formats available to them. Reading and writing should be a choice, not a chore, so children should be guided by their interests.

Regular visits to the school or local library are a great place to start; there really is something for every child, whether they like sports, superheroes or cooking. Some children love reading novels, while others are excited by comic books, fact books or audiobooks; some children like writing a diary, while others like to create posters or type a review of a film they’ve seen – all reading and writing counts!

What does the future hold?

It is a national scandal that, in 2019, a child’s chances of leading a successful life are limited by the circumstances they are born into. Socioeconomic disadvantage is rooted in all corners of our education system but literacy can be the key to levelling the playing field for all children, regardless of their background.

Of course, at this moment in time, the education sector is facing unprecedented pressures. In the context of cuts to funding, whole-scale reform of curricula, assessment and school structures, teachers and schools face significant challenges to implement best practice and build capacity to support their most vulnerable under-achievers. We must therefore make the most of every opportunity to put literacy at the heart of learning.

In the context of growing uncertainty in the education sector, coupled with increasing numbers of children and young people living in poverty and experiencing speech and communication delays, it is vital that we don’t lose sight of the transformative role literacy can play in all children and young people’s lives.

■ Teachers can help to instil a love of reading in pupils.

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Mum inspired to write book by her child’s speech disorder A Hampshire mum whose son’s speech disorder was the inspiration for a children’s story, is celebrating having her book published.

The Dinosaur Who Lost Her Voice by Julie Ballard is a rhyming tale and features illustrations

by London-based Francesca Gambatesa. It is an inclusive story featuring a disabled brontosaurus who loses her beautiful singing voice when her neck is struck in a freak summer accident.

Rendered mute and overcome with sadness, the story reveals how she learns to shine in a different way with the help of her friends.

Ballard’s youngest son battled with a severe speech disorder prior to school. While his personal struggle ended successfully, Ballard was aware the outcome isn’t the same for other children.

The Dinosaur Who Lost Her Voice is published by EGMONT and is available from Waterstones, Foyles and Amazon.

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Augmentative and alternative communication

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Looking forward with AAC Beccy Timbers and Kate Duggan explore the difference communication aids can make to users’ everyday lives and future life chances

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his article will discuss how alternative and augmentative communication strategies can be used to maximise communication opportunities for children and young people with complex communication difficulties. It will look at the need for a creative approach to ensure individualised strategies are identified, and the importance of involving all the people in the individual’s environment to ensure they are able to experience successful communication across different contexts.

Augmentative and alternative communication (AAC) refers to the communication methods used to supplement or replace speech or writing for those who have difficulty producing and/ or understanding spoken or written language. It can include signing, gesture, symbols and photographs, as well as hightech devices that produce a voice output. Generally, society places a great deal of emphasis on the ability to utilise speech and written communication, but it is important that all different methods of communicating are valued. A “total communication approach” sees all ways of communicating as equally valid, and should be encouraged when supporting those with communication difficulties.

At our school for children and young people with complex communication difficulties, many students use a range of different approaches depending on the situation; for example, they may exchange a photograph to request an item in a group activity but at lunch time they may point to say which of the options they want to eat. This flexible approach should be supported by teams working with children and young people with complex needs to ensure the student has the skills to know senmagazine.co.uk

A “total communication approach” sees all ways of communicating as equally valid

when to use the different approaches, in order to maximise their communication success in different contexts.

Assessing needs To identify the most effective communication system for each individual there should be a thorough assessment which takes into consideration the person’s communication environment and needs. This should consider what they want and need to communicate, and where they will be doing this.

An assessment would look at whether the person would benefit from having a high-tech AAC device to support their communication. In addition, if it’s appropriate to do so, the individual’s vision and hearing should be monitored to help inform the decision as to which type of system would be appropriate.

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It is also important to take a creative and innovative approach in order to adapt communication systems so that they are accessible to the individual. Trial and error is usually required to come up with the system best suited to a particular student.

Examples of bespoke systems created for students with sensory impairments could include tactile communication books, the development of raised grids for keyguards for high-tech AAC and the use of simple switches with tactile markers to develop talking communication boards. Ongoing assessment should also monitor how the student is using the AAC support provided and how well it is working for them in practice.

Here are a few key questions that practitioners may want to consider: what are the student’s reasons for communicating?

What words do they need to say? What motivates them to communicate effectively?

Practitioners should also regularly observe the activities that the individual participates in to help them get a feeling for which people the student most needs to be understood by and where; this could include school, local shops, the park or even on public transport. When the individual experiences success with communication in these areas, it will help to improve their self-esteem and confidence.

About the authors Beccy Timbers (pictured on the left) and Kate Duggan (right) are speech and language therapists at Seashell Trust, which supports children and young people with complex communication difficulties. seashelltrust.org.uk @Seashelltrust

@Seashelltrust

Trial and error is usually required to come up with the system best suited to a particular student

Educating others about AAC For AAC to be successful, practitioners need to upskill communication partners across the various settings the individual operates within: for example, parents and carers, friends and staff who work closely with them. This supports the student to be able to engage in successful communication when they are away from school. It also encourages them to develop their communication skills by modelling their preferred method of communication.

It is also increasingly important that the general public and society are made more aware of the issues facing individuals with communication difficulties, to ensure that information is shared in a way which is accessible for AAC users, for example, through the use of symbols or audio.

Many children and young people with communication difficulties can successfully communicate with familiar communication partners such as family members using nonverbal communication signals, including their own gestures or vocalisations. Those who use signing as their first language rely on proficient communication partners who can understand them and who enable them to develop their conversational skills. However, while people who are proficient with signing may exist in some school settings, they are very rare in wider society. This immediately creates barriers in accessing the community independently.

■AAC use should be monitored to check it is meeting a user’s needs.

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As technology is evolving, it is increasingly being made available to individuals with more complex disabilities, including those who have not previously been considered for voice output systems. Communication aids provide many people with SEN and disabilities with a way of communicating which can be understood by the vast majority of people across a very wide range of environments. This can make such a difference by enabling AAC users to take part in every day activities that most of us take for granted, such as shopping or simply interacting with others. This technology can also help to improve the life chances of AAC users by enabling them to undertake work experience, helping them to build their confidence and skills, and facilitating new social and employment opportunities. senmagazine.co.uk

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Primary schools get help to identify pupils with speech and language difficulties in minutes At a time when resources to support children with speech and language difficulties are at best inequitable or at worst inaccessible (bercow10yearson.com), GL Assessment has unveiled a toolkit to help primary schools easily screen and support children with speech and language difficulties.

WellComm Primary has been created in conjunction with speech and language therapists at Sandwell and West Birmingham Hospitals NHS Trust. It is designed to help schools quickly identify children aged six to 11 who may be struggling with their speech and language development and offer ideas for immediate support.

Importantly, it requires no specialist speech or language expertise to use, which means it can be used by anyone working with children in school.

The assessment only takes 15 to 20 minutes per child and once the screening is complete, the results can be seen in an easy-to-read red, amber and green traffic light report so that interventions can be put in place immediately.

The Big Book of Ideas, which is part of the WellComm Primary package, provides around 50 fun activities and strategies that can be used to support children in their speech and language senmagazine.co.uk

development. The activities are tailored according to ability and focus on particular areas of difficulty such as understanding, grammar, vocabulary, narrative or social skills. They can also be shared with parents and carers so pupils can continue to develop their skills at home.

The WellComm Primary toolkit adds to GL Assessment’s speech and language portfolio, which includes the very popular WellComm Early Years toolkit for screening and intervention of children aged six months to six years old.

WellComm Primary costs £449 and is available to purchase from gl-assessment.co.uk/WellCommPrimary SEN101

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Modular classrooms

Connecting with nature Mark Brown reveals why modular eco-classrooms are becoming a popular choice for special schools

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ny school that is in need of expanding its teaching facilities is probably already operating at maximum capacity, in terms of both space and staff, and the notion of a noisy, disruptive traditional building extension is likely to be unwelcome. Added to which, tight budgets and time constraints often incline a school towards a temporary mobile classroom, conjuring up images of unsightly, uncomfortable and uninspiring mobile structures craned into the most easily accessible spot.

However, for no extra cost (and considerably less than a conventional build) there are alternatives that can provide a permanent, bright and inspirational classroom. A modular ecoclassroom, designed using biophilic architectural principles (which emphasise the connection between people and nature), can provide a time efficient and cost-effective solution affording a standalone, naturally lit and tranquil learning space set in natural surroundings.

One of the most significant advantages of a modular building is that the modules can be assembled elsewhere, while onsite preparations such as foundations and amenity connections occur simultaneously. Not only is the construction process shorter, but fewer workers spend fewer hours onsite, significantly reducing labour costs. Indeed, the entire project should be quicker, quieter, safer and less disruptive.

New opportunities The benefits of having a standalone classroom, set apart from the main school buildings in a natural location, cannot SEN101

The entire project should be quicker, quieter, safer and less disruptive

be underestimated. Not only will it serve to establish a vital connection with nature, it will also bestow an entirely different, peaceful feeling from the rest of the school. For those students with SEN and significant disabilities, it can also open up a wealth of new opportunities to spend time in the outdoors.

Most cognitive experts agree that the classroom environment has a significant impact upon a child’s ability to develop and learn, particularly for those facing the additional challenges posed by a disability or SEN. Sensitive location, combined with biophilic building design, can have a profound impact upon mental wellbeing, intellectual development and social skills.

