SEN Magazine - SEN80 - Jan/Feb 2016

Jan • Feb 2016 Issue 80

Active for life

The life-long benefits of outdoor activities

Use AT or lose AT

How to make assistive technology work

Assessing for autism

The role of families and schools in autism assessments

Down syndrome • SEN overseas • post-16 options • acquired brain injury leadership in special schools • hearing impairment • CReSTeD • dyslexia stimming • SEN legal Q&A • CPD • recruitment • SEN news and more…

This issue in full Jan • Feb 2016 • Issue 80

Welcome

“Early diagnosis” has become something of a mantra in SEN circles, and for good reasons. The earlier a child’s condition is identified, the sooner appropriate interventions can be put in place.

Diagnosis of a particular condition can also make it easier for those around the child, at home and at school, to understand the difficulties the child is facing and to respond appropriately.

In the field of autism, much research has focussed on providing earlier and earlier diagnoses, but the role of parents and teachers in this process has, perhaps, received less attention. In this issue of SEN Magazine, Mark Chapman looks at the important contributions families and school staff can make to autism assessments (p.70).

Also in this issue, a student describes her relationship with her sister who has autism and profound learning difficulties (p.78). Meanwhile, Robyn Steward looks

at stimming (p.84) and asks: how can we understand what repetitive movements might mean to the person on the autistic spectrum?

You will also find articles on post-16 options for young people with SEN (p.26), SEN overseas (p.30), outdoor activities (p.34), acquired brain injury (p.41), school leadership (p.44), assistive technology (p.46), hearing impairment (p.53), CReSTeD (p.60) and dyslexia (p.64).

In our regular features, the SEN legal Q&A (p.20) answers key questions about the responsibility of “working together” enshrined in the new SEN system, while our recruitment feature (p.86) considers how schools can address the growing demand for SEN teaching staff.

For the latest from SEN, join us on Facebook and Twitter or visit: www.senmagazine.co.uk

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SEN news

14

What's new?

18

Point of view

20

SEN legal Q&A

22

Down syndrome

26

Post-16

30

SEN overseas

34

Outdoor activities

41

Acquired brain injury

44

School leadership

53

Hearing impairment

58

Book reviews

60

CReSTeD

64

Dyslexia

69

About SEN Magazine

70

Autism

86

Recruitment

88

Education Show preview

89

CPD, events and training

96

SEN resources directory

98

SEN Subscriptions

CONTRIBUTORS Robert Ashton Vivienne Berkeley

Peter Sutcliffe Editor editor@senmagazine.co.uk

Gillian Bird Mic Carolan Courtney Caron Mark Chapman Paul Doyle Justin Farnan Emily Haddock

Contacts DIRECTOR Jeremy Nicholls EDITOR Peter Sutcliffe editor@senmagazine.co.uk 01200 409 810 ADVERTISING SALES Denise Williamson Sales Manager denise@senmagazine.co.uk 01200 409 808 MARKETING & ADMINISTRATION Anita Crossley anita@senmagazine.co.uk 01200 409 802

WWW.SENMAGAZINE.CO.UK

Andrew Harland SUBSCRIPTION ADMINISTRATOR Amanda Harrison office@senmagazine.co.uk 01200 409 801

Mimi Mary Mountstephen Darryl Mydat Siân Rees

DESIGN Rob Parry www.flunkyflydesign.co.uk design@senmagazine.co.uk

Margaret Rooke

Next issue deadline: Advertising and news deadline: 3 February 2016

Robyn Steward

Disclaimer

Douglas Silas Kaye Stevenson Clair Watson

The opinions expressed in SEN Magazine are not necessarily those

SEN Magazine

of the publisher. The publisher cannot be held liable for incorrect

ISSN: 1755-4845

information, omissions or the opinions of third parties.

SEN Magazine Ltd. Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY T: 01200 409800 F: 01200 409809 W: www.senmagazine.co.uk E: info@senmagazine.co.uk

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In this issue

Down syndrome

22

22

41

Brain injury

Helping kids with Down syndrome to learn

70

What now?

Supporting deafblind children in Kenya

78

She’s my responsibility The developing relationship between a student and her autistic sister

84

To stim or not to stim

How an East-African specialist unit is setting new standards for SEN support

32

Time to listen

Understanding what repetitive movements might mean to the individual with autism

88

Education Show preview

The changing face of audiology services in Malawi

34

70

What can families and school staff do to aid the autism assessment process?

Planning post-16 education for young people with autism

30

Autism

Assessing for autism

What teachers need to know about the learning profile associated with Down syndrome

26

Jan • Feb 2016 • Issue 80

Your guide to what’s happening at March’s key education exhibition and conference

Active for life How outdoor activities can bring a lifetime of benefits for children with SEN

41

Injury time The key issues facing pupils returning to school with an acquired brain injury

44

Twenty-first century leaders

Regulars 6 14

Examining technology The role of assistive technology in making exams fairer and more inclusive

50

Use AT or lose AT Planning and supporting effective assistive technology use

53

I’m unique!

Meeting the needs and aspirations of deaf learners with additional SEN

60

CReSTeD feature Finding a school for a child with dyslexia/SpLD

64

On your side What is a common thread linking many successful people with dyslexia?

What's new?

The latest products and ideas from the world of SEN

A personal view of leadership in special schools

46

SEN news

18

Point of view Have your say!

20

SEN legal Q&A What are the implications of the new requirement of “working together”

58

Book reviews

86 Recruitment How can schools address the growing demand for SEN teaching staff?

89

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

96

SEN resources directory

26 Post-16 34 Outdoor activities

46 Assistive technology

53 Hearing impairment

In the next issue of SEN:

autism • dyslexia • multi-sensory play • ADHD • performing arts • learning outside the classroom • respite care • Tourette’s • transition and much more…

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SEN NEWS

Child sex abuse victims “suffer in silence” Children's Commissioner calls for major changes in child protection Seven out of eight sexually abused children are not identified by professionals Urgent action is needed to improve the prevention and early identification of child sex abuse and the support provided for victims, says the Children's Commissioner.

The true scale of child sex abuse in England is likely to be significantly greater than official figures suggest, according to a report published by the Children’s Commissioner for England, Anne Longfield.

Though police and local authorities recorded around 50,000 cases of sexual abuse over the two years to March 2014, it is estimated that as many as 450,000 children were abused over the same period – meaning that only one in eight received interventions designed to keep them safe and help them to overcome their experiences.

The majority of victims go unidentified because the services that protect them, including the police and social services, are geared towards children self-referring or reporting abuse. Often, children do not even recognise that they have been abused until they are much older. “Our research suggests that many victims suffer in silence, unknown to those who could protect or help them to overcome their experiences”, says the Commissioner.

“This is often because the services we provide rely on children coming forward and telling someone that they have been abused, which they rarely do.”

The report, entitled Protecting children from harm: A critical assessment of child sexual abuse in the family network in England and priorities for action, reveals that the vast majority of child sexual abuse (66 per cent) takes place within the family or its trusted circle. There are additional barriers to children reporting this type of abuse, resulting in most going unreported. Children may feel intimidated or scared of causing trouble for their family, or they simply may not have the words to express what has happened to them. “We must now wake up to and urgently address the most common form of child sexual abuse – that which takes place behind the front door within families or their trusted circle”, says Anne Longfield.

Girls are much more likely to suffer abuse within families – 75 per cent of victims are girls – though boys may be under-represented because their abuse is less likely to be identified.

The report also says that professionals working with children need additional support to help them identify victims of sexual abuse.

Recommendations for change The report calls on relevant government departments to work together to develop and implement a strategy for the prevention SENISSUE80

Girls are much more likely than boys to suffer abuse within families.

of child sexual abuse. It says the Government should explore how to strengthen the statutory responsibilities of organisations and professionals working with children, as part of their duty of care.

The Children’s Commissioner is calling on schools to equip all children, through compulsory lessons for life, to understand healthy and safe relationships and to talk to an appropriate adult if they are worried about abuse. Schools should take the necessary steps to implement a whole-school approach to child protection and support all staff to respond effectively to disclosures of abuse. All teachers in all schools should also be trained and supported to understand the signs and symptoms of child sexual abuse as part of their initial teacher training and ongoing professional development.

From the moment of initial disclosure, children should receive a “holistic package of support, tailored to their needs”, the report argues. This should include therapeutic support to help them recover from their experiences.

In addition, recommendations from the Children’s Commissioner include that the Government reviews the process of inter-agency investigation of child sexual abuse, including the role of the police and children’s social workers, to ensure that the process minimises the potential for re-traumatisation, whilst maximising the possibility of substantiating abuse and taking effective protective action and taking the views of the child into account.

Children and young people with harmful sexual behaviour should also receive proportionate and timely intervention to reduce the risk of this behaviour continuing into adulthood.

The report into child sexual abuse can be found on the Children's Commissioner’s website: www.childrenscommissioner.gov.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

Kids starting school without basic language skills

New SEN system is failing children SEN reforms have led to chaos and confusion in some areas, says a new report from the charity Driver Youth Trust.

Joining the Dots, commissioned from think and action-tank LKMco, presents a picture of fragmented SEN provision that makes it hard for some families to access the support they need.

In some places, recent reforms have unleashed innovation, the report says. At Plumcroft Primary School in Greenwich, for example, Headteacher Richard Slade has negotiated a deal with educational psychologists from Harley Street giving pupils access to top experts regardless of their family background.

However, the wider picture is very much of mixed provision.

The Government introduced the “local offer” last year, requiring all local authorities to tell parents what SEN support was available in the area, but the study shows that these offers are often incomplete and largely useless.

“As a parent of children who have struggled with dyslexia I am concerned that it is still so hard for some children to access the support that they need”, says Sarah Driver, Chair of the Trust.

The Trust has called on the Government to introduce an annual SEN and disabilities award with a prize comparable to the £100,000 on offer for schools who excel in supporting children in receipt of pupil premium, which celebrates success and highlights best practice.

The report also asks the Government to commission an independent review of how local authorities are delivering their statutory responsibilities for SEN and disabilities in order to identify good practice and support weaker local authorities.

"Too often, policy is made for the 'average' student and reforms are judged in terms of how they affect the majority”, says the study’s lead author Eleanor Bernardes. ”It became overwhelmingly clear over the course of this research that to look simply at SEN specific reforms misses the bigger picture of how unprecedented upheaval in the education sector as a whole has affected children and young people with special needs.

The report can be found on the Trust’s website: http://driveryouthtrust.com WWW.SENMAGAZINE.CO.UK

A new poll of more than 500 teachers from across the UK has revealed that children are joining primary school without the speech and language skills needed to learn in the classroom or start to read. Teachers surveyed said that many children take years to catch up and that this early language gap was dragging down school results and making it harder for them to deliver the curriculum for all children.

According to the survey by Save the Children, three quarters of primary school teachers see children arriving in reception class struggling to speak in full sentences. Large number of teachers also reported children arriving at school struggling to follow simple instructions (65 per cent of teachers surveyed) or read words or sentences (81 per cent).

As a result, eight in ten teachers voiced concerns that children may take years to catch up or never close the gap. Nearly a quarter of teachers expect that being behind in speech and language at age five will still affect children when they enter secondary school. One in seven teachers even expect the impact of poor language skills during a child’s early years to be life-long.

Government figures show that a quarter of children starting school in England have failed to develop good early language skills and the polling has revealed that teachers are seeing the impact in their classrooms. Eight in ten said extra time is being spent helping children catch up on basic speech and language skills. Two-thirds say that it is harder for teachers to find time to teach other children in the class who don’t struggle with speech and language. More than half said the problem negatively affected school results (56 per cent) and the same proportion (56 per cent) said that poor language development is causing problems in the classroom such as poor attention or behaviour.

Teachers also sent a strong message about the role nurseries play in ensuring children arrive at school ready to learn. Evidence from Save the Children and the Read On. Get On. coalition has shown that high-quality nurseries led by early years teachers have the biggest positive impact on children’s early language development. This was backed up by teachers, with eight out of ten thinking that investing more in the quality of early years education, like nurseries, would improve primary school results.

Only 15 per cent said they felt the Government was currently investing enough in the early years (nurseries and pre-school education).

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SEN NEWS

Website promotes children’s healthcare rights A new website aims to highlight the right of children and young people to receive high-quality healthcare from the NHS. The Get Your Rights website, produced by the Council for Disabled Children (CDC) at the National Children’s Bureau, seeks to help children and young people to get the most out of the health service. It includes an interactive guide to their rights under the NHS Constitution and videos from children, young people and professionals explaining the importance of applying those rights in practice.

Major budget cuts to school attendance services There has been an average of a 39 per cent cut to local authority Education Welfare Service (EWS) budgets across the last six years, according to the charity School-Home Support (SHS).

Each local authority’s EWS has the statutory responsibility for monitoring the attendance of pupils at all schools in the council’s area. This includes instigating legal proceedings against parents who have failed in their duty to ensure their children’s regular attendance, applications for education supervision orders (ESOs) and issuing school attendance orders.

Information provided to SHS by 96 local authorities showed that the average spend on EWS has declined from £732,325 in 2010/11 to £446,641 in 2015/16.

In addition to the statutory duties, many authorities have previously provided additional support to schools and families to address attendance concerns, including regular meetings with key school staff to agree referrals, intervention for pupils whose absences from school are causing concern, advice and support for parents and in-service training for school staff.

Research released in August by the Press Association showed that the number of parents being taken to court over their child missing school is rising, with 6,430 people in England being prosecuted for failing to ensure that a child went to school in 2014.

SHS believes that, as budgets diminish, greater focus is being placed on the punishment of parents, rather than on putting in the support to identify the root causes of high absence rates.

The charity says there are a number of key barriers to school attendance, and education more generally, including housing concerns, mental and physical health issues, domestic abuse and severe poverty. “Often the use of fines can push these families further away from the support they need to turn their lives around”, says an SHS statement.

Department for Education figures indicate that there is a significant gap in persistent absence between disadvantaged pupils and their peers. In 2013/14, 8.3 percent of pupils eligible for free school meals (FSM) were persistently absent, compared to 2.5 per cent of non-FSM pupils.

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Developed with the input of over 100 children and young people – including disabled children, those with long-term health conditions and mental health issues and those in local authority care – the online resources are designed to improve understanding that NHS services must be accessible to all children and young people.

The website, funded by the Department of Health, highlights the many rights that children and young people have within the NHS. These include: the right to have the most appropriate treatment for their condition, based on the evidence; the right to see their health records and change them if they are wrong; the right to be on a ward with other young people, if staying overnight in hospital; the right to have their health and treatment clearly explained; and the right to have a say, if they wish, in decisions about their local health services.

The Get Your Rights website also brings together resources that can help health professionals improve how they uphold children and young people’s rights within the health service, as well as information and advice for parents and carers.

The new website can be found at: www.getyourrights.org

Bringing health careers to life Health Education England has launched a website which aims to help people better understand the skills and values they need for a career in the NHS, medicine or public health.

The Health Careers website brings together content from the NHS Careers, Medical Careers and PHORCaST (public health careers) websites. It includes detailed information on more than 350 roles in health, as well as a number of real-life stories and videos.

Professor Ian Cumming, Chief Executive of Health Education England, says the website “is an important tool for anyone interested in starting or developing their career in health.”

It can be found at: www.healthcareers.nhs.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

Virtual reality technology could help autistic people learn social skills Virtual reality technologies (VRTs) using head-mounted displays (HMDs) could help people with autism develop social skills and confidence, according to a researcher from the University of the West of England (UWE) Bristol.

Dr Nigel Newbutt, UWE’s Associate Head of Media and Digital Cultures, has investigated how virtual world platforms can help people with autism navigate social situations such as visiting a coffee shop, going to the cinema or even attending a job interview. “With as many as one in 68 reported as being diagnosed with an autism spectrum condition, there is the potential for technologies to be used and applied to many affected people”, he says.

Dr Newbutt is currently involved with a project funded by the Department for Work and Pensions which is examining how the role of innovative technologies can have a positive impact on the employment prospects of people with autism and other disabilities.

“There is a growing evidence-base that suggests many people on the autism spectrum find interaction with technology easy and, in some cases, more natural than interacting with people”, says Dr Newbutt. Computer games and virtual reality worlds that have been designed for the general public have great potential to help someone on the autistic spectrum practice to develop their social skills, he believes. Virtual simulations of events can help those with autism to build their confidence without the fear of real-life consequences.

“The first experiments using VRT technology were held decades ago but the advent of readily available and affordable headmounted devices we are trialling have helped to enable a greater affordance for the role of technology, with a view to developing new ways of helping people to build confidence around social interaction”, says Dr Newbutt.

The research team tested the reactions of a small group of people diagnosed with an autism spectrum condition to determine their acceptance wearing an HMD, their self-reported immersion, the presence experienced using the technology, and the experience and any anxiety levels associated with the overall experience.

Dr Newbutt says: “Initial findings indicate that acceptance of wearing a HMD was positive and negative effects such as dizziness or sickness, sometimes associated with HMD use, was reported as low by the autism group.”

The next stage will investigate adapting experiences by developing a targeted intervention programme, and specific skills development, and through helping people on the autism spectrum transfer the positive virtual experiences to the real world.

Computer simulations can help people practice real-world interaction.

NHS to support epilepsy film Young Epilepsy is to create a new film that will celebrate the diversity of young people with epilepsy and consolidate the charity’s recommendations from the findings of its Darzi Fellowship, for more integrated services.

The film will tell the story of how children and young people with epilepsy were able to share their perspectives and shape the report and its recommendations.

The report found that current epilepsy services do not represent the full impact the condition can have on individuals and not enough has been done to explore better systems. This has led to new plans to establish an epilepsy registry linked to proper individualised care plans and to commission an economic analysis outlining the benefits of a truly integrated approach. It has also led to innovative work to co-create effective networks for children and young people with epilepsy, so that they can support and learn WWW.SENMAGAZINE.CO.UK

from each other, helping to ensure that they have an influential say on the care provided for them.

The charity won new funding to undertake the project from NHS England under their Celebrating Excellence in Participation community scheme.

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SEN NEWS

Childhood bullying leads to serious mental health risks for adults Nearly half (44 per cent) of young people who were bullied at school say it impacted on their mental health and that they experienced issues such as anxiety, depression, self-harm and suicidal thoughts, according to a new survey.

The findings were released by Anti-Bullying Alliance, hosted by National Children’s Bureau, with support from YoungMinds to mark the start of Anti-Bullying Week in November.

Over half (57per cent) of the 16 to 25 year olds who said they were bullied reported that this changed their behaviour and the way they felt, such as feeling angry or withdrawn; just under half (43 per cent) said they experienced body image anxieties.

A third (34 per cent) avoided school or college as a way of coping with bullying.

Many of the young people polled said the effects of bullying have continued to cast a shadow over their lives after leaving school.

Nearly half (46 per cent) said that being bullied has had a long lasting effect on their self-esteem and confidence since leaving school and almost 37 per cent of those bullied said it had had a negative effect on their ability to form personal relationships.

“We tend to think of bullying as a series of throwaway incidents in a child's Life but this survey shows how devastating and life-changing the experience of bullying can be”, says Sarah Brennan, CEO of YoungMinds.

Roughly 40 per cent of those young people who were bullied said access to a supportive teacher trained in dealing with bullying would have made a difference. However, 70 per cent of the 170 teachers surveyed said there was inadequate support for schools working with children with mental health issues and over half would value better training.

In a separate survey conducted with the Royal College of General Practitioners, 92 per cent of the 126 family doctors surveyed said they have had no formal training, resources or information to help them support children and young people with symptoms that relate to bullying. They confirmed that bullying has long lasting effects with 92 per cent of GPs having seen adults with symptoms relating to childhood bullying.

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

Call for early support for ADHD A generation of children with learning difficulties is at great risk of being left behind in school if extra government support is not put in place, says a leading ADHD specialist.

Dr Tony Lloyd, CEO of the ADHD Foundation, has called on Education Secretary Nicky Morgan to put in place provision to protect children with learning difficulties, including ADHD, so they are not denied the same opportunity to achieve their full potential in the classroom as their peers Speaking at the Foundation’s recent conference in Liverpool, Dr Lloyd highlighted the need to identify and start supporting these children during the first year of school. Schools need to be actively involved in, and support, the assessment processes to ensure early intervention, he believes. Without this commitment, many very gifted and able children with additional needs and learning difficulties will score poorly in tests and their educational prospects will be hindered.

Dr Lloyd has called on the Government to create “a twenty-first century education workforce” that is trained to understand the learning needs and mental health risks of children with learning difficulties. “We want ministers from both health and education to ensure greater collaboration between schools and health providers so that these young people with mental health difficulties have access to the NICE guidelines multi-modal services”, he said.

The ADHDFoundation says that the average cost of ADHD to health services is £22,315.46 over a lifetime. However, the cost to education services (at the period in life when the need is most acute in childhood) is £45,075.31. Dr Lloyd says this disproportionate weight on the education system urgently needs addressing, citing early intervention, better trained teachers and improved access to psychologists and clinicians to assess children, as imperative in improving outcomes for children and reducing long-term costs to the state.

In an article in the next issue of SEN Magazine, Dr Lloyd will look at the nature of ADHD, arguing that it should be viewed as a neurodevelopment disorder rather than a behavioural issue.

News deadline for next issue: 3/2/16 Email: editor@senmagazine.co.uk SENISSUE80

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SEN NEWS

Councils have duty to oversee transition planning Councils should be aware of their responsibilities for transition planning for young people with SEN, the Local Government Ombudsman (LGO) has said.

Whether young people are educated independently or by the local authority, councils have a duty to ensure that teenagers in Years 9 to 11 have the proper plans in place to allow them to move on to post-16 education once they leave school.

A recent investigation report highlights a case where a local authority failed to plan properly for the further education of a privately-educated teenager who had a statement of SEN. This left him without full-time education for 12 months.

As a consequence of this lack of support, the teenager applied for unsuitable sixth-form placements where, with guidance, he should have applied for college vocational courses. This meant that by the time he got his GCSE results there were no suitable places left for him to study at college.

Despite the council’s SEN team working to remedy the situation, the teenager has been left without formal education for an academic year, causing stress and strain on the family.

“Keeping good records and following statutory guidance properly will help to avoid pupils with special educational needs missing out on important transitional planning, as happened in this case”, said Dr Jane Martin, Local Government Ombudsman.

The local authority in question made efforts to address the situation once it became apparent, but the Ombudsman found that many opportunities had been missed to ensure the young man had the right support at the right time. The council has agreed to the Ombudsman’s recommendations and has announced further plans to ensure this situation should not reoccur.

Imagine festival returns to Southbank In February 2016, the Southbank Centre will hold its fifteenth Imagine Children's Festival, with a programme spanning book readings and workshops, dance, music and theatre.

The Festival will include workshops focusing specifically on disability, such as Story Mayhem with Giles Abbott for blind and visually impaired children, and A to Z of Sign Language for deaf children.

Roald Dahl's work will be a major theme of the 2016 programme, with activities including The Wondercrump World of Roald Dahl, an interactive experience for children.

Authors and contributors will include David Baddiel, Judith Kerr, Rastamouse, Cressida Cowell, Mary Hoffman, Laura Dockrill, Cerrie Burnell and Ben Bailey Smith.

For more information, go to: www.southbankcentre.co.uk/imagine WWW.SENMAGAZINE.CO.UK

Parents fear for future of children with learning disabilities Parents of people with a learning disability are so anxious about the future that many hope their sons or daughters will die before they do, according to a new report.

The research, by the national charity FitzRoy, reveals the anguish of families of children with learning disabilities about their future, in the face of ongoing funding cuts to budgets and services that support them. The charity says many families live in fear of the dire consequences of incorrect assessments and the lack of consistent and quality care available.

The study shows that concern of families about the long term future of their sons and daughters is linked to the question of responsibility for their welfare after parents have died and limitations to arrangements as the law stands. One parent quoted in the report said: “Who is going to look after my daughter when I die; whose responsibility is it? I was at the hospital for 46 days and 26 nights with my daughter. Who will do that when I die?”

In response to these concerns, the charity is making recommendations for change, including a demand for local authorities to fulfil their duty of care by making provision for the potential lifetime needs that include education, housing, employment and medical care.

Other key recommendations include improving the status of care work to improve retention and morale in the sector and embedding adult placements in communities.

“Our findings paint a depressing picture for the current system of support for people with learning disabilities, writ large in the desperation of the people who are closest to them”, says Fitzroy Chief Executive Anna Galliford. “It is clear that a great deal of anxiety about the future comes from the difficult reality of the present.”

To read the report, Who Will Care After I’m Gone: an insight into the pressures facing parents of people with learning disabilities, visit: http://www.fitzroy.org SENISSUE80

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EMOTIONAL RESILIENCE Advertisement feature

Building emotional resilience Over recent years, I’ve become increasingly aware of the pressures on educational practitioners to support the emotional and mental health needs of the children in their schools, even without adequate training and support. In reality, there are so many simple things these practitioners can do to make a real, positive difference. Everyone can play a role in enhancing children’s emotional health and wellbeing, whatever their job title. Promoting better mental health for our children really is everyone’s business.

Essential foundations for positive emotional health are laid down in childhood. These have a valuable impact through into adulthood. Children with higher levels of emotional wellbeing are more likely to obtain higher levels of academic achievement, and experience good physical and mental health and economic stability as adults.

Children with SEN have been identified as a particularly vulnerable group, likely to experience emotional distress and with a significant high risk of developing mental health difficulties.

In these challenging financial times, schools are increasingly expected to support and strengthen the emotional wellbeing and resilience of these children in their everyday provision.

We know that children flourish emotionally in schools which have an explicit focus on building emotional health. But what are the factors that impact upon emotional health and wellbeing? How can schools develop a positive identity and culture which builds emotional resilience? How can individual practitioners strengthen their everyday practice to better support vulnerable children?

How to enhance the mental health and emotional wellbeing of primary children with SEN will help answer these questions, equipping you with all you need to strengthen and support the emotional health and wellbeing of primary school children.

A vital resource for SENCOs and teachers This comprehensive resource provides a framework to help educational practitioners develop effective emotional support for their pupils based upon national policy and best-practice recommendations. It will help SENCOs and teachers develop their own everyday practice as well as guide whole-school approaches. It is also valuable for those commissioning and developing services to meet changing need.

This book will: • help practitioners understand key childhood developmental milestones and the impact of SEN • build practitioners’ knowledge of mental health difficulties commonly seen in primary-aged children SENISSUE80

• identify risk and protective factors which impact upon emotional health and wellbeing • provide a framework for developing and establishing effective whole-school provision to enhance the emotional and mental health of all children • establish practitioners’ skills in identifying "at risk" children and suggest ways to systematically assess individual need • help guide the planning, delivery and review of targeted interventions • help practitioners strengthen and improve collaborative working relationships with parents and allied professional colleagues from other services • help practitioners develop a framework for the training of staff to help build their knowledge, confidence and skills.