Bringing the outside in The basic biophilic architectural principle is to incorporate natural elements at every opportunity, from the materials used to the lighting, air quality and acoustics, offering a building’s occupants an effortless connection with nature and the outdoors. With specific reference to classroom design, a biophilic learning space should seamlessly blend the work and pleasure of teaching and learning with the life enhancing senmagazine.co.uk

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Going outside into the natural environment has a positive impact upon physical and mental health

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About the author Mark Brown is a Consultant at TG Escapes, a company which designs and builds modular eco-buildings for schools. tgescapes.co.uk

effects of the natural world. Three of the most crucial design elements are exposure to natural light, views of nature and easy physical access to the outside.

@learningescape

@tgescapes

Natural light stimulates the production of serotonin, which plays a vital role in maintaining mood balance and promoting a sense of happiness. Going outside into the natural environment has a positive impact upon physical and mental health, and views of nature are increasingly being shown to alleviate chronic lowgrade stress. Furthermore, being outdoors for both learning and play has been shown to enhance socio-economic development by improving discipline and concentration, promoting creativity and encouraging positive social interactions.

Promoting inclusion The Heart of the Forest Community Special School in Gloucestershire caters for students with profound and complex learning needs. As part of their accessibility plan they wanted to make their sports field accessible to all students so the outdoor learning environment was fully inclusive. However, the difficulties that many of their students live with, coupled with the lack of facilities available, meant that many were unable to access this facility because their health, safety and wellbeing could not be guaranteed. And so they built an inclusive sports facility situated at the side of their field to enable all students to fully participate in outdoor education opportunities. “We now have a wonderful building on the school field which will allow each and every one of our students to fully participate in the outdoor curriculum”, says School Business Manager Judith Leadbeater.

A calming environment Cambian Pengwern College is a specialist further education college in North Wales, offering day and residential placements

■ Chris Ruane MP opens The Learning Escape at Pengwern College.

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■ The Shires’ new building offers easy access to the outdoors.

for young people aged 16 to 25 with a learning disability and complex needs. Their previous classrooms were older style mobile units that weren’t designed with their learners’ specialist needs in mind and they wanted to make the most of their wonderful, natural environment.

“It’s such a calming environment and I have noticed that the students are much calmer and more engaged. They like the structure of the room: low stimulus really works for our autistic learners”, says teacher Marie Nicastro.

Learning without walls The Shires School is a residential special school for young people with a diagnosis of autism. Initially, their education and care provisions were both based within the same building.

However, they believed that school and home are, and should be, very different places with different sets of expectations and wanted to provide a clear separation between these two elements. They were also keen to open up their classrooms to the outdoors.

“Importantly, the design of our new building allows us to fully embrace learning without walls by offering direct access to our outdoor space from every classroom”, says Head of School Helen Jeffries. “This also enables our young people to more independently regulate their own behaviour and to understand that at times when they feel overwhelmed or overstimulated, they have quick access to an area of calm and quiet where they can successfully work on reducing tension.”

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Days out

Stress busting days out Five top tips to take the worry out of family days out with a child with SEN, by Dave King

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ith the great British summer upon us, families the length and breadth of the UK are making plans for how to keep their kids from becoming bored and frustrated through endless school-less days.

Family trips can quickly become expensive on the wallet and when you have to factor in your child’s accessibility needs on top of travel plans, staying at home might seem like the best option. Days out for children with SEN and disabilities needn’t be filled with concerns about accessibility and facilities, though.

Here, I will explore what really matters on a family day out and how to take out some of the stress. These are my top five tips for ensuring all the family can have a great experience.

1. Have high expectations As the old saying goes, “if you don’t ask, you don’t get”.

Gone are the days when accessibility was an afterthought.

Indeed, many larger attractions now provide a wide range of accessibility options aimed at making your day out enjoyable for the whole family. It’s increasingly common to find designated days, performances or sessions exclusively for children with specific disabilities and learning needs and these often come at heavily subsided rates.

When you’re planning where to go, think about what practical things will make the day much more enjoyable for you all and start by expecting that your chosen attraction will be able to deliver at least some of what you want. Do you need: ramps and step free access; tactile surface indicators; low level benches; wide access gangways and internal corridors; SEN101

Gone are the days when accessibility was an afterthought separate entrances; wet room facilities; induction loops; information in alternative formats such as large print, Braille and audio-described; or a borrowed wheelchair?

Some attractions are starting to think more creatively now, so think outside the box with what you want. Are there designated quiet sessions? Are picture books available? Will you have access to a volunteer chaperone to help with navigating the park? Many theme parks, animal parks, public institutions and attractions also publish online accessibility guides which are worth checking out as a starting point.

Theme parks can be particularly helpful. Some provide coloured wristbands to alert staff to children with SEN and disabilities so that they can amend instructions or responses appropriately. Many parks also recognise that for some children, especially those with autism, queuing is an absolute no go, offering fast-track tickets for the child and a select number of accompanying visitors.

Look out for cinemas and bigger theatres who typically offer audio-described, captioned and relaxed screenings and senmagazine.co.uk

Days out

Make planning part of the fun and get your children involved in organising the day

performances. Many theatres or large touring productions now also produce fantastic resources for children with ASD to help them prepare in advance.

If you’re going somewhere that requires you to buy a ticket, look out for attractions that offer free carers’ tickets. Not only do they help with the cost, they are a good indicator that an attraction or business is considering the needs of its disabled customers. If you don’t already have one, make sure you get a CEA card for use in the cinema.

Start by assuming that where you want to go is accessible and you may be surprised.

2. Plan ahead Advance planning to avoid any surprises is absolutely key, so create a checklist of what you need. Where you can, make planning part of the fun and get your children involved in organising the day. It will empower them to think about what they need in order to get the most from their day.

Then, get on the phone and see what your attraction can offer you. If your chosen destination can’t offer what you need, ask to see their accessibility policy and raise your request with the Managing Director.

Try and get as much information as you can to reduce the possibility of nasty surprises. Older buildings may not be so accessible, despite claiming to be. At zoos and safari parks, you might find that not all assistance dogs can accompany you, but there may be free kennels at the entrance. Knowing this in advance means you can bring extra doggy treats and help prepare your child for being apart from their dog.

Attractions which offer lightweight wheelchairs or mobility aids generally do so free of charge (but do check), though they may

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About the author Dave King is Head of Programmes for Variety, the Children’s Charity, which provides free days trips for children from special schools through their Great Days Out Programme. variety.org.uk @VarietyGB

@VarietyGB

require a hefty deposit (up to £50) so you’ll need to make sure you have this money available.

Prepare to be told a different story on the gate, regardless of what you have been advised of in advance. Make sure you take a range of ID for your child’s condition, such as proof of your DLA, your CEA card if relevant, your blue badge, your Access Card if you have one and anything else that you can think of, just in case.

Your child’s mobility or their sensitivity to noise and lights may preclude them from going on certain rides. Check this ahead of time using downloadable park maps and ride information available online. The last thing you want is for your child to be continually turned away from rides or to be too anxious to get on them. Play videos of the ride in advance to help with familiarisation.

Mark accessible toilets on the attractions map when you arrive (if they aren’t already on). With over 1300 changing places available across the UK, major attractions are now likely to have one, but you may struggle with more local amenities.

While it is expected that planned government legislation will result in an extra 150 changing places being added each year, you can’t count on them just yet. If you can, take a camp bed with you so you don’t have to change your child on the dirty floor of an already cramped accessible toilet.

There are lots of travel blog sites which give heaps of useful information on the accessibility of attractions in your area, from the point of view of the people using them. The Rough Guide to Accessible Britain, which is available to download for free online, is a great starting point for any family.

3. Get value for money Make sure that where you’re going can offer what you want before you agree to part with any cash. And remember, it’s not where you go but spending time together that really counts.

Children don’t need to spend money to be stimulated or

■ Not all fun days out need to involve admission fees.

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excited. There is stacks of fun to be had from a picnic in the park or the great outdoors. We’re never more than about 70 miles from the seaside in the UK and many beaches now offer free beach wheelchair hire. Check out the town’s tourist website for information.

Many coastal paths and national parks have wheelchair accessible paths; routes which are flat or with a gentle incline are generally well-advertised on the web. On these routes, stiles are typically replaced with gates and drainage is improved to make it easier for those with mobility difficulties. A family bike ride with your child on their trike can be a great way of integrating their daily physio into a fun day out along a coastal path. There are a handful of apps available which show you where there are accessible outdoor areas and routes near you so you can plan for breaks, toilet trips and spectacular views.

4. Prioritise travel The old idiom that “getting there is half the fun” is far from the reality of trying to navigate public transport as a family with mobility requirements. To get the day off to the best start (and to wrap it up well when everyone is shattered) don’t leave anything to chance. If you’re driving, call ahead to see if you can reserve a parking space (it doesn’t hurt to try) and if you can’t, identify a backup plan in case all the blue badge spaces are full when you arrive.

If you are travelling on public transport, avoid using unstaffed train stations if you can, even if it means driving a bit further.

If you’re requesting assistance on the train, arrive in good time and double check your assistance with station staff to avoid risking train managers not fulfilling their obligations. If you’re travelling to London, TFL provides lots of information

The summer holidays are meant to be fun, so think big and think adventurous

on their website about accessible routes, level platforms and tube stations. For children who will be overwhelmed by the Underground, all London cabs are wheelchair accessible and equipped with swivel seats.

Aim to do as much as you can yourself. The last thing you want is to rely on other people who can let you down and ruin the day. More importantly though, be prepared to roll with whatever happens; no situation is so awful that a bad response can’t make it worse. Always have snacks and games up your sleeve, plan for a broken ramp by having a backup route, and plan for a grumpy driver and you’ll only ever be pleasantly surprised.

5. Have fun!

The summer holidays are meant to be fun, so think big and think adventurous. Be really choosy about what you do so that you can enjoy the day as well. Your enjoyment will play a big part in your kid’s enjoyment and this is a family day out after all. When the big day out arrives there will always be more preparation you could have done and probably something you forget to take with you. In the moment, follow your gut. You know your children better than anyone and ultimately they’ll care more about hanging out with you than about the logistics.

■ Many attractions now publish online accessibility guides to help families and parties plan their visits.

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Schools and film clubs invited to enter Into Film Awards The annual Into Film Awards are calling for submissions for their 2020 Awards.

The Awards seek to highlight the creative talents of young people across the UK, while re-addressing the gender and diversity balance within the film industry by encouraging young people from all backgrounds to immerse themselves in film and filmmaking.

The 11 categories are: Teacher of the Year; Best Film – 11 Years and Under; Best Documentary; Into Film Club of the Year – Primary; Into Film Club of the Year – Secondary; Reviewer of the Year; Best Film – 12 to 15; Ones to Watch (in association with BFI Film Academy); Best Animation; Best Film – 16 to 19; and the Audience Choice Award.

Film submissions are open until 6 December 2019. The next Into Film Awards will take place in March 2020. For more information, visit intofilm.org/awards SEN101

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Changing the narrative on care Jennifer Nock provides positive ideas to help schools and local authorities support looked-after children

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he majority of looked-after children have SEN and looked-after children are much more likely to have SEN than the general pupil population. Some of these needs are created by the lack of early positive attachment relationships and the associated negative impact upon the healthy development of the brain. This article aims to draw attention to some of the less frequently considered challenges faced by such children, and also to raise some suggestions for schools and local authorities for improving successful educational inclusion of children who are looked after.

They experience multiple separations, as they are frequently moved from one placement to another

A large body of research indicates that removing children from their birth families, thus causing disruption to the parent-child (mal-)attachment, is so disturbing, even for those who are illtreated by their parents, that it results in adverse social and emotional outcomes ranging from mild to severe. Infants, toddlers, children and adolescents who are in the care of local authorities all too often experience not only the wrench

of separation from their birth family, but multiple separations, as they are frequently moved from one placement to another.

Thus, they suffer multiple experiences of separation, attachment disruption, loss and trauma and very often develop profound and complex difficulties, which are described by traditional medical and mental health models as “depression”, “anxiety”, “behavioural problems” and/or “defiance”.

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About the author Dr Jennifer Nock is a chartered psychologist and educator who has worked for over three decades in a wide range of education and SEN settings. She provides bespoke training in SEN and inclusive practice. jennifernocktrainingandconsultancy.com @jennifer_nock ■ Professionals should try to see the world as the child does.

@jennifernocktrainingandconsultancy

Understanding the needs of looked-after children Some types of SEN, such as Down syndrome, are clearly present at conception, but some are caused by early experiences. When a child is not able, for whatever reason, to experience sufficient safety through both the physical and emotional availability of a nurturing adult, the orderly development of the brain and body can be significantly affected. The development of the brain is not shaped exclusively by genetics but by the baby’s experiences of the world and the people in it. From the start, the infant brain is striving to work out whether the world feels safe or frightening, and the brain then develops connections designed to survive within this perceived world. The particular, personal daily world that a baby has been born into is the only world, so far as the baby is concerned, and the infant brain moulds itself to that reality. The developing, physiological architecture of the brain is designed to adapt so that the baby can survive in this personal world. Therefore, the brain of a child who has experienced feeling safety in infancy and early childhood differs from the brain of a child who has not, and children who have experienced developmental trauma (and this is likely to be all children who are in the care of local authorities) face many neuro-behavioural challenges, including: • • • • • • • • •

poor executive functioning memory and learning problems impaired judgment emotional and physical self-monitoring difficulties difficulty thinking through consequences expressive and receptive communication difficulties poor social judgement impulsivity and lack of self-control lack of motivation and empathy.

Sensory issues Sensory processing difficulties often contribute to and exacerbate the problems identified above. Many children who have had insufficient or inconsistent care have sensory processing difficulties because the senses form a large part of the infant and toddler’s early attachment experience, for example through being rocked and cuddled, through positive eye gaze, and through soothing speech and songs. When they experience high levels of pleasure and comfort through their SEN101

From the start, the infant brain is striving to work out whether the world feels safe or frightening

senses, their sensory processing is integrated, between and within the sensory systems. The developing child is increasingly able to interpret, understand and respond to information received via the senses.

Children who have been through trauma in infancy and toddlerhood may not have had the positive sensory experiences necessary for healthy development. They may be over-reactive to sensory stimulation, constantly seeking sensory experiences, or may be under-reactive and trying to resist or avoid the discomfort that sensory experiences bring. Such children frequently present as dysregulated, sensory-seeking or sensoryavoidant. They may even find some sensory input overwhelming and find it impossible to engage with people or the environment.

The behaviours that result from this over- or under-sensitivity to sensory stimulation do not fit well in the typical classroom.

Closely linked with the usual sensory processing difficulties are problems with the sense of interoception, the often ignored sense that helps us to feel, process, understand and respond to what is happening in the body. This particular sense is often underdeveloped and/or impaired in children who have experienced early adversity. The child or young person knows that they are uncomfortable and not OK, but cannot identify or name the source or cause of discomfort, and therefore, cannot find an appropriate solution. This child is easily recognisable: they are the one to whom adults frequently need to say things like “It’s hot today – take your coat off!” or “Look at your face, you’re all hot and sweaty – go and get a drink of water!” This child may be described as lacking in physiological literacy, and again, this does not fit well in schools, particularly if adults are senmagazine.co.uk

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into consideration and simply react to “unwanted” or “challenging” behaviour, and the high level of coverage about zero-tolerance, isolation booths and exclusions bear witness to the harsh fact that our most vulnerable children and young people are being further traumatised by adults and adult systems. So, how can we respond appropriately?

What can schools do?

■ It’s important to seek to understand the causes of unwanted behaviour.

Anger is often the by-product of raw and vulnerable emotions such as sadness and fear

unable or unwilling to interpret the body’s signals for the child, and suggest an appropriate solution, as described above.

Addressing emotional difficulties Another often unconsidered difficulty is to be found in the underlying painful emotions that are experienced by lookedafter children and young people. Too often there is a focus on anger and anger management, without sufficient attention to the source of expressions of anger. Anger is often the byproduct of raw and vulnerable emotions such as sadness and fear. Unless we address these emotions primarily, we cannot address the angry behaviour; we need to validate and explore why children become distressed and are unable to cope, which is often disparagingly described as “kicking off” in many schools. An angry looked-after young teenager recently told me: “I’m just so lonely. I just want my mum”. A focus on the anger had missed the problem completely. This child needs support to manage the reality: returning home to mum is not going to be possible and coping with this should be the aim of all work, support, therapy and strategies.

An additional difficulty was that this child had had five social workers in six months. The child told me “I’m not telling my story again; it’s too hard.” Who can wonder at that? Such lack of continuity of care simply makes worse the feelings of lack of agency, belonging, safety and predictability, which for children are basic needs.

Schools must reflect upon the asymmetrical relationship between children and adults – asymmetrical because it involves an unequal distribution of power and therefore of responsibility. Adults are responsible for connection, attunement, boundaries and navigation. Challenging reactions are a product of the interaction between the adult, or adult-controlled environment, and the child. It is the adult’s responsibility to create an optimal learning context for each child, which means building a threat-free, safe environment around the child where adults are in charge and take full responsibility for what happens.

Schools can also ensure that every member of staff, not just the designated teacher, has at least a working knowledge of the impact of early experiences on the developing brain, and the neurological differences between a child who is securely attached and one who is not. Robust training for all facilitates understanding of survival behaviours, particularly fight and flight, resulting in responses to survival behaviours focused on increasing safety and physiological comfort, rather than restraining, threatening and/or punishing. Developing reflective practice for all can really help to build empathy. It is vital that educators operate from a stance of curiosity rather than criticism, and that they strive to connect with and understand the child. They should ask questions like: “what is the purpose and function of the behaviour” and “what does the child need from me in this moment, and in the future?”

Schools need to develop a new narrative around behaviour, taking up a developmental lens through which to view each child. The language that is used to describe behaviour often simply labels the behaviour and suggests that adults are powerless to change it, because that is what the child is like – for example, descriptions like “manipulative”, “lazy”, “attention-seeking” or “violent” are often used. These terms need to be reframed so that educators know what the child needs in order to regulate. So, instead of talking about a child as “manipulative”, we could say they are “afraid of not being in control”. “Exhausted” could replace “lazy” and “attachmentneeding” could be used instead of “attention-seeking”. Instead of characterising a child as “violent we could say they are “lonely and fearful”.