This practical and accessible resource is ideal for SENCOs, teachers and headteachers wishing to develop and strengthen their knowledge and practical skills in promoting their pupils’ emotional wellbeing. The book comes with an accompanying CD-ROM which contains customisable, printable activities that can be used in small groups or on a one-to-one basis as part of an intervention programme.

Dr Melanie Forster is a dualqualified consultant clinical psychologist and teacher.

She has extensive experience working within child and adolescent mental health services (CAMHS) and as a local authority SEN consultant, and frequently delivers training to specialist practitioners regarding a diverse range of SEN needs.

A companion title by the same author, How to enhance the mental health and emotional wellbeing of secondary students with SEN, will be available from April 2016.

For more details, visit: www.ldalearning.com Use code: GCJA1333 for 20% off everything on the LDA website. Valid until 31/3/16.

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SEN LAW

SEN RESOURCES / SERVICES Advertisement feature

Personal Independence Payment (PIP) Toolkit available now If you’re talking to a young blind or partially sighted person about making a PIP claim, RNIB’s new toolkit can help.

As of October 2015, everyone in Great Britain who is over 16 and getting Disability Living Allowance is being invited by the Department of Work and Pensions to claim PIP. To help all young blind and partially sighted people understand how PIP works before making a claim, we’ve created an online PIP Toolkit. You’ll also find a guide for completing the PIP form correctly.

Anyone thinking about claiming PIP before getting an invitation should be advised to call our helpline on: 0303 123 9999 to check that they’ll be better off doing so.

Visit: rnib.org.uk/PIPtoolkit to use the toolkit today. ©RNIB 2015 RNIB reg charity nos. 226227, SC039316

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WHAT’S NEW?

What’s new?

Typeassist and Typeassist+ – new iPad app and Windows software from Assistive Control Typeassist’s very simple screen layout suits users with a wide range of disabilities who are looking for an easy to use programme for typing and speech support. It is ideal for anyone with limited dexterity as the user can access all the programme features using just 16 large onscreen keys.

Typeassist+ offers a wider range of editing and customising options, including a “Beginners” programme, useful for younger users or those still developing their literacy skills.

To find out more, visit: www.assistivecontrol.com

Free School Library Pack for SEN schools SEN schools in England with Year 7 students can receive the School Library Pack, provided by reading charity BookTrust, absolutely free.

The pack contains ten new accessible titles, plus a colourful poster and a guide to making the most of the books, containing fun activities.

To get your free School Library Pack, register online at: www.booktrust.org.uk/slp-register or email: schoollibrarypack@booktrust.org.uk. The pack will be sent out in March 2016.

The Challenge delivers National Citizen Service The Challenge is a major provider of the National Citizen Service (NCS). This summer, 42,000 young people will take part.

The Challenge has invested significantly to develop two additional roles to help it better respond to individual support needs and ensure every young person who wants to can fully participate.

These roles will help ensure young people with additional learning needs, or those exhibiting challenging behaviour, get the most out of NCS and that the programme can respond to those who disclose in advance or during the programme that they have a mental health need.

For information or to apply, visit: ncsthechallenge.org/jobs

Henshaws students shine during National Work Experience Week Young people from Henshaws Specialist College have been working closely with employers as part of National Work Experience week.

Students had the opportunity to take a behind the scenes look at a range of different workplaces including Halfords.

Kelly Sturdy, Employability Programme Leader at Henshaws explained: “Getting involved with national employers is vital for us. There is something so powerful about taking the students’ learning outside of the college building, making the learning real and relevant to each individual. Events like this help us to open doors, spark interest and create further learning opportunities for our students.” www.henshaws.ac.uk

Fingerspelling fun The Fingerspelling Challenge is a fun new game to use with students as a filler or extension exercise, or as part of a topic on communication.

Even without any prior experience of sign language, this game promises to have students learning the fingerspelling alphabet in no time at all. The aim of the game is to read as many fingerspelling words as you can in three minutes.

The speed can be adjusted and you can also view a fingerspelling chart for reference.

Free “behaviour” events from Hesley After another successful year of free events for parents and professionals, Hesley Group will be taking their new topic “Behaviour as a Form of Communication” to Birmingham on 13 and 14 April and London on 11 and 12 October.

This game is free and can be found at: www.british-sign.co.uk/fingerspelling-game/

Speakers Alex Kelly and Angela Stanton-Greenwood will provide practical workshops and presentations that will enable you to learn valuable skills and knowledge during a one-day event that will be sure to keep you engaged and focussed throughout.

www.british-sign.co.uk info@british-sign.co.uk

Keep an eye on their website for more details at: www.hesleygroup.co.uk

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WHAT’S NEW?

New autism Expo

The New SEN Framework (1 Year On)

Anna Kennedy Online have announced the establishment of a new autism event for families and carers. AKO Autism Expo will take place at Brunel University on 12 March 2016.

Specialist SEN solicitor Douglas Silas is again providing his new CPDaccredited training in Spring entitled: “Learning

By Doing – A Close Look At The New SEN Framework (1 Year On)”. It helps both parents and professionals to understand the system better and avoid unnecessary disputes. It also covers “Outcomes”, “Transitions” and “How to write a bad EHC plan!”

Organisers say they are putting together an event that is both welcoming and awe-inspiring, where the talks are fresh, where all aspects of autism are talked about, and with speakers the attendees won’t have seen before.

There will also be exhibitors, clinics, an art exhibition, food, a soft play area and a quiet room.

A £5 booking discount is available if you book your tickets early at: http://akoautismexpo.co.uk/tickets

Douglas says “Many people still don’t realise what they should do, leading to wasted time and money bringing or defending tribunal appeals, which could be avoided with proper training.”

For more information, visit: www.SpecialEducationalNeeds.co.uk/Training

Supporting recovery through outdoor adventure The Lake District Calvert Trust is launching a new service that combines the therapeutic benefits of challenging outdoor activities with professionally delivered rehabilitative support.

With 40 years’ experience of working with the disabled, their new service offers a structured program of physical activity, cognitive skills development and social interaction, all delivered by qualified instructors and occupational therapists in the beautiful surroundings of the Lake District.

It is specifically aimed at those of any age who are recovering from acquired brain injury. For further details (including dates and prices) call: 017687 72255 or visit: www.calvert-trust.org.uk/lake-district/supporting-recovery

Study shows promising results for children on the autism spectrum A new study released by the University of Alabama at Birmingham (UAB), in which a group of children with autism spectrum disorder (ASD) received ten weeks of intensive instruction utilising the Visualizing and Verbalizing for Language Comprehension and Thinking® programme, found that the instruction “was enough to strengthen the activity of loosely connected areas of their brains that work together to comprehend reading.” The children’s reading comprehension also improved.

For more information and to schedule a learning ability evaluation, contact the Lindamood-Bell Learning Centre in London: http://lindamoodbell.com/location/london-uklearning-center WWW.SENMAGAZINE.CO.UK

Tired of paper based medical management?

Medical Tracker is a revolutionary web application used by schools to record, track and manage all areas relating to first aid and medication. It can manage care plans, record first aid incidents, notify parents and carers, create detailed reports for governors and much more.

Medical Tracker is compatible with every management information system and has automatic links set up with the market leading MIS applications.

You can find out why schools are moving from paper based systems to Medical Tracker’s online medical management application by watching the 90 second overview video at: www.medicaltracker.co.uk Tel: 020 3743 9599.

Personal care with the new iHelp2 Easylink UK have launched the new iHelp2 personal care device, offering location tracking, SOS assistance calling, fall detection and personal reminders, including medication prompts. iHelp2 is free from monthly subscription charges or rental agreements, and delivers tracking location direct to a carers smartphone, without the need of a call centre. iHelp2 is set up using a simple-to-use free APP (Android or iOS). IHelp2 has a ten-day battery life and it speaks to the user to remind them when it needs recharging. iHelp2 is compact, stylish, and lightweight and is available only through Easylink UK. www.easylinkuk.co.uk/page136.html SENISSUE80

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WHAT’S NEW?

Exceptional results at More House More House School is a day and boarding school for boys aged eight to 18 who are bright, but struggle with mainstream education because of a specific learning difficulty. The school’s ethos is that every child has strengths and that these must be celebrated as a means of fuelling each boy’s desire to learn and develop.

A broad curriculum educates the whole person and the School specialises in supporting boys with dyslexia, dyspraxia and speech and language difficulties.

The school’s success at GCSE level repeatedly surpasses the national average, with 2015 being an exceptional year with 82 per cent A* and A grades. www.morehouseschool.co.uk

Learn more about how to use technology for autistic people The National Autistic Society’s new conference, Autism and Technology, on 2 February in London, will feature the latest research and developments in technology for autistic people and the professionals who support them.

Presenters will include Dr Matthew Goodwin of Northeastern University, Boston, who will discuss biometric readers and how they can help alleviate anxiety. Other topics include: assistive technology, staying safe on the internet, and the power of online communities and social media. Delegates can select the seminar stream that is most relevant to their work.

For information and to register, visit: www.autism.org.uk/technology2016C

A whole school approach to supporting students with SEND Pearson has a long history of supporting education professionals working with students of all ages in mainstream and special education settings, who may require additional learning support. Pearson’s tools can help you bring together information to support all areas of the new education, health and care (EHC) plans, so your students can get the support they need.

Play equipment for adventure and imagination PlayQuest Adventure Play Ltd is one of Britain's leading adventure playground manufacturers and suppliers, with a background of designing and installing play equipment throughout the UK, for over 24 years.

Based in North Wales, PlayQuest describes itself as “a friendly, reliable company that always strives to assist its customers in creating their perfect playground”.

Among its range of play equipment, there is a wide selection of interactive game boards and sensory musical play equipment, designed so children can play, learn and interact together, or have their individual imaginative playtime.

For more information, visit: www.playquest.co.uk or call: 01745 561117.

LVS Oxford boosts range of qualifications available LVS Oxford has recently begun a new range of BTEC qualifications to reinforce its commitment to academic progress.

Learners at LVS Oxford, for 11 to 19 year olds with Asperger’s, autism and dyslexia, are now able to study BTECs in Sport, Health and Social Care, Business and Jamie Oliver’s Home Cooking Skills.

This follows the academic success at sister school LVS Hassocks in the summer, when 95 per cent of GCSE exam papers achieved grades of A to E. For more information, contact LVS Oxford on: 01865 595170 (www.lvs-oxford.org.uk) or LVS Hassocks on: 01273 832901 (www.lvs-hassocks.org.uk).

Fun adventure fantasy for kids Mud on your Face is an adventure story for children and the whole family. In a humorous way, it explores questions like, what if you got what you wished for? Would you be happy?

New assessments from Pearson this year include the Wide Range family, BASC-3 BESS – the universal screening tool for behaviour and Gifted Rating Scales now on Q-global.

“This is a home-centric story that aims to reinforce the importance of family, while teaching children to look beyond the squabbles and quirks to realise that their parents and siblings love them unconditionally,” says author Rachel McGrath. “The message is for them to embrace and love what they already have, even if they think they want something different.”

Download Pearson’s new catalogue at: pearsonclinical.co.uk/catalogues16

Mud on your Face is available on Amazon (paperback, Kindle and Audible).

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WHAT’S NEW?

New reader pen raises pupils’ reading age and results The C-Pen Reader is a battery operated pen that students age six to adults can roll over any text and it reads to them instantly.

When showcased at the recent TES SEN Exhibition, one student commented: “Wow! This pen is going to change my life!”

Allowing students with dyslexia, reading difficulties or English as a second language to read books and homework on their own has always presented a challenge for both teachers and parents.

Priced at £166.67 ex-VAT, it is available on a 30 day trial to schools. www.readerpen.com

Creating touching moments Sensory Technology are taking on new staff in readiness for the flurry of Sensory Environment install requests they always receive in January and February, with Sensory Gardens despite the time of year being at the top of many schools’, care homes’, hospitals’ and other organisations’ New Year’s sensory wish list.

To help display the Senteq unique creativity in 2016, they are offering all potential customers a free, no obligation consultation, itemised quotation and a 3D drawing to show the garden layout with all of their chosen sensory products installed.

Anyone interested in receiving details should call: 01157 270 777 or visit: www.senteq.co.uk

AccessAbilities Expo AccessAbilities Expo is the Middle East’s dedicated exhibition for products, services and technologies related to the disabilities and rehabilitation sectors.

AccessAbilities Expo will provide a dedicated platform for government and private organisations from across various sectors, such as infrastructure, aviation, tourism, hospitality, facilities management, technology, consumer electronics, public transport, education, healthcare and others, to showcase their portfolio of products and services along with their future plans to support more than 700 million people with disabilities worldwide, over 50 million of whom reside in the Middle East.

AccessAbilities Expo is expected to welcome more than 100 exhibitors and 5,000 visitors in Dubai during the three-day exhibition. www.accessabilitiesexpo.com

Multi-sensory light and sound arch with planters This multi-sensory arch offers children and young people the opportunity to develop their tactile senses through the touching of musical instruments and plants. It also stimulates the sense of smell through a variety of self-chosen plants.

The light panels reflect an array of colourful shadows upon the ground if used under natural sunlight or indoor lights, which can be very visually stimulating.

This innovative multi-sensory item is ideal for indoor or outdoor use and needs minimal assembly (plants are not included with this product).

Find out more and order online at: www.timotayplayscapes.co.uk

Bespoke education recruitment Safer trampolines for schools Sunken Trampolines has announced that it is about to roll out traditional residentialstyle trampolines as a new offering, with trampolines adhering to BS EN 1176 standards soon to hit the market.