Thus, the sources of some problems for looked-after children are within-child difficulties, while others are systemic in schools and local authorities. Many schools fail to take these difficulties senmagazine.co.uk

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The sensory difficulties described above must be addressed in order to help children to be in a state of learning readiness.

Being in a state of bodily/sensory discomfort stifles the ability to learn. There are many things and ideas we can use to help reduce anxiety and make the child feel more grounded, including: • pressure/wobble cushions for carpet/chair work • weighted lap blankets and shoulder weights for periods of listening and focus • fiddle objects • frequent sensory snacks • flexibility around posture and “good sitting” • frequent yoga and breathing exercises • massage • self-regulating sensory boxes • quiet spaces.

In terms of interoception, if a child does not have a complex vocabulary to describe his/her physical state (for example tired, hot, hungry, thirsty, full, cold, poorly), then they are trapped in an earlier developmental stage, and need an intervention focused on physiological literacy. This should be considered a vital building block toward emotional literacy.

What can local authorities do?

Authorities can improve successful educational inclusion of looked-after children through the development of traumaresponsive organisational culture within and between agencies.

This is no small task, because there are so many participants, often with differing or even competing priorities, agendas and narratives. Starting points may include ensuring that virtual school heads (VSHs) are only recruited from a pool of successful

Continuity of significant relationships in children’s lives should be a priority

headteachers from “real” schools, who have the experience, knowledge, authority and drive to have a positive impact on provision for looked-after children.

Continuity of significant relationships in children’s lives – for example social workers, foster carers and therapists – should also be a priority, and all should be working together to prevent frequent changes in key personnel. This means asking hard questions and ensuring adults take responsibility for failure and breakdown. If a child’s placement breaks down, what are the underlying causes? It is certainly not the child’s fault. Are personnel being adequately trained and supported?

Bureaucracy, red tape and “can’t do” thinking need to be tackled. For example, looked-after children suffer from a significantly higher incidence of mental health disorders (46.4 per cent) than non-disadvantaged children in the general population (8.5 per cent)¹, so a priority for local authorities and virtual school heads is to support children in accessing mental health services. This can be challenging because many child and adolescent mental health services (CAMHS) only start therapeutic treatment once a child is considered “settled”, which, in reality, means that for some, it will never happen. Is this acceptable? How can this be solved and who is responsible for finding the solution?

Improving policy and practice If we are to promote inclusion and better outcomes for lookedafter children, local authorities have to make real progress on: • trauma-responsive recruitment • policies, management and leadership around lookedafter children • staff training and measures for staff wellbeing and care • changing the language they use and the environment they engender in relation to looked-after children.

We have to ensure that understanding “attachment” and providing “trauma-responsive” care and support for all our children, including those who are looked-after, are not just fads or buzz words, or a training day to be ticked off and forgotten.

Heads of service within each local authority, school leaders and individuals must embrace a paradigm shift and culture change; they must view looked-after children through a totally new lens, creating a new perspective and a new narrative.

Reference

■ Sensory needs must be met before a child is ready to learn.

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1. learning.nspcc.org.uk/research-resources/2015/achieving-emotional-wellbeinglooked-after-children-whole-system-approach/

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Visual impairment

Teaching kids with visual impairment Chrissie Pepper looks at how we can improve the educational experiences of children who are blind or partially sighted

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ight plays a crucial role in children’s development and learning. Through play, language and visual prompts, children learn about the world around them, largely by watching others and taking in their environment.

For children with a vision impairment, learning opportunities have to be actively provided, starting from when they are babies, and given in a structured way in order to ensure their early development is not delayed.

According to RNIB’s sight loss data tool, there are an estimated 34,500 children and young people aged from birth to 25 years in England who are living with a vision impairment (VI). These children are a low incidence group, to the extent that most teachers only work with one or two VI children throughout the duration of their career. Despite this, children with VI have high needs and require specialist support to ensure they reach their full potential.

At present, children can receive support from Qualified Teachers of Visual Impairment (QTVIs) and Qualified Habilitation Specialists (QHSs). QTVIs perform the integral function of helping with development in early years, including teaching Braille and teaching the skills needed to access information independently. QHSs focus more on mobility and independent living skills. This includes looking at getting to, from and around school, travelling around their local community, dressing, washing and developing social skills that help children with vision impairments take part in social and leisure activities.

Reductions in support Recent findings show that, in some parts of the country, access to and availability of these services have declined. In 2018, a Freedom of Information request by RNIB found that one in three authorities had cut their spending on services for children and young people with a vision impairment. These cuts took

Children with VI have high needs and require specialist support to ensure they reach their full potential SEN101

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John felt his teachers didn’t understand his vision impairment or how it impacted his learning

place over a 12-month period between 2016/17 and 2017/18.

In the same timeframe, it was found that 700 children and young people living with a vision impairment had witnessed a reduction in their level of support.

If the availability of these vital resources continues to decline, there is a possibility that the number of young people with vision impairment not reaching their full potential will rise. According to Labour Force Survey data (Hewett and Keil, 2016), 38 per cent of young people who have seeing difficulties and are aged 16 to 25 are not in employment, education or training (NEET).

This is almost double the percentage for 16- to 25-year-olds in the general population, of whom 20 per cent are NEET. The effects of reduced access to support are evident through the impact this is having on individuals in different parts of the country. For example, John (not his real name) is 16 years old and has the progressive sight condition retinitis pigmentosa.

Over the course of his education, the support John has received has been varied and inconsistent. For many years, John felt his teachers didn’t understand his vision impairment or how it

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About the author Chrissie Pepper is Policy Manager at RNIB – a charity offering practical and emotional support, campaigning, products and reading services for blind and partially sighted people. rnib.org.uk @RNIB

@rnibuk

impacted his learning. He received no support from a teaching assistant until Year 10 and has often not received learning materials in his preferred format. John said: “I need print materials in a size 24 font, but this was often not provided. I didn’t do as well as I expected in one of my exams, as I lost marks in the coursework side because I couldn’t access the learning materials.”

Differing needs The problem of children with vision impairment not always having access to the right support can vary from child to child, with members of the same family even experiencing different levels of support. For example, eight-year-old Ellie and her sister Holly, who is six, both have the rare sight condition aniridia. Despite being only three school years apart and having the same condition, their experience in receiving support has differed entirely. Ellie received support from a QTVI before she started attending nursery and throughout her early years. By the time Holly’s turn came around, the level and quality of support she received was of a much lower standard. It also took two years for an education, health and care (EHC) plan to be created for Holly. Their father, Darren, said: “For Ellie, we had no problems at all because the support was there. There was definitely a marked difference between the levels of support for the two girls. The process for Holly was frustrating, very long and drawn out. She wasn’t left completely high and dry, but until the EHC plan was in place, she couldn’t receive the support she was entitled to.”

■ The right support can enable pupils with vision impairment to flourish.

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Visual impairment

Receiving this training has meant Michael can travel home independently

■ Students should have access to the same learning materials at the same time as their sighted peers.

Five steps to providing appropriate support for VI For more children and young people with VI to get the support they need, five steps need to be followed by schools and local authorities across England: • every child and young person with vision impairment should be assessed by education and habilitation specialists, and given a plan defining the specialist support required to enable them to fully access learning and develop their independence • every child must have access to the same learning materials at the same time as their sighted peers and these should be fully adapted to their needs • every child should receive clearly and appropriately adapted national tests and exam papers of high quality, with relevant past papers freely available • every local authority must require all school staff who support and teach children and young people with a vision impairment to receive VI awareness training from an appropriately qualified specialist • every local authority should be given sufficient funding to provide and effectively manage appropriate numbers of QTVIs and QHSs to meet the needs of all children as defined by national standards.

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Receiving the right level of support is important at any level of education, particularly when exams come into play.

Abdul, 16, from Manchester experienced this during his years at secondary school.

In the lead up to his GCSEs, Abdul had different teaching assistants for each of his subjects. Many of them didn’t understand his vision impairment or his requirements for accessing course materials. He said: “It’s so important that past exams are made available in an alternative format so that students like me can prepare for exams like our sighted peers.”

Bringing about change If we make changes to the amount and type of support provided, we can create a level playing field for all children with a vision impairment, with the overall goal of ensuring every child and young person receives support that is tailored to their individual needs.

Michael, 15, from Gateshead has a success story that, in an ideal world, would be replicated across England. Michael, who has Leber congenital amaurosis, began to receive specialist support when he started school, and he went on to learn Braille.

He has access to specialist equipment, receives regular oneto-one support from a specially trained teaching assistant and has also had mobility training to help him navigate around his school. Receiving this training has also meant he can travel home independently.

Michael is excelling in school and has already passed his computer science GCSE and BTEC media with high grades. He sat these exams at 14 years old, meaning he qualified a year earlier than usual. He’s also set to achieve top grade GCSEs when he sits his remaining exams in 2019. His mum Joanne said: “If Michael didn’t have this support, I don’t know what would have happened. It is so important to get it right from the start, throughout school, so they can reach their full potential.”

Ensuring the right support is there for every child and young person who needs it, and making sure that it fits the needs of each individual child, can ultimately lead to more vision impaired young people reaching their full potential, and a decrease in the number of children not in employment, education or training. senmagazine.co.uk

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Autism

What is highfunctioning autism?