Previously, schools wishing to have such a trampoline had to accept the risk themselves of the product not being right for playground use but, with advances in manufacturing, this should soon change, meaning a great bounce can be enjoyed by schools across the UK. For more information, contact Angus or Joel at: www.sunkentrampolines.co.uk WWW.SENMAGAZINE.CO.UK

Vision for Education's SEN specialists provide a bespoke recruitment service for all alternative education and SEN provisions.

Clients have their own dedicated SEN consultant who can supply emergency day-to-day cover, long-term and permanent candidate sourcing, covering leadership, teachers, SENCOs, teaching assistants and learning support assistants.

They are experienced with SEMH, ASC, MLD, SLD, SpLD, PD and complex needs teachers and support staff, and are fully AWR compliant. The company pay the best rates to its fully qualified and vetted candidates and in-house training is offered to candidates including, Team-Teach, Moving and Handling, Autism Awareness, ADHD Awareness, AAC and Sensory Integration. www.visionforeducation.co.uk SENISSUE80

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POINT OF VIEW

Point of view: social entrepreneur

Let’s level the playing field!

We need to create more real-world opportunities for young people with SEN, writes Robert Ashton

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he more our country becomes politically correct, the further people with special needs can find themselves pushed from opportunity. Of course it’s important to use appropriate language, but too often these polite euphemisms become labels used to pop folk into convenient pigeon holes from which they find it hard to escape.

In my day, the 11+ was a moment of segregation. Young people were categorised before puberty as bright or thick. Those who “failed” the exam, found themselves excluded from opportunity for the remainder of their school career. But also in those days, a learning disability meant you didn’t go to school at all. Before special schools were created in 1974, these young people were considered unworthy of any schooling and destined to a life of often patronising “care”.

Yet, just as some 11+ failures escaped from the pigeonhole into which they’d been conveniently placed by the system, today we see young people with often complex needs achieve extraordinary things at special schools. There is ample evidence to show that with the right support, those who would once have been written off can develop new interests, acquire new skills and enjoy more fulfilling lives.

You don’t have to spend much time around special schools to see for yourself how easy it is for assumptions to be made that can inhibit youngsters chances; protective parents, risk averse teachers and the constant pressure of managing the every-day in an often unpredictable environment all play their part.

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Risk-averse In fact, one of the biggest challenges facing us all today is the way attitudes to risk are changing. You just have to watch people standing at the kerbside waiting to cross the road who don’t even notice that there is no passing traffic.

They’ve somehow been conditioned to stand and obediently wait until the green man lights up. Then, of course, they step off the kerb without so much as a glance to either side.

This paradox of public safety extends to every aspect of our lives. The more we insulate people from risk, the more vulnerable they become. When you take

The more we insulate people from risk, the more vulnerable they become an already vulnerable group, focussing too hard on protecting them increases their vulnerability further. That’s why in my view, work experience, or at least exposure to the wider world, is so important.

Of course, one thing at which special schools excel is in equipping young people with those everyday skills they need if they are ever to gain a degree of independence. Cooking and basic household and social skills often need to be sensitively taught and carefully practiced.

But what about work? It is said that fewer than one in 30 students leaving

complex needs schools ever secure employment. For many, especially those with life-limiting conditions, getting a job is simply out of the question. But for many more, there are opportunities.

Employment today is far broader than it once was. Some young people make good livings as YouTube vloggers, others find creative ways to turn their interests and abilities into income. You don’t necessarily have to commute these days; even our Prime Minister works from home.

There is growing scope for social enterprises to be created that can create real opportunity for youngsters with a wide range of additional needs to experience the boost to self-esteem that economic activity can deliver. And if you just work a few hours each week, your hard won benefits are not affected.

Just as political correctness can unwittingly exclude from opportunity, so too can society’s growing desire to “do the right thing” be turned to the advantage of those leaving special school. Let’s create more opportunities for our young people to engage with the world when they leave school.

Further information Robert Ashton is a social entrepreneur, business author, campaigner and Board member of a complex needs schools cooperative trust: www.robertashton.co.uk

WWW.SENMAGAZINE.CO.UK

POINT OF VIEW

Point of view: school leader

Free schools and SEN Emily Haddock makes the case for free schools as a vital part of SEN provision

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uring the Coalition Government, parents and independent groups in England were encouraged to set up their own schools, called free schools. Free schools are funded by the Government but not controlled by the local authority. Since free schools have been established, 17 per cent of all of them have been dedicated to special needs or alternative provision; analysis by education charity New Schools Network shows that the free school programme has created 27 open or approved special free schools, 22 of which will cater for pupils with autism, and when full, they will be providing over 2,000 new special school places.

More than half of children with autism are not in the kind of school their parents believe would best support them, according to the National Autistic Society, which is why many charities and organisations have embraced the opportunity to set up a free school.

Education Secretary Nicky Morgan said that “Free schools give pupils the chance to attend an excellent local school. They are providing more choice than ever before to parents and ensuring that children have access to a high quality school place and the best possible education that prepares them for life in modern Britain.”

The free school strategy is gathering further support as three-quarters of the first 24 free schools were rated “good” or “outstanding” by Ofsted. So it is easy to see why parents are supporting the setting up of free schools specifically catering for young people with special needs.

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Individual needs One of the benefits of free schools is that they have the flexibility to tailor the curriculum to the abilities and needs of each pupil as the schools have the freedom to set their own learning programs. Schools could, for example, choose to focus on arts and sport. Young people can be provided with a learning environment which is individualised to their need, perhaps with a focus on teaching independent living skills. This also means that if a young person has a specific fascination or expertise in an area, their curriculum could be built around this to make the most of their interests or strengths.

You could employ a retired professional footballer to teach PE or a working artist to teach art Free schools also have the freedom to set their own pay scales and employ unqualified teachers. This has faced some criticism but in reality means that you could employ a retired professional footballer to teach PE or a working artist to teach art. This will therefore provide a direct link between what is being taught and how that can be used in a profession to raise aspirations and inspire young people to achieve.

Many free schools also benefit from a brand new building. The building can therefore be designed for the young

people and can be planned so it explicitly meets their needs. Buildings can, for example, be designed to be autism friendly, with bespoke spaces for sensory rooms and state-of-the-art technology.

Much of the criticism of free schools centres around the idea that they are divisive and are likely to be centred disproportionately in middle-class neighbourhoods, to try to attract the best performing pupils; however, this does not appear to be the case, as there are such high numbers of special free schools being established. Parental choice in education is becoming a more and more important issue, so the increase in the number of schools for parents to choose from can only be a good thing.

Further information

Emily Haddock is Head of School at The Orchards, a proposed special needs free school opening in Trafford in September 2016: www.orchardsfreeschtrafford.co.uk

What’s your point of view?

Email: editor@senmagazine.co.uk

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SEN LEGAL Q&A

Working together Specialist SEN solicitor Douglas Silas answers key questions about the new requirement of “working together” What is “working together?”

Chapter 3 of the new SEND Code of Practice is entitled: “Working Together Across Education, Health And Care For Joint Outcomes”. Its opening paragraph states: “This chapter explains the duties local authorities and their partner commissioning bodies have in developing joint arrangements for commissioning services to improve outcomes for 0-25 year old children and young people with SEND, including those with education, health and care (EHC) plans.” The idea behind working together is exactly how it seems – that those working in education, health and care should now be working together for the good of children and young people with SEN. The Code also envisages that this includes jointly commissioning local services.

Can working together mean anything else?

Yes, although it is not necessarily defined as such, some people have already interpreted “working together” to also mean that those working in areas of education, health and care should now try to work more with parents of children with SEN and disabilities or the young people themselves. The whole ethos behind the new framework is that a child or young person with SEN (and their family) is now always put at the heart of the process when decisions are being made about what future support should be made for them and how that support is to be delivered.

There is now more of a focus on ultimately achieving better outcomes for children and young people with SEN. Outcomes are not meant to be viewed in isolation and are supposed to be SMART (specific, measurable, achievable, realistic and time-bound).

This effectively means that everyone now involved with a child or young person with SEN, no matter what their perspective is or what department they are working for, should be aiming for similar targets. Also, any targets that are considered appropriate should be agreed with the parents of children with SEN or the young person themselves.

What does this mean in practice?

In practice, this should now mean better cooperation and integration between education, health and care departments. In fact, there should already be some joined-up thinking as, for a number of years now, local

Outcomes are not meant to be viewed in isolation and are supposed to be SMART authorities (LAs) have had closer links between their education and care departments. One of the main things from the new SEN framework is to ensure that there is also better cooperation between children and adult services.

Why is this important?

For years, many young adults with SEN have been left without appropriate care and support as they make the transition between child and adult services, particularly in health and care. The Code now says clearly that these departments “must now agree with education departments as to

So what does “working together for joint outcomes” mean?

I have previously written about outcomes (SEN77, July/August 2015).

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Collaboration between health, care and education professionals underpins the new SEN system.

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SEN LEGAL Q&A

how they will work together to provide personalised and integrated support that delivers positive outcomes for children and young people”. By doing this, it will also hopefully help to improve planning for children and young people with SEN when transitioning from early childhood right through to adult life.

The LA and their partners must also cooperate in the provision of adult care and support in promoting an individual’s wellbeing.

Is working together similar to joint commissioning?

Yes, the concepts of “working together” and “joint commissioning” are very similar. For example, the Code states that, amongst other things, any local joint commissioning arrangements must make arrangements for agreeing the education, health and social care provision reasonably required by local children and young people with SEN. This includes things like providing advice and information about what is available locally, how to complain and how to go about resolving disagreements.

So, is working together an ongoing theme?

Yes, the Code says that: “the local authority (‘LA’) must review its educational, training and social care provision, consult with a range of partners, including children and young people with SEND and their parents and carers”. It also says that the LA must engage with other partners where appropriate to support these children and young people and their parents in commissioning decisions to give useful insights into how to improve services and outcomes at a strategic level. This is all meant to contribute to future arrangements and the effectiveness of local joint working.

Does this work in practice yet?

This is tricky to answer. The idea behind the SEN framework was to prepare children and young people for adulthood. Most people (both parents WWW.SENMAGAZINE.CO.UK

and professionals) have been pleased in theory with the idea of everything now being focused more holistically on a child or young person’s needs and the idea of everyone working together towards joint outcomes, which now include health and care as well as educational needs. However, there have already been problems, such as some LAs not complying properly with legal requirements, for example with local offers or timescales for transferring statements to education, health and care plans. Many people are also concerned that the idea of education, health and care departments working together has not yet worked in practice and everyone is still finding their feet.

Do you have any concerns?

My main concern is that we seem to have tried to make massive changes at a time of austerity and funding cuts.

It is also quite complicated, as there are still separate sets of regulations and guidance for those working in education, in health and in care; if professionals working in these areas are finding it difficult to know what they should be doing, then what hope is there for parents of children with SEN or even the young people themselves?

Some have even said over the past year that it has been like working in chaos and there is now a lot more confusion.

Some LAs seems to be managing well but others seem overloaded. I am worried that we may again be facing another fragmented system where it will be like a postcode lottery.

Are we on the right path?

On the whole, I believe that we are moving in the right direction. The concept of “working together” is still a good one and some would even say it is well overdue. We now have more opportunities available to us, like the chance for a more effective and comprehensive assessment approach which takes into account education, health and care needs. We are also now in a digital age, where it is easy to share information widely and quickly

We seem to have tried to make massive changes at a time of austerity and funding cuts through the internet and email, but unless we sort things out soon, we may be short-changing today’s children and young people with SEN and disabilities who should be benefiting from these changes now. However, I know that any changes, and especially big ones, always take time to effect. I remain hopeful that things will sort themselves out in the near future. We may even find ourselves in a better position than we were before. But we have to be pragmatic and all embrace the spirit of “working together”.

Further information

Douglas Silas is the Principal of Douglas Silas Solicitors and runs the website: www.

SpecialEducationalNeeds.co.uk.

He is also the author of A Guide To The SEND Code of Practice (What You Need To Know), which is available for all eBook readers: www.AGuideToTheSENDCode OfPractice.co.uk

The advice provided here is of a general nature and Douglas Silas Solicitors cannot be held responsible for any loss caused by reliance placed upon it.

Unfortunately, Douglas cannot respond to questions sent to him directly but if you have a question you would like answered in a future issue of SEN Magazine, please email: editor@senmagazine.co.uk

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DOWN SYNDROME

Helping children with Down’s syndrome to learn Gillian Bird provides a useful guide to help teachers understand the learning profile associated with Down’s syndrome

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very learner who has Down's syndrome is unique.

Individuals differ across all aspects of social and cognitive development as well as in their family support and educational opportunities. Every individual is helped by teaching staff having high expectations.

Children with Down’s syndrome need skilled teachers who understand their current skills, abilities, strengths and interests and who can teach them the next steps through engaging teaching and learning activities. They need to be welcome, socially included members within their classrooms and schools. The positive attitude of the whole school is fundamental: schools need a clear and sensitive policy on inclusion with committed and

supportive staff, especially the senior management team.

Most children with Down’s syndrome need additional support for optimal learning in all types of schools. The quality of support the child or young person receives can have a tremendous impact on his or her learning.

Class teachers and teaching assistants (TAs) should meet regularly to liaise, plan, feedback and monitor progress. A communication book to record progress, ideas and feedback is valuable, especially where more than one TA is involved.

A specific learning profile Information about learning strengths and challenges associated with Down's syndrome, sometimes referred to as the learning profile, can be incorporated

Children need teachers who understand their abilities, skills and interests.

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Every child with Down’s syndrome has a visual problem to some degree into the framework for understanding all children’s development.

Methods that support success include: • setting up and scaffolding situations for learning by imitation • daily practice of targeted skills built into engaging class activities • planned activities that become part of the child’s routine • support for positive behaviour and for friendships • adaptations that use learning strengths and support areas of difficulty.

From this basis, teachers can plan differentiated programmes of work across the curriculum. They can share their expertise about what works well with new class teachers as the learner progresses through school.

The learning profile of strengths and challenges is summarised below.

Vision Every child with Down’s syndrome has a visual problem to some degree, even if the child does not need glasses or is wearing the correct glasses.

Children’s vision lacks fine detail and sharp contrast so print and other visual material needs to be made bigger and bolder. A teacher of the visually WWW.SENMAGAZINE.CO.UK

DOWN SYNDROME

impaired can check the visibility of the material in the classroom and advise on modifications that might help, as well as ensure that as children progress through school all teaching staff are aware of their needs.

Hearing The majority of children with Down’s syndrome experience hearing loss. This is mostly conductive loss resulting from otitis media with effusion (glue ear) but can also be sensorineural loss.

Treating hearing loss and addressing hearing related needs is even more important for learners who have Down’s syndrome, as we now know that conductive hearing loss in the early years has a more significant effect on later speech and language development than it does for children who do not have Down’s syndrome. Meeting hearing and associated learning needs is therefore a high priority.

Speech, language and communication Children with Down’s syndrome frequently have speech and language impairments although the nature of their language learning difficulties can differ substantially between individuals.

Both hearing loss and delayed development contribute to language learning. In addition, the learning profile includes verbal processing difficulties associated with verbal short term memory, as well as phonological and morpho-syntactic difficulties (phonological problems reflect difficulty in distinguishing and manipulating small units of sound. Morpho-syntactic problems relate to the understanding and use of small words and word parts with grammatical meaning, such as “-ed”, “-s” and “-ing”).

Children show specific strengths in receptive vocabulary which means that expectations for concept learning across the curriculum can be relatively high; children typically have more advanced vocabulary than grammatical knowledge. Sign and gesture can support new vocabulary learning and WWW.SENMAGAZINE.CO.UK

A proactive approach to implementing graded speech activities is recommended visual scaffolds such as photos and pictures support language learning.

Enhanced verbal environments that build semantic and syntactic knowledge help to develop verbal abilities.

While understanding precedes expressive ability for all children, this balance is frequently larger than usual and is sometimes vast, which in some cases leads to children’s understanding and other abilities being underestimated. Individuals are likely to have difficulty expressing their thoughts and feelings.

Children and young people need sufficient time to process and respond to information. It may be more difficult for them to ask for information or help. Adults may tend to ask closed questions or finish people’s sentences without giving much needed time or other ways of supporting them to communicate. As a result, children often receive fewer opportunities to engage in conversation.

A significant minority of children with Down’s syndrome have social communication difficulties and may meet criteria for dual diagnosis of autism spectrum condition (ASC).

Children and young people may experience a range of difficulties that affect their speech clarity and fluency.

Speech skills may follow a different, rather than slower, developmental trajectory with children more likely to use inconsistent pronunciations.

Therefore, a proactive approach to implementing graded speech activities is recommended, for example to develop awareness and production of sounds, words and syllables.

Most learners have significant speech, language and communication needs throughout childhood. Activities

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to support the full range of speech, language and communication needs that individual children experience should be directed by a speech and language therapist.

Working memory and processing skills The learning profile includes evidence for specific visual-spatial learning strengths and, for many, an ability to learn by imitation which exceeds what might be expected from their other abilities. As a result, they may readily learn skills that use their strengths, such as ICT use, reading or visual arts.

Specifically, poor verbal short-term memory for storing and processing verbal information and capacity for manipulating information in working memory should also be considered within the profile. In the classroom this can affect attending to and learning in situations which need listening attention/skills, such as at lesson presentation times, when listening to a story, in assembly and whole class discussions, and for remembering and responding to verbal instructions and long sentences. There are many practical ways to support these needs.

Visual supports help to increase sustained and selective attention, where this is necessary – for example for young children or situations where learners may be distracted. Some children meet the criteria for diagnosis of attention deficit hyperactivity disorder (ADHD) and will need increased support and adaptations to meet their needs.

Attention skills, like all other skills, develop with successful learning experiences and practice over time.

Mental arithmetic difficulties are linked with working memory function although other factors have also been identified. It is recommended that alongside continuing to teach number skills, children’s learning opportunities are widened with the means to overcome barriers, such as visual tools or using a calculator. >> SENISSUE80

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DOWN SYNDROME

Teaching and learning activities that include visual supports (such as sign/ gesture, photos, pictures, numerals, letters, words and sentences, symbols), visual-spatial supports (such as grids, timetables, numeracy teaching equipment, films, storyboards, charts and other graphic organisers) and activities that allow learners to copy a model are recommended for supporting learning across the curriculum at present.

Fine and gross motor skills During their early years children show a specific delay in developing gross motor skills. They usually develop skills in a similar pattern to other children but more flexible ligaments present additional challenges. During the primary years motor skills improve considerably. Encouraging active movement and participation in PE is an important educational aim which will promote good health and valuable life skills. Pupils will make progress in developing their fine motor skills for handwriting and drawing although most will need continued support for recording their work.

Some children have difficulties processing the information they receive from their senses and in coordinating their movements. They may perform

About Down’s syndrome

Encouraging active movement and participation in PE is an important educational aim

precise movements more slowly, relying more on visual feedback than on proprioceptor or vestibular feedback to guide them.

Social inclusion Teachers will need to create the conditions in class for social inclusion and also help individuals to develop their social skills. There may be periods, usually short lived and in younger years, when children need additional planning and positive behaviour support, largely due to delayed development. For a minority of learners, skilled support is necessary for longer.

Outside of the classroom, children may need additional help as they learn to interact and play during break and playtimes, particularly as speech and language delay can make it more difficult for them to ask to join in or understand the rules of the game. However, any additional adult

• Around one in every 1000 babies born in the UK will have Down’s syndrome.

• There are approximately 40,000 people in the UK with the condition.

• Although the chance of a baby having Down’s syndrome is higher for older mothers, more babies with Down’s syndrome are born to younger women.

• Down’s syndrome is caused by the presence of an extra chromosome in a baby’s cells. In the majority of cases, Down’s syndrome is not an inherited condition. Down’s syndrome usually occurs because of a chance happening at the time of conception.

• Down’s syndrome is not a disease. People with Down’s syndrome are not ill and do not “suffer” from the condition.

• People with the syndrome will have a learning disability. The learning disability affects a person’s ability to learn, it does not mean they cannot learn.

• Today, the average life expectancy for a person with Down’s syndrome is between 50 and 60 with a small number of people living into their seventies.

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support given can act as a barrier to participation with peers and should be used sensitively and carefully.

Working with parents It is essential to maintain a good relationship with parents/carers so that everyone can work together to support children’s learning.

The school should ensure all staff have basic training about Down’s syndrome and always use the correct person-first terminology. Maintaining regular contact with parents/carers is invaluable as they know their child better than anyone else. Teachers may also need communication from parents about how best to support health needs that affect learning – for example information about how to use glasses, support hearing, physical or sleep related concerns.

Although many parents come into school regularly, a home-school communication book is ideal as a way of communicating daily news and for highlighting successes. Many children have two types of home school communication book: one for communication between school practitioners and parents and a personal diary to support their communication.

Providing a picture or drawing supported by a written sentence about an aspect of the day chosen by the child can aid communication about school experiences at home and when similarly completed at home, about out-of-school activities at school.

Further information

Gillian Bird is Training Services Manager at the Down’s Syndrome Association. A range of free education packs to support pupils with Down syndrome at different stages of education are available at: www.downs-syndrome.org.uk All images by: www.richardbaileyphotography.co.uk

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SEN LEARNING

PLAY

Model support for Achievement for All Top British model David Gandy (pictured right) is the new ambassador for Achievement for All, the education charity that aims to transform the lives of the one in five children currently underachieving at school.

A passionate believer in social mobility and a fair education system, David was keen to get involved with the organisation to help promote its work in schools.

In 2002, Essex born David won a competition for a modelling contract on Richard and Judy’s This Morning Show. He went on to become the face of leading global brands like Dolce & Gabbana.

“Achievement for All is unlike many other charities”, says David. “These guys are low profile but high impact. Their aim is to get our education system working for every single child in every single classroom, and right now the lives of 41 thousand children are literally being transformed by their programmes.” http://afaeducation.org WWW.SENMAGAZINE.CO.UK

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POST-16

What now?

Vivienne Berkeley looks at what goes into planning post-16 education for young people with autism

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ewer than one in four young people with autism progress on to any form of education or training after school.

This means that they miss out on the opportunity to learn skills, gain experience and realise their potential to prepare for fulfilling adult lives.

In particular for those with complex autism, post-school options are limited.

For many young people with complex autism the only option is a move into permanent residential care away from their families and local communities, severely reducing their chances of ever taking up employment, further education and training.

Most further education colleges are unable to provide for young people beyond a certain level of complex needs. A significant gap exists in specialist support, with only 3,600 places in specialist colleges available and 39,000 young people who might need a place. This is particularly discouraging in light of the Children and Families Act 2014, which places a duty on local authorities to maintain education, health and care plans for young people beyond the age of 18, and in some cases up until the age of 25, if continued special educational provision is required for them to achieve their outcomes.

Individual options Young people leaving school today generally have a variety of options.

They can go to college, embark on a career or even go travelling. For those with autism and other learning disabilities, things are a little different.

Their desire to lead a fulfilling adult life is the same, but the variety of options

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Tailored study programmes can help equip learners with practical skills.

is not available on an equal scale. Just having the option of going to college is the first step to ensuring they are on a level-playing field with their peers.

Day centres have long been an alternative or even a first choice for some over college. Good day centres

Most FE colleges are unable to provide for young people beyond a certain level of complex needs can provide the opportunity for stimulating and fulfilling activity that can meet the needs of the young people and adults that they are designed for.

However, recent high-profile closures of these centres have made things even more difficult for young people and

their families and limit their choices even further.

Moving on from school is daunting for both the young person and parents and carers alike. It is a huge step from childhood and is the first step towards adulthood. That is why it is crucial to have options; a one-size-fitsall approach is not what is offered to others and so shouldn’t be expected for young people with autism.

There can be an understandable reluctance from parents, carers and professionals to have these young people move from school to college as it can sometimes be difficult to tell how they will react to the change in routine.

Being nervous about the process is perfectly understandable. It is critical that schools and colleges have good, well thought out transition processes.

And of course, it must be remembered that transitioning out of college with positive outcomes and to positive destinations is equally as important

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as an effective transition into college.

Having open paths of communication between school, college, transition officers, parents or carers and local authorities is a simple but often overlooked solution. Making the time to meet and speak with each other can be difficult with heavy workloads, but just one conversation can uncover new ideas and the opportunity to share intelligence. Autism awareness training for all involved is an important and widely accessible tool to helping these young people. Many charities, both local and national, provide government-funded training of this type across the UK, and there are many resources online.

Building relationships Partnership working and co-location with mainstream colleges also provides learners with the opportunity to access vocational learning and social opportunities alongside their peers and join mainstream classes and activities wherever possible. Providing extra support for young people with autism and other learning disabilities within a wider context of further education gives all those involved the opportunity to see what further education can do for these young people. It also means these colleges can build relationships with local schools, offering them a wider range of services for more of their learners. Having these young people interact with the learners at the mainstream school is an important step to including them in the wider community. The presence of these

learners in a wider college campus harnesses the potential in other young people to change attitudes and make life easier moving forwards for those with complex needs – an important aspect of reverse inclusion.

Providing further education for young people with autism with the most complex needs can sometimes be portrayed as a difficult task. Tailored study programmes within individualised timetables at specialist settings can enable them to move towards their goals of independence, employment, better health and community inclusion.

Key skills such as literacy, numeracy and ICT can be embedded into the specialised curriculum. Whilst the curriculum can look different, the aim of this kind of college education is the same as any other – to prepare for adulthood in a meaningful way, whilst helping the learners to access activities that many of us take for granted.

Pathways to employment Only 15 per cent of those with autism are currently in employment, according to figures by IHAL, the NHS funded Learning Disability Health Observatory.

Only around seven per cent with a learning disability in the UK are in any form of employment. Employment can sometimes be an overlooked route to improving the lives of people with autism and/or learning disability at the same time as improving attitudes in the wider community.

With this in mind, creating pathways to employment is a crucial part of

Creating pathways to employment is a crucial part of college education for young people with autism college education for young people with autism. Finding opportunities for learners to gain work experience in the local area can be a hard task, but the opportunities for learning that it provides are crucial to personal development.

Travelling to the workplace, interacting with people out in the community and having a sense of responsibility are all essential learning curves for young people that go outside of learning how to do the job itself.

A college education can be the first step to living an ordinary life in a local community. If we don’t present young people with options to continue their learning as they move into adulthood, the chance of them living the kind of life they want is vastly reduced.

Over the past 50 years we have seen huge strides forward in how we view autism and learning disabilities; it is time to bring this into focus and create more and better options for further education for young people across the autism spectrum.

Further information

Vivienne Berkeley is Principal of Ambitious College, a day college in London for young people with autism and complex needs which is run by Ambitious about Autism, the national charity for children and young people with autism. www.ambitiouscollege.org.uk www.ambitiousaboutautism. org.uk

Social interaction is an important part of the college experience.