Pearl Barnes outlines common characteristics of people often seen as having a “milder” form of autism

“Since the diagnosis of Asperger’s syndrome is no longer used, does this mean I don’t have a diagnosis anymore?” I was recently asked this question by a person with a diagnosis of Asperger’s. In 2013, the American Psychiatric Association (APA) Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was revised and, controversially, removed the wellknown diagnosis of Asperger’s syndrome (AS). The rationale was complex but, in essence, appeared to be due to the overwhelming confusion and continual deliberation over the differences between the diagnoses of autism and AS, as both categories shared a number of common traits. Moreover, the diagnosis given seemed to depend upon the clinician involved, so there was little consistency.

In order to answer my inquisitive student, I explained that the diagnosis remained, but the name had changed – at least according to the DSM-5, which is influential in the UK. In practice, many people continue to use the term Asperger’s syndrome; the National Autistic Society’s website says it “remains a useful profile for many diagnosticians and professionals”. For the purposes of this article though, I will refer to “high-functioning autism” (HFA).

Identification and diagnosis of HFA is neither easy nor straightforward, differing significantly from individual to individual and according to their circumstances. The diagnosis is often masked by the individual’s ability to cope by copying others and avoiding situations which they would otherwise find particularly stressful.

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The diagnosis given seemed to depend upon the clinician involved, so there was little consistency

To add to the complication, HFA is not, in itself, an official diagnosis. Autism is a spectrum condition, ranging from mild (high-functioning) to severe, with no clear cut-off points. It is a neurodevelopmental disorder and can change significantly as the child or young person grows and develops. It is a pervasive and life-long condition, as individuals do not grow out of it but they may be able to develop coping strategies to manage their behaviour and their reactions to the world around them.

This article forms the first of a set of three articles which address the common issues encountered by children and young people with a diagnosis of autism who would be considered to be “high functioning”.

Autism definitions The DSM-5 uses the term “autism spectrum disorder” (ASD) to replace all previous sub-groups, such as: “Asperger’s syndrome” and “pervasive developmental disorder-not otherwise specified” (PDD-NOS). senmagazine.co.uk

Autism

Individuals with HFA often struggle to make sense of social situations intuitively Autism is characterised by the following areas of difficulty: • Social interaction and communication difficulties – including lack of reciprocal conversation, reduced sharing of emotions and interests and understanding of social cues • Developing/maintaining/understanding relationships, and others – including difficulty in relating to, and interacting with, people • Restricted and repetitive patterns of behaviours, activities or interests, including sensory behaviours (sensory seeking or evasion) – such as intense fixation on an object or excessive smelling.

These characteristics are present since early childhood, they limit and impair everyday functioning and they occur across all situations.

The “severity” of autism relates to the impact and the extent to which the individual’s social communication and restricted, repetitive patterns of behaviour are impaired. The levels of severity can be broken down into three categories: • requiring support – mild expression often referred to as HFA (or Asperger’s syndrome) • requiring substantial support – often requires speech and language therapy and/or behaviour modification training • requiring very substantial support – the most severe expression of ASD, includes individuals who do not develop verbal communication and who may require full-time support.

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About the author Pearl Barnes is a past President of nasen and a SEND consultant and specialist assessor for Special Educational Needs and Disability Independent Support Service (SENDISS). sendiss.co.uk @pearl_sendiss

in the way they communicate and their ability to interpret and understand their peers.

Individuals with HFA experience difficulties in each of the three main areas of impairment, each characteristic being on a continuum. Each strand can present with differing severity along the continuum at any given time. Moreover, each strand can impact upon the others; for instance, an individual with an intense interest in a particular activity will appear distant and lack the ability to interact socially, not because they can’t, but because they are more interested in the activity which has captured their attention.

Social communication The hierarchy of speech and language development is represented in the illustration below. Phonetics, morphology and syntax often develop as expected in individuals with HFA, but they may struggle to develop appropriate semantics and pragmatics, leading to difficulties in interpretation of others

HFA is a clinical condition which can only be diagnosed by a specialist, such as a neurodevelopmental paediatrician and/or a child psychiatrist, to rule out other genetic or behavioural conditions.

Autism differs significantly from person to person and can vary wildly according to situations, the individual’s personality and a whole host of other environmental influences, which can change over time. It is believed to be associated with frontal and temporal lobe development which regulates emotions and reactions. Frith (Autism and Asperger Syndrome, 1991) describes how there is a lack of “central drive for coherence”, leading to difficulty in perceiving and conceptualising the thoughts, feelings and perspectives of others, often referred to as “theory of mind”. Individuals with HFA often struggle to make sense of social situations intuitively, where they are required to draw together a number of hidden and inexplicit indicators within a moment in time.

Attributes of HFA The notion of “high-functioning” autism refers to individuals who do not necessarily experience delays in their speech and language development or cognition, but experience differences senmagazine.co.uk

■ The hierarchy of speech and language development.

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Social interaction issues result from difficulties in perceiving the thoughts and feelings of others

■ Children with HFA can have a very strong interest in one subject.

and some expressive language difficulties. Any of the following characteristics may be present: • literal interpretation of others, leading to misunderstandings • difficulties interpreting the nuances of language, such as figures of speech, innuendo, sarcasm, irony, parody, metaphor, insinuation, inference and picture language • difficulty interpreting prosody (the patterns of stress and intonation) for emphasis and other non-verbal communication clues, such as stance and body language • conversation may be one-sided due to lack of reciprocity in communication • where no other symptoms exist, it is possible that the individual experiences social communication (pragmatic) disorder.

Individuals with HFA often struggle to predict and anticipate where a conversation is heading, due to their difficulty in “theory of mind”, leading to issues with: • • • •

conversation openers repairing a conversation pedantic speech speaking their mind without understanding the impact this has upon others and thinking through the consequences • interrupting or speaking over others • knowing when to stop talking • making irrelevant or inappropriate comments.

Social interaction Social interaction issues result from difficulties in perceiving the thoughts and feelings of others. Children and young people with autism face their personal challenge on a daily basis by going to school, where they are expected to form friendships and interact naturally. It is not unusual for children to feel isolated and alone, leading to the onset of secondary mental health conditions such as depression, self-harm, aggression or elective mutism.

Some characteristics of those with HFA may include: • individuals may want friendships but lack the ability to compromise to form a strong relationship with peers • relationships may be one-sided and individuals may socially interact for their own gain and on their own terms • behaviour may be inappropriate to grab the attention of others • there may be a lack of interest in the activities of others and an indifference to peer pressure SEN101

• a preference for solitude or to interact with adults who may be more accommodating to their lack of flexibility • learning within a social context may be restricted as they struggle to understand the needs of others, for instance during group work and team situations • they may struggle to conform to rules and expectations, particularly where they appear to be unfair or illogical • behaviour may be impulsive due to a lack of selfregulation • they may have a strong sense of justice and right and wrong and may struggle to accommodate activities or rules which they perceive to be unfair.

Repetitive patterns of behaviours, activities or interests The characteristics for individuals with HFA may include: • encyclopaedic knowledge in a solitary interest • difficulty starting or stopping due to difficulty with change and transition, with an insistence on finishing a task • a tendency to over-generalise a rule • an ability to learn verbatim, while struggling to be flexible • a preference for structure, logic and order (may struggle with rule-breakers) • rigid thinking that fails to adapt to change, which may lead to a single approach to a problem, even when it is an inefficient approach • difficulty in coping with being wrong.

Emotional regulation Some individuals with HFA have an inherent fear of failure and will therefore resist attempting new activities. They may be perfectionist, with high (sometimes unrealistic) personal goals and may struggle with criticism, impacting upon their learning.

There is often a mismatch between their cognitive ability and their expressed emotions and they may lack understanding of the impact of their behaviour on others.

Lack of empathy should not be construed as a lack of ability to care for others; it is the difficulty in understanding the thoughts, emotions and feelings of others, and experiencing a reciprocal emotion. On the contrary, they can often be highly devoted and caring individuals. However, lack of theory of mind can lead to inappropriate behaviour as the individual struggles to conform in activities which hold no interest for them, appear illogical or nonsensical.

Although HFA is not a medical term, it is now becoming widely adopted as a mild form of ASD comparable with Asperger’s syndrome. My article in the next issue of SEN Magazine will focus upon strategies for supporting an individual with HFA. senmagazine.co.uk

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Advertisement feature

Education and community learning When we consider enabling, educational and supportive environments for children and young people with complex needs, we see many people focus on the classroom and house environments and pay less regard to the wider environment in which we live.

However, it is just as, and at times more, important to use and enhance the environment outside the school and children’s homes’ boundaries to give children and young people the opportunity to learn from, and be part of, their local community.

For children, a sense of community plays an important role in the development of their feelings of belonging and security.

Children thrive in mutually supportive and caring relationships.

For this reason, developing a sense of community within, and externally to, a school, children’s home or support service is crucial. It is also valuable for children to feel part of a wider community that extends beyond the learning environment.

As children grow and develop, connections to the outside world help them to find their place in the world, to develop understandings of how society works, and to recognise and understand the shared values that underpin our society.

We need to remember that effective community engagement depends on the nature of the community with which we are working. What matters most is that our approach is genuine.

Community engagement needs to grow from and respond to each context and, as such, community engagement will not look the same in every location or service type.

Real-world engagement As a school, we at Fullerton House are active in our community, using local facilities alongside our neighbours,

as well as accessing the facilities on private bookings, dependent on times and events. For many young people, it’s the connections they make that are the most important; the familiar face at the supermarket with a smile or wave and the routine of familiar people in cafes all build a sense of who we are and our identity.

Education becomes multidimensional when out of the classroom and enables young people who need a more vocational and kinaesthetic learning approach to use their skills and develop them in real life situations. The community opportunities provide opportunity for planned learning objectives as well as other, more spontaneous, social developmental outcomes.

For children and young people with complex needs, the community can be a scary place and therefore it’s imperative we break down these barriers to ensure all children are part of their community and not just “merely accessing it”.

Taking education into the community not only enhances the development of the young person, it also provides education and opportunity for the people in our neighbourhood and ensures we are all inclusive in our lifestyles. We take “PECS” wherever we go, and “talking pads”, so communication is used in lifestyle opportunities and develops the young person’s opportunities for engagement. We have seen how some supermarkets and stores have embraced “Makaton” and “PECS” within their staff teams’ knowledge; this has been forged through organisations working co-productively in their community.

Education and children’s care providers need to ensure a balance of homely, accessible, low arousal environments and grounds, coupled with ordinary living and hometo-school life whatever the setting.

Through a community minded and centred approach, we will all thrive.

If you would like to find out more about Fullerton House School or arrange a visit, please give us a call on 0800 055 6789 or visit our website at fullertonhouseschool.co.uk

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Autism

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Autism

Over 1300 people attend autism friendly Spectrum Festival The autism friendly Spectrum Festival returned in June as over 1300 people enjoyed two days of fun filled activities at Lea Green Development Centre in Derbyshire.

Families from across the country made the trip to the Peak District to access this unique event.

The Spectrum Festival aims to create an environment that enables families to enjoy activities that they perhaps couldn’t take part in before.

It supported the region’s largest autism specific charity, Autism East Midlands, who have been involved with the Festival from the start, ensuring that the environment and activities were as autism friendly as possible. The charity, which provides a wide variety of services across the East Midlands, was present on the day to support festival goers and provide information about their services.

Tickets are available for the September Spectrum Festival and can be purchased from spectrum2019.eventbrite.co.uk SEN101

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About SEN Magazine

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Contribute Please email press releases, comments and article ideas to Peter at editor@senmagazine.co.uk

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Advertise For the best advertising packages, contact Denise on 01200 409808 denise@senmagazine.co.uk or Charlotte on 01200 409805 charlotte@senmagazine.co.uk

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SEN Magazine Ltd. Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY Tel 01200 409800 Fax 01200 409809 Email info@senmagazine.co.uk senmagazine.co.uk senmagazine.co.uk

In the next issue of SEN Magazine: • choosing the right school for a child with SEN • autism • adoption • social, emotional and behavioural difficulties (SEBD) • dyslexia • dyspraxia • school trips • inclusive publishing • SEN law • recruitment • CPD • TES SEN Show preview • Kidz to Adultz North preview and much more... follow us on twitter.com/senmagazine join us on facebook.com/senmagazine SEN101

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Book reviews

Book reviews Behaviour Support for Students with ASD: Practical Help for 10 Common Challenges

D. Leach

Leach is a professor of special education and has written about the use of applied behaviour analysis in the classroom and home.

In this practical text, she identifies some key challenges that teachers and other professionals may encounter when working with students with ASD, and then provides a structured intervention programme.

These challenges include repetitive and aggressive behaviours, difficulty with working independently and avoiding working with partners or groups.

Each chapter identifies key aspects of the challenging behaviour, including language comprehension difficulties,

social skills deficits, problems with focus and attention, and academic, cognitive or motor skills deficits.

The author provides strategies to understand the targeted behaviour and a range of supports to improve the students’ integration into the classroom. She explains that students with ASD often experience anxiety and fear in coping with the expectations of the classroom and may become emotionally distressed when faced with, for example, working on group tasks.

Leach includes a checklist at the end of each chapter that would be helpful for planning interventions. This is a very useful text that supports inclusion through a sensitive understanding of individual needs.

Paul Brookes Publishing Co. £43.50 ISBN: 978-1-681258-99-8

Self-Regulation Interventions and Strategies:

Keeping the Body, Mind and Emotions on Task in Children with Autism, ADHD or Sensory Disorders

T. Garland

In this book, the author makes a case for helping children achieve emotional regulation through developing a secure foundation in physical, mental and sensory regulation. Garland works with children in schools, sensory clinics and medical settings. As a child and young adult, she herself struggled with sensory issues and mild ADHD, that had gone undiagnosed.

The book has chapters devoted to the specific diagnoses of sensory modulation issues, ADHD, ADD and autism; further chapters cover material useful for all

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diagnoses, as well as calming and alerting techniques and interventions.

The publication includes short case studies to illustrate the developmental progress children make from “the throes of dysfunction”, detailing the interventions in each case.

It also includes photographs and examples of schedules, routines and resources such as coaching cards to support parents and teachers to help the child monitor their own behaviour and work towards goals.

This is a practical and useful introductory guide that will be of benefit to teachers and therapists interested in exploring tried and tested resources that help reduce the intensity of difficult emotions and overcome challenges.

Pesi Publishing and Media £16.99 ISBN: 978-1-93612-877-8

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by Mary Mountstephen

Don’t Send Him in Tomorrow:

Shining a Light on the Marginalised, Disenfranchised and Forgotten Children of Today’s Schools

J. O’Brien

O’Brien has extensive experience of mainstream and special schools and, in this book, he addresses what he sees as a lack of interest in, and the varying quality of, provision for children with learning differences. He raises important issues about the teaching profession’s understanding of the underlying needs that may influence the behavioural issues that children with learning differences often exhibit.

for the duration of an Ofsted inspection and O’Brien provides an example of this in action. He explains the procedures that should be followed relating to the exclusion process and points out that 70 per cent of those reporting an illegal exclusion had a child with a statement of SEN.

The title of the book refers to the practice of a school unofficially excluding a child

Independent Thinking Press £18.99 ISBN: 978-1-781352-33-3

This is an interesting book in which O’Brien combines his professional experience and beliefs with insights into his personal life as the father of a child with a congenital condition. He is clearly passionate in his defence of children who, he feels, are being failed by the education system and are significantly over-represented in the criminal justice system.

What Does This Look Like in the Classroom?

Bridging the Gap Between Research and Practice

C. Hendrick and R. Macpherson Illustrator: O. Caviglioli Based on rigorous research that the authors and contributors have compiled, this book is aimed at practitioners who are interested in practical advice that is recognisable and useful in the classroom.

It also invites reflection on the core principles for teacher development and consideration of how these can improve pupil outcomes and reduce teacher workloads.

Each of the chapters in this excellent book follow a similar, visually attractive format that raises practitioner questions around key issues, and then provides examples of interventions taken from

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effective practice. For example, the chapter on behaviour asks: “When do punishments work?” and “What’s the best way of liaising with the parents of a poorly behaved child?”

The questions are presented to experts in the field, accessing insights from a range of professionals including Jarlath O’Brien and Professor Maggie Snowling.

The chapter on learning myths is particularly interesting in its discussion of topics such as multiple intelligences and pupil learning styles, providing evidence to inform practice in the classroom.

This book would be of value to professionals interested in key educational issues and effective interventions.

John Catt Educational Ltd £18.00 ISBN: 978-1-911382-37-9

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Recruitment

Employing positivity Catherine Brennan looks at what SEN sector recruiters can learn from the best alternative provision

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t is widely recognised that the UK teaching recruitment crisis is magnified for SEN posts. Lack of training, unmanageable workloads, student behaviour and poor school leadership are all cited as reasons why great teachers, or, indeed, teachers of any calibre, find this field an unattractive prospect.

While the Department for Education’s recent Teacher Recruitment and Retention Strategy (February 2019) does not specifically address the recruitment and retention of teachers in SEN provision, it identifies that state funded schools in disadvantaged areas, or in which behaviour is poor, face the greatest challenges in terms of finding, developing and keeping good staff. Given that many SEN settings support students with complex social, emotional and mental health (SEMH) issues, as well as a range of other barriers to learning and full inclusion, including challenging behaviour, it is hardly surprising that the sector faces staffing shortages.

As someone who has worked with vulnerable and marginalised children and young people for the past 20 years, I don’t underestimate the challenges and the costs, but I also appreciate the privileges entailed in working alongside students with emotional and behavioural difficulties as they experience their best, and more difficult, moments in education. There is joy in helping children who face complex barriers to see themselves as learners who can achieve, and it is this that’s kept me in SEN, despite the demands.

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There is joy in helping children who face complex barriers to see themselves as learners who can achieve

Innovative practice Of course, reducing the workload of those who teach large classes will always be an issue. What I want to suggest, however, is that by re-assessing approaches to working with children who have special needs, a positive impact will be made on the flow of staff into the profession. I have spent time in a range of alternative provision over the years, and there is a lot to be learned from the best of these in terms of attracting and retaining good staff. The challenges involved in working well with children who have rejected, and been rejected by, the mainstream tends to encourage creative solutions. An example is the innovation in curriculum design and delivery that I hope will be more possible under Ofsted’s proposed Education Inspection Framework (2019). In alternative provision, such innovation has been easier to achieve because of the degree of flexibility in the way that a child’s SEMH concerns are balanced senmagazine.co.uk

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Administrative staff, cleaners and other support staff are trained to interact positively with students

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About the author Dr Catherine Brennan is Senior Operating Officer at Releasing Potential, an alternative provision for children with social, emotional and behavioural difficulties. releasingpotential.com/ institute @InstituteofRP

@InstituteofRP

■ Working with troubled pupils demands creativity from teachers.

against academic achievement. In good pupil referral units, for instance, there is a focus on making progress from a child’s own starting point rather than a national benchmark, so staff can target work with children with SEN with an understanding that, for some students, progress is often non-linear and frequently difficult to record, track and demonstrate as part of school performance data.