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PERSONALISED LEARNING

BOOKS

“everything they do at henshaws is geared around the real world�

Personalised Learning Programmes

OPEN DAY Monday 8th February 2016

Henshaws Specialist College is a transformational place. Through our personalised approach to education, learning and care we empower children and young people living with a disability to progress and live life the way they want.

Whether preparing for employment, making friends or learning to live more independently, we enable our students to make their aspirations possible and goals a reality.

Please contact us or book a visit.

Call 01423 886451 Email admissions@henshaws.ac.uk henshaws.ac.uk Henshaws Specialist College, Harrogate, HG1 4ED Registered Charity No: 221888

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SEN OVERSEAS

Supporting deafblind children in Kenya Clair Watson visits an East-African specialist unit that’s setting new standards for SEN support

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n 2002, it was estimated that 5.9 million children attended primary school in Kenya. The introduction of the Free Primary Education Policy in 2003 wavered levies, enabling many more children to access basic education and a better life. Today, about eight million children are thought to attend government primary schools.

To educate such a large number of children comes with challenges.

Funding isn’t available to build extra classrooms or hire more teacher to accommodate the growing numbers.

Consequently, classrooms are jam packed and it is common to have 60 or more children per class. The teaching is very didactic and text-book driven, followed by end of term exams with little notion of differentiation.

Kenya has a population of roughly 47 million and there are believed to be around 17,000 deafblind people.

The concept of inclusive education is relatively new in Kenyan classrooms, as historically all children with SEN have attended special schools or special needs units attached to regular

Students working together at Kilimani School.

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What makes this school different is that visually impaired children are integrated into mainstream lessons schools. These units cater for children who have hearing, visual, physical or mental impairments. Children with other difficulties such as, communication problems, autism or multiple physical disabilities, are often excluded.

There are only five primary schools across the country that cater for deafblind children and five vocational centres. In the last year a new curriculum for the deaf and blind has been implemented to make sure all children receive a unified level of education and to prepare them with life skills.

A community based education (CBE) approach for deafblind children is currently being developed. This

approach will ensure children have access to the primary curriculum at home and incorporates holistic rehabilitation and therapy. This approach is currently being piloted in Kenya for six months with 27 children.

The CBE curriculum, manuals, systems and resources are currently being produced to better support teachers and parents. The programme is planned to then roll out on a larger scale across the country.

Work in action On a recent visit to Kenya I was fortunate to spend some time at Kilimani Primary School, Nairobi. The School has over 1,200 children and just 26 teachers. The average class size is 50 to 60 children. But what makes the school unique is its Deafblind Unit.

I was shown around the Unit by its Director Mary Maragia. Mary is a very experienced practitioner who has worked with deafblind children for many years, served as a translator and lectured at local universities. In 2012, she was given a scholarship by Perkins International School for the Blind and studied for a year in the USA. Despite the lack of resources, her advanced training and leadership skills have enabled her to be creative and transform the Unit to be one of the best in Kenya.

The Unit opened in 1986 to support visually impaired children. The children spend time in the Unit with their specialised teachers, who support them with reading and writing Braille.

The unit has received ongoing support from the African Brail Centre (ABC) WWW.SENMAGAZINE.CO.UK

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The sensory room at Kilimani School.

who have delivered training to teachers and provided Braillers and printing machines. The deaf children in the Unit are taught Kenyan Sign Language as a means of communicating.

A parents’ workshop was run at the school to give an overview on the causes of deafness and blindness and how to support their children. To give parents an awareness of what it is like to have minimal or no sight or hearing, they were blind-folded and taken outside where they were then “abandoned” without communication.

The parents were also taught how to say “hello”, “please”, “thank you”, “sorry” and other words in basic sign language. In addition, they were taught hand-on-hand sign language for those children who are totally deaf and blind.

What makes this school different is that visually impaired children are integrated into mainstream lessons with fully sighted children as soon as they are ready. It is common to see one or two visually impaired children sitting in the classroom with their individual Braille machine. The children sit at the front of the class and have a copy of the class text books translated into Braille so they can fully participate in each lesson. The children can be seen reading out chapters from their books and answering comprehension questions in English lessons. While the rest of the children write in their books with pens and pencils, the visually impaired children type away on their Braille machines. At the end of the lesson books and Braille papers WWW.SENMAGAZINE.CO.UK

are collected for the teacher to mark.

The Braille papers go to the teachers in the Deafblind Unit to be translated and then the class teacher marks their papers and gives verbal feedback. The Unit also has a Brailler that can print out in normal print.

There are a handful of children who remain in the unit as their needs require specialised support. These children rely heavily on donations and funding to provide second-hand wheelchairs, resources and toys. Despite the minimal resources, Mary has made a sensory room by collecting different textures and materials, mounting them on boards and adding low lighting. There is a visual timetable showing their daily schedule which includes swimming. The school was originally built in colonial times and has been able to retain and maintain the precious resource of a swimming pool.

Swimming has an enormous positive impact on the children and it is one of the favoured weekly activities.

Playtime is a delight to watch, as children completely integrate. Fully sighted children can be seen holding the hands of visually impaired children, guiding them around obstacles and involving them in their play. Others take great delight in playing with old car tires that they roll and run along next to. Children with physical difficulties are looked out for by able-bodied children, who help them up and down steps and encourage them to engage in their games, such as kicking a ball.

There are no evident bullying issues in the school and all the children support one another.

There are no evident bullying issues in the school and all the children support one another of setting up a room as a model home to empower the students to become more independent and learn skills such as cleaning, cooking and laundry, with a view to the students eventually being able to live independently or with limited support.

Raising awareness Raising awareness and acceptance amongst the able-bodied children and their families has had a positive impact in the school. These small centres are working hard to promote understanding of the causes of blindness, but with such a large population and minimal funds it is an ongoing battle.

Kilimani School is a success story and is making a huge difference to a group of deafblind children. The funding the Unit receives is minimal, but it enables the School to provide the equipment and staff to support their children. Despite the lack of resources, staff are incredibly positive and thankful for what they receive. They work tirelessly to support the children and they have to be very creative in making and accessing resources. I saw a great deal at Kilimani School that schools in the UK could learn from.

Vocational skills With continued support from outside funding, staff have been given further training in how to support older students and assist them in building up their vocational skills. The Unit now has an area at the back of the school for growing produce; the students are taught basic gardening skills and how to prepare and cook basic meals. When I was there, they were in the process

Further information

A former class teacher, Clair Watson is an educational consultant and trainer. She works with a number of schools and nurseries in the UAE, Kenya, Tanzania, The Seychelles and The Maldives: www.clair-watson.com

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SEN OVERSEAS

Time to listen Courtney Caron explains how new audiology services are making a difference for Malawi’s children with hearing impairments

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earing loss occurs in every country in the world. The World Health Organisation (WHO) estimates that there are 360 million children and adults in the world living with a bilateral moderate to profound hearing loss.

Two-thirds of those individuals live in developing countries, where access to healthcare and audiology services are usually limited or non-existent.

Malawi has a population of over 16 million and, if using the WHO estimate that four per cent of the population in Africa has a hearing impairment, the inference is that there are around 650,000 people with hearing loss in the country.

Innocent, age 14, Malawi (©Sound Seekers).

Causes and effects Hearing loss in Malawi comes from a variety of causes. Some include ageing or noise exposure, both of which are common in Europe and the United States. However, there are some causes of hearing loss that we do not see in developed countries.

Medications used to treat malaria, tuberculosis and HIV/AIDS can all cause hearing loss. There are also antibiotics, rarely used in Europe or the United States but very common in Malawi, that can cause hearing loss. Furthermore, people usually wait until much later to seek medical attention for a problem than they would in the Western world, meaning that the outcome is often significantly worse. High fevers associated with conditions like malaria or meningitis can also cause significant hearing loss or much worse. Otitis media, a middle ear infection, often goes untreated, causing the eardrums to burst and drainage to flow freely from the ears.

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The WHO reports that chronic middle ear infections are the leading cause of hearing loss in sub-Saharan African countries and are the cause of death in 51,000 children under the age of five in developing countries each year.

Also, those who have contracted HIV/ AIDS are at a higher risk of developing

Medications used to treat malaria, tuberculosis and HIV/AIDS can all cause hearing loss

illnesses in Malawi like HIV/AIDS, malaria, meningitis and tuberculous that can cause death or serious medical conditions. Complications from, or medications used to treat, all of these illnesses can cause hearing loss as well – something that is too often overlooked. Even if people are fortunate enough to survive these illnesses, there are life-changing consequences with no real access to health care or education for those with hearing loss.

Undiagnosed or untreated hearing loss can cause a multitude of problems such as social isolation, depression and reduced vocational or educational opportunities.

Educating Innocent chronic middle ear problems. Currently, there is an estimated HIV rate of ten per cent in Malawi.

Hearing loss is often ignored or dismissed as not a “real problem.”

There are severe conditions and

Educational opportunities for those who have a significant hearing loss and are therefore unable to use hearing aids is very limited. There are currently six schools for the deaf in Malawi where instruction is in sign language.

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All of these schools are overcrowded.

Admission to a deaf school needs to occur before age six otherwise a child will not be admitted. So for children who lose their hearing later on in childhood, there are no educational opportunities.

Innocent is 14 years old and suffered from severe malaria last year. He was given quinine, a medication known to cause hearing loss, as a treatment to save his life. Innocent developed significant hearing loss from either the malaria or the quinine to treat it. He attempted to return to school following his release from the hospital but was unable to hear his lessons. Luckily, audiology services were available at Queen Elizabeth Central Hospital (QECH), Blantyre, and two weeks later Innocent had his hearing tested and was fitted with hearing aids in both ears. He returned to school and was able to hear his teacher and friends again and now has a chance to secure his future.

Prior to audiology services, including hearing aid fittings, becoming available in Malawi, children with lesser degrees of hearing loss were also admitted to deaf schools. This reduced ever further the places available in deaf schools and once a child uses only sign language to communicate it is difficult to reintegrate them into mainstream school. If these children had been identified when they first developed hearing loss and fitted with hearing aids, it is very likely that, like Innocent, they could have stayed in mainstream school.

Happier times There are many stories of people struggling with hearing loss in Malawi.

A young boy named Happy is one such case. His mother started to notice Happy’s hearing declining when he was five years old but there were no services to help. He has repeated the same grade in school three times. Last year, Happy was fitted with hearing aids and within a few weeks his mother and teachers were already noticing a huge difference. His marks in school improved so much that he was promoted to the next grade at the conclusion of the school year. Happy’s mother is delighted with the progress Happy has been making. He was even in the top ten per cent of his class halfway through the next school year.

Resourcing change

Happy, age 10, Malawi (©Sound Seekers/Steve Rutherford).

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According to the World Bank, 84 per cent of Malawi’s population live in rural areas while 50 per cent of the country is at or below the national poverty line. Seeking treatment for any illness is often delayed due to a lack of funds for transportation. Health

Innocent returned to school and was able to hear his teacher and friends again

centres in rural areas lack medical professionals, basic medications and supplies and there are no audiology services available. The only solution is to bring the clinic to the patients by providing outreach services to rural areas. Regularly scheduled outreaches in the southern region of the country means that those who cannot travel to Blantyre will only have to travel to their local health centre to receive the audiology services they need.

Without even one Malawian audiologist in a country of 16 million people, hearing loss goes largely untreated. Developing the audiology profession in the country will make a huge difference to the lives, and future welfare, of many Malawians, and by 2017 there will be four fully trained native Malawian audiologists.

Further information

Dr Courtney Caron is the charity Sound Seeker’s Audiologist at Queen Elizabeth Central Hospital, Blantyre, Malawi: www.sound-seekers.org.uk

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OUTDOOR ACTIVITIES

Active for life Outdoor activities can have a positive impact that lasts a lifetime, writes Justin Farnan

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s a teenager, I was very lucky to be part of a youth group that enabled a succession of 15 to 21-year-olds the opportunity to spend a key part of their formative years learning about themselves and others through outdoor adventure, mainly in the nearby Peak District, but also further afield in both the UK and abroad. The 70s and 80s were very different to today (for better and worse) and the older members of the club (without necessarily any formal qualifications) taught canoeing, climbing, mountain navigation, caving and other outdoor skills to the younger members, who in turn taught younger members as they themselves got older.

It was great fun at the time, not just the activities (practised up to a high level of competence and technical

We took controlled risks as part of the experience and it provided important lessons for later life difficulty) but also the experiences of friendship, independence and cooperation. I am sure our parents signed relevant disclaimers and that back in the day we had significant liability insurance too, but at that age we weren’t too bothered about all that.

We took controlled risks as part of the experience and it provided important lessons for later life.

Aged 19, I went to university in London and for the next 20 years I

took full advantage of the social and career opportunities that a big city has to offer, never once doing any of the activities that I had so enjoyed. Now I am older though, I recognise what those early experiences of learning in the outdoors did in terms of helping to form my later life.

Another thing I recognise is that our group did not have one member with a disability. It didn’t strike me as such at the time, but how unfair was it that those with disabilities didn’t get the opportunity to have the experiences I had and enjoy the lasting positive effects that they gave me?

Well, unlike in the 70s and 80s (with a little help from The Disability Discrimination Act, 1995) there are now plenty of places across the country that can support you as SEN professionals

Group activities can help build social and interpersonal skills.

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or disability group leaders in helping those in your care do amazing things they never thought they could achieve, giving them potentially life changing experiences that stay with them long after they have returned home. It’s just a matter of knowing what you want to achieve and how best to go about it.

The benefits of learning through outdoor activities There are many reasons why outdoor education is so effective for children and young people with SEN and disabilities, some of the key ones being: • an increase in confidence • independence • a realisation of abilities • opportunities for increasing social and support networks • practising social skills and enhancing friendships • a catalyst for continued physical exercise in everyday life.