Respecting students and staff Social pedagogy is a school of thought which originated among social workers in Europe; it is increasingly seen as an effective way of working in the classroom, particularly with children who have suffered trauma of one kind or another. A social pedagogical approach encourages staff to develop mutually respectful and trusting relationships with students, where good outcomes are co-produced between adult and child; it also insists on reflective practice where staff are continually reviewing their interactions with children and seeking to build the effectiveness of relationships. In some of the best alternative provision I’ve seen, this is a key element in attracting great staff and retaining them; inevitably this leads to better outcomes for children. Where behaviour is managed well through positive relationships of mutual trust and respect, and where consistent supportive supervision of staff is in place, strong morale for individuals and the team is bound to follow.

I have seen this work best when a whole school approach is just that. In some SEN settings, qualifications and subject knowledge are not necessarily the best indicators of the staff’s ability to build rapport and create relationships with students that lead to academic progress. In the best alternative provision, administrative staff, cleaners and other support staff are trained to interact positively with students, and investments into creating a shared language and way of operating are made senmagazine.co.uk

■ A respectful school culture is a boon to staff recruitment.

across the board by including non-teaching staff alongside teaching staff in continuing professional development. When this is done properly, the dividends in terms of creating a positive culture can be huge and can contribute to off-setting the costs caused by staff shortages by taking a more long-term view of recruitment and retention.

Leading with vision The task for school leaders is to set the vision for the school, to ensure it is held unswervingly among the team, and that it is promoted effectively to the outside world. In my experience, as word spreads of a school’s authentic emphasis on building effective relationships, applications ensue from qualified people interested in being part of it. From a leadership point of view, this requires a commitment to a whole school approach; it will involve investment in training and structures to ensure a fully embedded philosophy. The journey will not be without its sacrifices, and it may entail perseverance in the face of doubt and resistance.

I am arguing, however, that the risk is one which is worth taking.

A social pedagogical approach, consistently applied, improves student behaviour, even among the hardest to reach of children; this in turn has positive effects on staff morale and practice. I believe that an open, reflective and supportive environment, where staff are trained well and are encouraged to build healthy relationships with each other, with school leaders and with the children, will stem the exodus and eventually encourage great colleagues to join.

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Recruitment

Veredus Interim Management-paying special attention to your needs Veredus has an outstanding reputation in 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 also keen to expand our network of interim managers due to an increased demand for certain skills, particularly in the areas of autism, SLD and PMLD. 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

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CPD, training and events Your indispensable guide to SEN courses, workshops, conferences and exhibitions

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CPD, training and events

Rebound Therapy Training Courses

‘ReboundTherapy.org’ – the official UK body and international consultancy for Rebound Therapy.

Responsible for the development and delivery of the genuine ‘Eddy Anderson model’ accredited and approved training courses.

Founded 1972

01342 870543 reboundtherapy.org

MEd Professional Practice in Dyslexia and Literacy

This programme is designed for professionals who are passionate about supporting learners with dyslexia. The programme is quality assured

by Middlesex University and you will receive a Middlesex University award upon completion. dyslexiaaction.org.uk

MA in Education (Early Years) modules

Part-time Training

Online learning

Diploma in Trauma and Mental Health Informed Schools and Communities

Autism Spectrum Disorder Course

Ten-day training over two terms in many regions.

University validated 12-day training in London. Also available in your own venue. info@traumainformedschools.co.uk traumainformedschools.co.uk

CPD courses from ICEPE

Learn how to make your classroom and practice more inclusive for autistic learners with this CPD certified course. Available guided or with tutor support. Quote SENMAG for a ten per cent discount.

01273 286 224

info@oltinternational.net

oltinternational.net/senmag

July 2019 4 July

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.

ICEPE’s 20-hour CPD courses cover a range of topics and have been created

by PhD level experts in positive psychology and special educational needs.

Designed for teachers and other professionals who wish to up-skill, each course will give you the tools and understanding to get the most out of your students.

Online learning

01273 286 224

4 and 5 July

(+353) 01 061 0618

oltinternational.net/senmag

engage in their future National Conference

info@icepe.eu

Attachment and Trauma Course

Build upon the model of attachment training and research carried out by Bath Spa University. Available guided or with tutor support.

Quote SENMAG for a ten per cent discount. info@oltinternational.net

icepe.eu/cpd

Online learning

Centre for Research in Early Childhood

Online learning

CREC offers a flexible way for trainees and early years practitioners to gain a post graduate Masters degree in Early Years Education.

All modules are designed specifically for early years practitioners and leaders in the early years. They are offered as part-time courses which can be fitted around a busy, full-time working life.

Dyslexia course

Supporting Wellbeing and Mental Health in Schools Course

crec.co.uk/ma-in-education

oltinternational.net/senmag

This supported online CPD course provides an understanding of the impact dyslexia can have on a learner. Available guided or with tutor support. Quote SENMAG for a ten per cent discount.

01273 286 224 info@oltinternational.net

Create a wellbeing culture that supports mental health with OLT’s new CPD certified course. Quote SENMAG for a ten per cent discount.

Funded places now available for SENCOs and school leaders. Simply apply online by 31 July.

01273 286 224

info@oltinternational.net

oltinternational.net/wellbeing

Online learning

Speech, Language and Communication Needs Course

This supported CPD certified course looks at the impact speech, language and communication needs can have on a learner. Available guided or with tutor support.

Quote SENMAG for a ten per cent discount.

kidzexhibitions.co.uk

Crowne Plaza Hotel, Stratford upon Avon 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. engageintheirfuture.org

6 July

Angry About Everything: How to Connect with the Vulnerable Young Person Underneath Conference 10.00 - 17.00 £183 The Centre for Child Mental Health

01273 286 224

020 7354 2913

oltinternational.net/senmag

childmentalhealthcentre.org

info@oltinternational.net

info@childmentalhealthcentre.org

Please check all details with the event organiser before you make arrangements to attend.

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CPD, training and events

9 to 10 July

30 July

17 September

19 September

Essential Autism Licensed User Training

Understanding stress and anxiety in autism and their impact on behaviour

Autism and continence

Understanding and supporting autistic people

London

Two-day training course that provides an affordable option to license autism experienced professionals to deliver the NAS Essential Autism course to their staff teams. autism.org.uk/events

10 July

Sexuality, Relationships and Autism Training London

One-day course exploring a range of issues relating to autistic people and sexuality including boundaries, friendships and relationships. autism.org.uk/events

15 July

Child protection provision in England Central London

Implementing the new safeguarding arrangements, strengthening multi-agency working and the role of schools with Graham Archer (Department for Education), Caroline Bennett (National Children’s Bureau), Paul D’Inverno (Ofsted), Ashley McDougall (National Audit Office) and more. Chaired by Baroness Barran. westminsterforumprojects.co.uk

Newcastle

One-day training course exploring how you can understand and support autistic people to reduce stress and anxiety. You will learn to assess behaviour and the reasons behind anxiety using SPELL framework. autism.org.uk/events

September 2019 9 and 10 September

Autism Champions London

Living Autism is offering the Autism Champions courses for businesses and local community organisations. It is suitable for employers, local businesses and shops, public services, tourist attractions, hospitality venues and other community organisations.

Spaces are limited to 14 attendees per course. autismconference.co.uk

11 September

Women and Girls Conference Edinburgh

One-day conference bringing together specialists to explore how autism presents in women and girls, and how to better support autistic women. autism.org.uk/conferences

London

One-day training course focusing on the common toileting difficulties in autistic children. It explores why autistic children may find learning to use the toilet difficult, and more specific continence issues. autism.org.uk/events

Manchester

One-day introductory training course building knowledge of autism and how to support autistic children and adults.

Allowing you to develop better practice and use evidence-based strategies to support autistic people. autism.org.uk/events

18 September

21 September

SoSAFE! Social and Sexual Safety/ Safeguarding Workshop

Sensory Attachment Intervention

Manchester

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 pecs-unitedkingdom.com

18 September

Transitioning from PECS To Speech Generating Devices Workshop Manchester

This is a revised and updated fully interactive workshop.

Learn to identify students ready to make the progression to an SGD. The workshop will teach you how to select a device, prepare the learner, teach functional use of the device and trouble shoot.

A day with Éadaoin Bhreathnach.

10.00 to 16.30 Cost: £183 The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

23 to 25 September

Special Yoga and Mindfulness For Autism and ADHD London

Equip yourself with a comprehensive toolkit allowing you to inspire children to develop a mindful and self-regulating approach towards their wellbeing. specialyoga.org.uk

24 to 26 September

EarlyBird Licensed User Training Nottingham

01273 609 555

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 autismexperienced professionals.

pecs-unitedkingdom.com

autism.org.uk/events

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Advertise your course/ event or vacancy SEN Magazine is widely read by teaching and support staff, school leaders, therapists and other SEN professionals.