The degree to which these outcomes are obtained differs across groups and is influenced by the reason for the visit and whether the establishment wants the group to attend for recreational, educational, social or rehabilitative purposes. A recent survey of senior management within the SEN sector stated that their perception of pupils on their return from outdoor learning residentials was that they showed an increase in confidence, a raising of

In some respects the activities themselves are secondary to how they are delivered by instructors their ability when back in the school environment and an increase in sociability.

Although the activities that appear to contribute most towards achievement of the reported outcomes are climbing, canoeing and (if presented in an appropriate format) challenge tasks and walking/chair pushes, in some respects the activities themselves are secondary to how they are delivered by instructors. Some of the most important lessons for students are: • achievement in the face of adversity • developing interpersonal or teamwork skills built up from working in a group • understanding a common aim and a level of interdependency.

High-thrill short duration activities are considered to contribute towards the immediate benefits, while activities of longer duration, requiring sustained effort, maximise the learning opportunities and longer-term benefits.

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Needs, goals and outcomes All pupils with SEN and disabilities are different and the life experiences associated with their disability or condition can impact on the outcomes of a programme of outdoor education. A residential setting makes a contribution to the quality of the experience by: • increasing the opportunities to be independent • increasing the opportunity for social interactions • enhancing the dynamics within groups and thereby increasing peer support and interaction with teachers and carers.

Below are examples of feedback taken from a sample of SEN teachers and SENCOs after their residential visits to an outdoor activities centre with pupils who had a range of disabilities and SEN. Importantly, this is taken from group leaders who attended a course with the pupils and so experienced the offering first hand, rather than someone back in the office making just the financial decisions and giving their thoughts on the perceived educational benefits.

Comments from group leaders can also reveal a great deal about how they feel outdoor activities help the children and young people in their charge. They also show how much the teachers themselves get out of these kinds of activities.

A group visit to an outdoor centre can create lifelong memories for all concerned. Sometimes, just being at an exciting outdoor centre with their peers is a big achievement for these students. It can be very inspiring for teachers to see young people who may struggle in the classroom environment interacting with others of different ages and abilities and often achieving things they never thought they would be able to do.

It can also be invaluable to enable students to have fun together out of school. This can help provide a great boost to self-esteem and confidence.

>> WWW.SENMAGAZINE.CO.UK

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OUTDOOR ACTIVITIES

A group visit to an outdoor centre can create lifelong memories for all concerned

Given the opportunity, young people can achieve things they previously thought beyond them.

Benefits such as these often carry on long after everyone has returned to school.

Planning your visit The success of a residential visit, and therefore the satisfaction of pupils and school staff, will be largely dependent on the quality of the offering provided by the centre. This will include the activities on offer, as well as other factors such as the food provided, accommodation and the quality of service from the centre’s staff. It is important, though, that those organising such visits from the school should remain consistent in terms of the goals and expected outcomes of the visit.

When looking to take a residential outdoor learning trip with a large number or high proportion of pupils with SEN or disabilities, it is therefore worth taking a number of key steps to ensure that everything goes smoothly to meets these goals and expectations.

1. Make sure you are happy that the provider you use really does have significant experience in working with pupils with SEN SENISSUE80

and their teachers. Centres more used to mainstream groups may underestimate the additional time and staffing required, causing complications when you are at the location, when it is too late to effect changes.

2. Before booking, discuss your pupils’ specific needs with the facilities and instructing staff.

Make sure you consider any adaptations or equipment that each pupil might need. Discuss what facilities the provider can supply, what adaptive equipment is in place and what training the staff has received.

3. If possible, undertake a pre-visit in advance of the trip and go through the detail of what each pupil requires. Make sure you discuss all your requirements, such as accommodation, personal care, overnight security (if you have wanderers), the centre’s ability to cater for a very wide range of dietary requirements, security of medicines and the experience of the staff when it comes to supporting children and young people with SEN. 4. Discuss the activity programme in detail and identify how pupils with SEN and disabilities can be meaningfully included. If it doesn’t look like all pupils will be able to achieve the aims and objectives of the visit, then don’t be afraid to change the programme, the activities or, if necessary, the provider.

5. Work with the provider to ensure that the pupils are given the chance to participate and are challenged to try new things.

A successful visit The quantitative and qualitative benefits of outdoor learning through the medium of activities at a residential centre can be huge, so it is well worth considering how you might tackle the barriers you think could be encountered with a group of pupils with SEN – such as awareness of where to go, the perceptions of staff and parents/ carers in terms of pupils’ abilities, and even the travel logistics of organising such a trip to a suitable centre.

Overcoming these barriers is well worth the effort and you will be amazed at what you, your group and the individual students involved can achieve. Positive outdoor experiences for all children and young people can have a major and positive impact on the rest of their lives; they certainly did for me and after my 20 year gap, I am also now back doing a range of outdoor activities, just as I did as a teenager.

So take the plunge and do something that will make a real difference to the lives of your students.

Further information

Justin Farnan is Business Manager at the Lake District Calvert Trust, a residential outdoor centre which delivers challenging outdoor adventure holidays for people with disabilities: www.calvert-trust.org.uk

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OUTDOOR ACTIVITIES Advertisement feature

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BRAIN INJURY

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Injury time Siân Rees outlines some of the key issues facing the pupil returning to school with an acquired brain injury

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oing back to school after a brain injury is a great milestone in recovery, but it is at this point, when learning can no longer be individually tailored, that the difficulties of the brain-injured child are compounded.

The pupil may sit quietly in the classroom, appearing to act like the “average” child, but underneath there are significant differences and teachers have to work hard to maximise their learning potential. Alternatively, the teacher may know very clearly that this young person has gone through a lot recently, as they can see the child is easily fatigued, irritable and has difficulties attending to the most simple tasks. Thankfully, brain injury is relatively rare, but this means that frequently children with severe brain injuries return to schools where there is no specialist knowledge about the educational effects of their injury.

The returning pupil may look just the same as they did previously. Staff, students and parents are relieved to see them returning, but do not realise that this is where the big changes will be noticed. While in hospital or during the rehabilitation period, the young person WWW.SENMAGAZINE.CO.UK

These children are unaware that their whole way of thinking has changed

that young people with acquired brain injury (ABI) will be able to operate fully in these areas and here the skill of the teacher in differentiating the curriculum to cope with these difficulties comes into play.

Difficulties associated with ABI generally accepts that they need to “wake up their brain” again, but now they think they are back to normal, and will not ask for help. They are unaware that their whole way of thinking has changed.

Timing the return to school The timing of school re-entry is an important variable for a successful return to school. Pupils must be able to function adequately in the classroom, responding to instruction, attending to simultaneous input in various modalities and work unassisted for 30 minutes. The ability to retain and understand information, reason and express ideas, plan and monitor their own performance are also required in the classroom, but the extent to which these are necessary depends on the age of the young person. It is unlikely

The returning pupil will probably arrive with a number of assessments by different professionals. While these are of great use in ascertaining the young person’s abilities, they may not show the whole picture. Formal measures of ability are administered in highly controlled settings; after ABI they may overestimate the actual level of functioning in the classroom, where demands and distractions are greater.

American statistics show that the majority of children with brain injuries experience educational difficulties. Problems are frequently in comprehension and problemsolving; it is possible for most braininjured youngsters to regain all of the knowledge which they had before the injury, but new learning is difficult. >> SENISSUE80

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However, most children also experience subtle changes in how they learn, but this varies from pupil to pupil.

Commonly, young people experience changes in communication skills, where word retrieval difficulties and slowed speech are common. Motor functioning difficulties could include tremors when under pressure, while memory and attention difficulties are among the more lasting and pervasive of the consequences of injury. Children sometimes not only can’t remember what they have been taught, they cannot remember having been taught it. This also affects other aspects of school life, such as remembering the location of classrooms or how to move through a lunch queue. There may be changes in behaviour and personality, especially as young people with ABI are frequently unable to make judgements about appropriate behaviour and tend to be disinhibited, saying or doing the first thing which comes to mind.

The child’s needs will evolve and change as the learner progresses.

For some children with ABI, a more structured learning environment may be required for continued progress to be made. There are also key behaviours which may be readily misinterpreted by school personnel not familiar with ABI; children with expressive difficulties may not be able to explain concepts which they readily understand and may then be considered to be at a lower academic level than they really are. It is important that teachers find other ways for children to show what they understand other than by using words. After ABI, many young people experience a slowing of their ability to think and will need extra time in class, homework, tests and exams to truly show what they can do.

Non-academic considerations When planning for a return to school, it must be remembered that it is not only teachers who come into contact with the youngster. School meal supervisors, caretakers and secretaries also need to SENISSUE80

A child with ABI cannot understand, remember or respond to rewards and punishments

know about the returning pupil, as they may be the first on the scene when the young person needs help.

School can be a very confusing place after an ABI; transport to and from school, class changes, conflicting demands of as many as eight different teachers during the day in some secondary schools, the need to remember security codes, PE routines, lunch queues, and countless interpersonal encounters during the day all mean that there is a lot to take in. Children with an ABI have difficulty in sorting and prioritising stimuli and such a range as this may be a barrier to successful re-entry.

Too much stimulation can cause the young person to become very tired and a phased return to school is always recommended. Once the young person shows they can manage, the time may be extended. It is also recommended that there should be a quiet room where the pupil with ABI can go to have time out and rest, even for ten minutes.

The process of reintegration into school must match the needs of the individual; every child differs in their character, injury and response to the injury. Children can grow into difficulties which are not obvious on return to school. This is especially so as children move from primary to secondary education and the demands made on them change significantly.

Teachers should be aware that delayed onset of problems is possible.

Behaviour Unlike “typical” pupils, a child with ABI cannot understand, remember or respond to rewards and punishments.

Distraction or time out does not work

in the long run, because the student does not attach markers to stored representations of an event, so they cannot use it to guide future action.

Instead, teachers should look for an approach which eliminates provocation and supports the pupil to avoid frustration and build self-esteem, especially before attempting a difficult task. Positive alternatives should be taught, including communication skills, giving choices and control to the student at appropriate times, and helping the student to recognise pressure points and leave the situation before trouble arises.

Training Students with ABI often need the support of outside agencies. It is widely recognised that therapy works best when it is integrated into the pupil’s daily routine. The management of ABI often necessitates approaches which run counter to conventional wisdom and the continued support of a specialist teacher is recommended both for initial training and in order to monitor progress, watching for the delayed onset of any difficulties.

We should not view school re-entry as complete once the pupil is back in school full-time; the process will continue until they leave the school and carry on once they enter the next one.

Further information

Dr Siân Rees is a specialist teacher at The SHIPS Project, a charitable project supporting young people who have sustained an acquired brain injury through accident or illness in their educational placement. www.shipsproject.org.uk

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SCHOOL LEADERSHIP

Twenty-first century leaders Mic Carolan presents a personal view of leadership in special schools

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am fortunate now in my forty-eighth year in education to be working as a consultant with special schools which are either “outstanding” or “good with outstanding features”.

Their leaders are highly energetic, intelligent, strong minded people who are honest about the challenges they and their teams face daily, especially in light of ever reducing central support services and increasingly complex and challenging budget situations.

There are some inspiring books on educational leadership, which go far beyond the systems approach. The “butterflies" described by Brighouse and Woods (What Makes a Good School Now?, 2008) indicate the delicacy and fragile nature of those small interventions which make real differences. I admit to being persuaded by the title of Will Ryan’s book, Leadership with a Moral Purpose (2008), and I hope we might all share his perception: “Outstanding SENISSUE80

schools are created by passionate leaders. It is passion that will make the head teacher rise early and stay late to achieve their goal. And this goal is owned personally by them – and certainly not a goal imposed by an external agency such as a Local Authority, central government or an academy chain”.

Michael Fullan in The Moral Imperative of School Leadership (2003) refers to research by Bryk and Sneider (2002) on relationship trust within organisations, identifying key skills and attitudes for leaders as “Respect, competence, personal regard for others and integrity”.

It is proposed that these traits become part of the school culture and that the absence of any one element in the leader can undermine relationships in all aspects of school life. Leaders require courage and the capacity to build new cultures in often challenging circumstances. Where I have sometimes

Leaders require courage and the capacity to build new cultures in often challenging circumstances struggled (as a deputy, an LA officer, inspector, head or consultant) to reduce or eliminate the tension within some organisations it is where there has seemed to be a lack of awareness that the primary purpose of schools is for the benefit of children.

John West-Burnham, in a presentation for the National College for Teaching and Leadership, indicated the necessity to “support the growth of moral confidence by providing resources to deepen understanding of this aspect of leadership”. Sadly, I have met few WWW.SENMAGAZINE.CO.UK

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local authority figures who understood this approach.

Challenges leaders encounter We are in a very complex environment, not only for the education system but additionally for those leading special schools and colleges; education, health and care plans will be effective providing, and only if, all participants place equal value on the specific requirements of the client, and equal value on their own service participation.

Working towards an inclusive society and school system should not be at the expense of local expertise, with some schools constantly broadening their remit to enable their local authority (LA) to cope or to foster the objectives of their charity or funding agency. For example one school I work with will grow in the next two years by almost 50 per cent, whilst another already crowded provision was to receive a third more young people at the start of the current academic year, without any planning for budget or staffing or physical alterations in place; this was, due to the intelligence and courage of the head, delayed by one term. In the absence of central skills, experience and expertise, many heads in special schools are engaged in building plans, parking problems and HR issues.