If you have a vacancy to fill, or if you’re running a training or CPD event, make sure you promote it in the UK’s leading special educational needs magazine.

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

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Autism

T.E.A.C.C.H. Treatment and Education of Autistic and related Communication Handicapped Children

3 DAY TRAINING COURSE 20-22 January 2020 - £407

Course led by: Prof Gary Mesibov Div. TEACCH

This induction training is most 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 senmagazine.co.uk

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26 and 27 September

7 and 8 October

13 November

PECS Level 1 Training Workshop

PECS Level 1 Training Workshop

Next steps for SEND provision in England – implementing EHC plans, funding and improving outcomes

Leeds

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 pecs-unitedkingdom.com

October 2019 2 to 3 October

Glasgow 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 pecs-unitedkingdom.com

Central London

Seminar with Professor Brian Lamb (Derby University), Nicholas Whittaker (Ofsted), Kamal Bodhanker (Nasen), Ben Bryant (ISOS Partnership), Steve Clarke (NHS Dorset Clinical Commissioning Group) and a senior speaker from the Education Select Committee westminsterforumprojects.co.uk

9 October

14 November

The Northern Education Show

Kidz to Adultz North

Two-day training course to enable professionals to offer six-session support programme for parents of young people on the autism spectrum aged ten to 16 years.

EventCity, Manchester

autism.org.uk/events

northerneducationshow.uk

One of the largest free UK exhibitions dedicated to children and young adults up to 25 years with disabilities and additional needs, their families, carers and the professionals who support them.

3 October

10 October

Teen Life Licensed User Training London

Autism and eating challenges Manchester

One-day training course exploring common feeding and eating problems for autistic people. Including: only eating a few foods, not eating at school, not eating or over-eating and pica (eating non-foods). autism.org.uk/events

4 to 5 October

TES SEN Show 2019 Business Design Centre, London

The Tes SEN Show is the largest special educational needs show in the UK. The show provides an opportunity for SEN professionals at all levels of education to benefit from direct access to professional development opportunities and the latest products, resources and services available to the sector. The show includes a full programme of CPD certified seminars, free-toattend workshop sessions and a wide range of exhibitors tessenshow.co.uk/london

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Leading education show, attracting 300+ school decision makers and over 100 key exhibitors.

Autism and Mental Health Conference London

EventCity,Manchester

kidzexhibitions.co.uk

30 Nov to 6 Dec

Special Yoga For Special Children

One-day conference giving

London

you the tools and strategies to

In-depth seven-day course to provide you with the confidence and tools to encourage the child’s full potential to flourish. No yoga experience necessary.

identify and provide targeted support for autistic children and adults who have mental health difficulties. autism.org.uk/conferences

November 2019

specialyoga.org.uk

5 December

The Education People Show

PECS in Your Curriculum Workshop

interactive workshops and exhibition.

01273 609 555

theeducationpeopleshow.co.uk

pecs-unitedkingdom.com

The Education People Show (formerly EduKent EXPO and Conference) is Kent’s leading event for effective school management, learning and teaching – featuring inspirational keynotes,

Autism T.E.A.C.C.H.

Treatment and Education of Autistic and related Communication Handicapped Children. Three-day training course. £407.00.

01536 52374

autism@autismuk.com autismuk.com

22 to 25 January

Bett

ExCeL London Bett is the first industry show of the year in the education technology landscape, bringing together 800+ leading companies, 103 exciting new edtech start ups and over 34,000 attendees from the global education community. They come together to celebrate, find inspiration and discuss the future of education, as well as the role technology and innovation plays in enabling all educators and learners to thrive. bettshow.com

23 to 24 January

SCERTS

Introduction and Application to the SCERTS Model. Twoday training course. Using the SCERTS curriculum and practise principles to design programming for children with ASD. £274.00.

01536 52374

autism@autismuk.com autismuk.com

Birmingham

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.

near Maidstone, Kent

20 to 22 January

December 2019

6 November

Kent Event Centre, Detling,

January 2020

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Autism’s Got Talent wows audience Standing ovations were the name of the game at this year’s Autism’s Got Talent, when children and adult performers with autism from across the UK, Ireland and India came together to demonstrate what they can do on stage at The Mermaid Theatre, London.

“The theatre was buzzing with excitement as the audience watched in awe of our talented performers”, said event organiser Anna Kennedy OBE. “I am so proud of all of the performers and my team of volunteers.”

VIP guests included Katie Price and Harvey, award-winning radio presenter Dr Pam Spurr, X Factor finalist Gio Spano and actor Richard Mylan.

Jonathan Baron and Autism with Attitude, Hillingdon Manor School’s award-winning street dance troupe, also performed at the show, fresh from their appearance on the BBC’s hit show The Greatest Dancer.

For more information on Autism’s Got Talent, go to annakennedyonline.com

Introduction & Application to the

SCERTS Model

2 DAY TRAINING COURSE

23-24 January 2020 - £274 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 senmagazine.co.uk

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SEN resources directory

Sen resources directory Information, advice and support for all things SEN

ADHD ADHD Foundation Training and awareness raising around ADHD. adhdfoundation.org.uk

National Attention Deficit Disorder Information and Support Service Resources and information for ADHD. addiss.co.uk

Autism Ambitious about Autism National charity for children and young people with autism. ambitiousaboutautism.org.uk

Autism Alliance Network of 16 UK autism charities. autism-alliance.org.uk

Cerebral palsy Action CP

Epilepsy Action

Charity raising awareness of issues facing children and young people with cerebral palsies. actioncp.org

Advice and information on epilepsy. epilepsy.org.uk

Scope UK Help, advice and support for those affected by cerebral palsy. scope.org.uk

Child support Childline Confidential advice and support for children. childline.org.uk

Down’s syndrome

Autistica

Down’s Syndrome Association

Autism research charity. autistica.org.uk

Information, support and training on Down’s syndrome. downs-syndrome.org.uk

National Autistic Society Help and information for those affected

by ASD. autism.org.uk

Brain conditions Cerebra UK Charity for children with brain related conditions. cerebra.org.uk

Child Brain Injury Trust Charity supporting children, young people, families and professionals. childbraininjurytrust.org.uk

Bullying Anti-Bullying Alliance Coalition of organisations united against bullying. anti-bullyingalliance.org.uk

Bullying UK Support and advice on beating bullying. bullying.co.uk SEN101

Epilepsy

Down’s Syndrome Research Foundation UK Charity focussing on research into Down’s syndrome. dsrf-uk.org

Dyslexia British Dyslexia Association Information and support for people affected by dyslexia. bdadyslexia.org.uk

Driver Youth Trust Charity offering free information and resources on dyslexia. driveryouthtrust.com

Dyspraxia

Young Epilepsy Support for children and young people and training for professionals. youngepilepsy.org.uk

Hearing impairment Action on Hearing Loss Charity for people with a hearing loss. actiononhearingloss.org.uk

National Deaf Children’s Society Charity supporting deaf children and young people. ndcs.org.uk

Learning disability BILD Charity offering support and information on learning disabilities. bild.org.uk

Choice Forum Forum for discussing issues affecting those with learning disabilities. our.choiceforum.org

Mencap Learning disabilities charity. mencap.org.uk

Learning outdoors Council for Learning Outside the classroom Awarding body for the LOtC quality badge. lotc.org.uk

Literacy

Dyspraxia Foundation UK

National Literacy Trust

Dyspraxia advice and support. dyspraxiafoundation.org.uk

Literacy charity for adults and children. literacytrust.org.uk senmagazine.co.uk

SEN resources directory

Mental health MIND

Advice and support for people experiencing a mental health problem. mind.org.uk

NHS National Health Service nhs.uk

Department of Health Northern Ireland health-ni.gov.uk/

Health in Wales wales.nhs.uk

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Special educational needs nasen Organisation for the education, training and advancement of those with SEN. nasen.org.uk

SEN.fyi (App) 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). specialeducationalneeds.co.uk/ senfyi-app.html

NHS Health Scotland healthscotland.scot

Rebound Therapy ReboundTherapy.org

The UK governing body and international consultancy for Rebound Therapy. reboundtherapy.org

SEN law Douglas Silas Solicitors

Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process.

SpecialEducationalNeeds.co.uk

IPSEA

Spina bifida Shine Information and support relating to spina bifida and hydrocephalus. shinecharity.org.uk

Tourette’s syndrome Tourette’s Action Information and advice on Tourette’s. tourettes-action.org.uk

Free, legally-based advice for parents of UK Government children with SEN. ipsea.org.uk For Department for Education, Department of Health and Social Care SLCN and other departments.

Ace Centre gov.uk Advice on communication aids. ace-centre.org.uk

Visual impairment

Afasic

Help and advice on SLCN. afasicengland.org.uk

Communication Matters

Support for people with little or no clear speech. communicationmatters.org.uk

I CAN

Children’s communication charity. ican.org.uk

The Communication Trust Consortium of charities raising awareness of SLCN. thecommunicationtrust.org.uk senmagazine.co.uk

New College Worcester Advice and support for those teaching children who are visually impaired. ncw.co.uk

Royal Society for Blind Children Support and services for families and professionals. rsbc.org.uk

RNIB Support and advice for those affected by visual impairment. rnib.org.uk SEN101

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