Personality, experience and philosophy Some of the school leaders I know would admit to being obsessive about achieving the best outcomes for children, and their comments on their role are illuminating. Headteachers talk of the need for a can-do attitude, to have high expectations for both staff and pupils and to set honest and ethical standards (and expect all staff to do the same).

Leaders need to be prepared to try new approaches and not to worry if things go wrong. The success of any new initiatives will depend on the buy-in of others. Heads need to invest in and trust the members of their team; training, coaching and mentoring staff will always WWW.SENMAGAZINE.CO.UK

be crucial. Continuing professional development (CPD) should enable staff to pursue an area for development that they are interested in, as long as it will benefit the pupils.

I know many leaders who are highly energetic and generous with their time.

For example, on the weekend that I am writing this article, one will be devoting both days to a school-based music and food festival, showcasing the skills of his students; another has provided an emergency number for the parents of young people in crisis to call at any time.

Good leaders also know where and when to make key significant appointments – be it a deputy head, a speech therapist, a high level teaching assistant or a finance officer – to broaden the skill set of the team.

The fund raising exploits of heads and leaders of special schools are legendary and I am aware of one head who took the fitter and “crazier” members of his team to participate in a ten mile extreme obstacle course to raise money.

The National College for Leadership of Schools has indicated that 43 per cent of heads appointed to special schools (2007/8) were internal candidates compared with 25 per cent for primary schools and 29 per cent for secondary schools. This reflects well upon the development strategies within our schools, and the specialisation of key team members, and their commitment to the very specific area of work.

What does school leadership mean for parents?

Parents and advocates should try to build up a view of the leaders of any special school they are considering.

Heads should be accessible, not remote administrators (did they greet you and engage with you when you visited?).

Try to discover what motivates them in their role as a leader. Parents need school leaders who will quickly get to know their child and their idiosyncratic behaviours, and who will be able to support parents in their role at home.

Schools should be able to offer parents support with filling in complex

Parents need school leaders who will quickly get to know their child and their idiosyncratic behaviours forms, benefit claiming and the provision of additional advice within the community to access services.

When you visit the school, look around to see how the pupils are reacting. Do you see smiles, happy faces and engaged pupils? How are the children greeting the head?

It is essential that the school leadership and the whole team recognise that the child lives, grows and is nurtured in a context, of whatever composition.

The school must understand this context and interact effectively with the family, if the child is to thrive. Through academic research I undertook on employment opportunities for young adults with specific and additional needs, and among the siblings of children with a disability, I found that an awareness of the family context was pivotal. One mother reported stating at a transition meeting: “You don’t know what it’s like having a child that is different, living in a tenement” In many of the special school settings in which I have worked there is a close correlation between indicators of poverty and our clients. I know this is the same for many of our schools and their leaders, but in this context it is an additional layer of challenge and complexity, especially as recent and forthcoming budget cuts seem not to recognise disability.

Further information

Dr Mic Carolan is an independent consultant. He has led three special schools, was seconded to Ofsted for a year, and volunteered in Uganda in a special school on semi-retirement.

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Examining technology Assistive technology can make exams fairer and more inclusive, writes Andrew Harland

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ne might argue that we all use various forms of technology to assist with our everyday lives and that it has now become so integrated that we no longer recognise it as an “adon”, but see technology as essential to everything that we do. Many of us would therefore consider the use of a lap-top at home or at work as a normal way of working, or playing.

That phrase “normal way of working”, however, has been traditionally used by the Joint Curriculum for Qualifications (JCQCIC ), who oversee the code of practice on the delivery of exams in all exam centres, to determine what access arrangements (AA) are given to learners with disabilities and/or SEN when they are undertaking public exams. And it is to these AA that SENISSUE80

various forms of assistive technology (AT) are attached.

It is therefore not a surprise that AA have grown over the years as more and more learners are being drawn into the public exam system, for example by government policy making passes in GCSE maths and English mandatory and by a growing learner base who have a greater access to education, training and assessment, often through more personalised AT. A recent survey of exam office personnel by the Examination Officers’ Association (EOA), in collaboration with Texthelp, found that 42 per cent of this community were not aware of any AT software being available or being used in their centres, while 35 per cent said that AT was not being used at all in their exam centres. Only 20 per cent stated

A cultural shift is needed across the exams delivery community to embrace the benefits that AT can deliver that AT was used as their “normal way of working”. These responses might seem quite alarming but part of the problem stems from the fact that exam office staff have focused on exams delivery in the past and are not engaged fully with the “normal way of working” relating to teaching and SENCO staff practice.

In addition, while JCQ publications have gradually embraced assistive technology, the focus has always been WWW.SENMAGAZINE.CO.UK

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historically on those with disabilities and/or more severe learning difficulties which did not impinge on mainstream teaching and learning, until the recent and growing awareness of dyslexia related needs. The report threw up issues over a lack of training for teachers, pupils and the exam office on AT, with confusion over the term “normal way of working”, a culture of fear, due to lack of training and awareness at using AT in both the classroom and the exam hall, and severe budget constraints to encourage AT use at all levels.

Given the need to provide AT in exams delivery, respondents felt that the most significant benefits of using AT were that it allows students to work independently and it reduces the need for a human reader. These findings do indicate a lack of understanding of AT amongst the exam office community and therefore, by extension, a low level of awareness of the changes in JCQ guidelines and a need to reflect practice in centres.

Changing attitudes Does the definition of the “normal way of working” defined by the JCQ therefore match the actual classroom practice and the requests for AA made by exams offices across the country? If we are to meet the needs of all learners, a cultural shift is needed across the exams delivery community to embrace the benefits which AT can deliver.

Handwriting is going to become much more important, as it is now part of the Ofsted inspection parameters and secondary schools are going to be much more sensitive to the impact that it is going to have on the students’ and the school’s reputation. For students who find handwriting an odious task, this becomes a barrier; it also affects self-esteem, self-actualisation and motivation and can have negative psychosocial consequences and affect development.

Many dyslexics feel disappointed, frustrated, ashamed, fed up, angry and embarrassed by their writing, spelling WWW.SENMAGAZINE.CO.UK

and reading skills. Young people with speech, language and communication needs also fear failure. A lot of them behave inappropriately in class due to the perceived peer pressure of creating and reading text.

Speech recognition software (SRS) has been available in education for a long time, particularly in further education establishments. It became available to those in mainstream schools from 2013, when it became part of the exam access arrangements – thereby allowing students to use AT to complete their exam papers.

SRS enabled students to demonstrate independent skills, which they can then take forward into the world of work, apprenticeships or university. At present, the students rely on additional staff support to either read or scribe for them. The biggest barrier to children using SRS in mainstream schools is the lack of CPD, money for laptops and headsets, and poor Wi-Fi within the buildings.

Parental influence Parents are now requesting this technology in schools and students are now using this technology on their mobile phones and tablet computers.

Students spend 20 per cent of their time in school and 80 per cent of the time at home and have this technology more readily available, so centres need to focus more on managing the development and use of AT and not on having to provide it all on their centre budgets.

The EOA is working closely with the British Assistive Technology Association (BATA) to help heighten the awareness and use of assistive technology across education establishments. There is a range of very useful products out there at the moment and new products are coming onto the market all the time.

New developments in AT mean that students can now utilise AA that are tailored to their individual needs, without disturbing others in the classroom or exam hall. This technology can provide virtually all students with

Students can now utilise access arrangements that are tailored to their individual needs

access not only to exams but to a much broader educational experience which encourages independent learning.

Effective use of AT can also reduce costs within the centre and in the delivery of exams.

In conclusion, there needs to be much more specific training and awareness to facilitate the effective use of AT, if this to be used and adopted as the “normal way of working” in classrooms and thereby prepare a seamless transition into the exam system when requests are made for access arrangements. To ensure the effective delivery of AT as part of the teaching and learning experience and as part of the AA process, there has to be a greater level of collaboration within the exams community. In order to maximise the benefits of AT provided by a wide range of manufacturers, clear communication is needed between awarding bodies, SENCOs and the exams office community so that all students can reach their full potential.

Further information

Andrew Harland is CEO of the Examination Officers’ Association (EOA), a charity and not-forprofit independent, membership organisation for exam office personnel in the UK: www.examofficers.org.uk

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Use AT or lose AT Assistive technology counts for little without proper planning, support and the will to use it, writes Paul Doyle

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e have most of us been there at some point in our lives. After a lovely meal and a glass or two of wine in a restaurant, the end of the evening arrives, along with the time to divide the bill. A flurry of awkward shrugs and guilty glances ultimately ends when one plucky individual among the group announces: “I was always rubbish at maths anyway”. We can all relax; we have been given permission to make known our collective fear of all things mathematical and reach for the calculators that now happily reside on our phones.

Fear of maths and its close cousin, fear of technology, are never far away, no matter what context we as professional find ourselves in. Scratch the surface in many roles and we find examples of colleagues shying away from technology and somehow feeling justified in doing so. How many of us know of colleagues who never truly make use of the ubiquitous interactive white boards that have taken pride of place in most teaching spaces?

Whilst this ostensibly UK affliction can be laughed off at some levels, it is my personal experience that a lack of capacity or even unwillingness to engage with technology can and often does lead to poor outcomes for some individuals, specifically those who rely on assistive technology (AT).

Life-changing technology AT is a departure from the usual gamut of devices we all experience in our lives; its use, in many cases, is crucial – sometimes life critical – and not just for user convenience. Therefore, it is essential that a greater degree of importance is given to the process SENISSUE80

Eye gaze technology is opening up new opportunities for people with disabilities.

of implementing AT and supporting the user.

Imagine learning to drive using only a text book or taking lessons from a person who can’t drive either. Doesn’t fill you with confidence, does it?

This is how some AT users have been made to feel in the past. Their expectations are often that AT will make a material difference to their lives, affording them greater levels of function and consequently independence at home, at work or in the classroom.

Their hopes can be dashed when a support worker, carer or teacher, to name but a few, struggles to turn it on, plug a switch in, set it up or even attach it.

If, like me, your first car was more rust than car, you will remember the too common occurrence of needing to be somewhere, getting into your car, turning the key and finding that nothing happens. Ultimately, the wholly unreliable jalopy was sent for scrap and a more reliable car purchased – or you buy a bicycle as I did.

It is common sense not to rely on such poor resources; similarly, if a person’s AT is not available and working

With such a gap in provision, it is no wonder some students fall through it properly at the point when they really need it, surely they will opt to use or return to a more reliable or secure alternative. Often, in my experience, they revert to using what they used or did before their new AT arrived.

Knowing how to support the use of AT, and its user, and having that support in place – whether that be in the classroom or at home – in many cases is just as important a factor as the AT itself. Unfortunately, this support can often be overlooked and many studies have shown that lack of competent, trained support is often a key factor in technology abandonment1.

Integrating AT When delivering an AT solution, how the technologies will be integrated into living and learning, how they are supported and by whom are key factors WWW.SENMAGAZINE.CO.UK

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that need to be well defined during the planning phase. How the equipment will be utilised and who is responsible for embedding it into the curriculum are often poorly thought through, leading to instances of technicians installing software on machines, as requested, on the assumption that teachers will know how to use it. In reality, teaching staff who may have seen a demo six months ago are often left with scant knowledge of how to integrate the AT into their schemes of work, lesson plans or student plans. With such a gap in provision, it is no wonder some students fall through it.

One potential means of plugging the gap might be to employ the recently introduced education, health and care (EHC) plans. These are replacing statements of SEN and they identify educational, health and social needs and set out the additional support required to meet those needs. The new SEN Code of Practice states that: “High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people.

Some children and young people need educational provision that is additional to or different from this.”

This statement raises the notion of additional/different needs. Therefore,

A young man with muscular dystrophy uses a wheelchair-mounted robot arm.

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The setting of pragmatic and achievable goals in the implementation of AT is an important factor when identifying additional needs and recommending the technologies that might address them, it is essential that support for the technology, in terms of using it and embedding it in teaching, is included.

Realistic goals The setting of pragmatic and achievable goals in the implementation and use of AT is another important factor. By acknowledging that a student might have to learn to use his or her AT whilst also following their programme of study, one can set goals for the use of AT that take this issue into account.

By utilising realistic goals, the student should be able to build on success and is therefore more likely to successfully adopt and continue with their use of AT. In some instances, these goals may appear minimal or indeed (from an external perspective) redundant, if one has teaching assistants or carers in place. But if a person is able to do something for themselves, independently – no matter how apparently insignificant that action may appear – this is widely accepted as having a substantial and positive impact on their psychosocial wellbeing and also, in many cases, on the wellbeing of their loved ones.

Good person-centred practice in the context of an EHC plan could be utilised if a student has an aspiration to live independently. It would make sense to identify the effective use of home-based AT – for example how to use alternative and augmentative communication (AAC) or environmental controls effectively at home – as part of their goal setting within a bespoke academic programme. The setting of personalised goals based

on an individual’s current and future aspirations and capabilities should be considered an important aspect of an AT intervention.

Therefore, when employing AT in learning one should also consider the wider use of AT, including that outside the classroom, and how it may support a student to make an effective transition to independent living. EHC plans are an ideal vehicle to support this method of working collaboratively and to help facilitate relationships between home and school/college. However, it is essential that someone is in a position to ensure such an approach is followed through. With the current economic climate putting increasing pressure on the resources of statutory services, it would be further good practice to recommend that an appropriate professional be provided with both the authority and the financial resources to coordinate and monitor such an approach.

By fully supporting the use of AT in all aspects of its use and adopting a truly holistic approach to the use of AT – as enshrined in the philosophy underpinning EHC plans – the chances of the user deciding AT is not for them and losing an opportunity for greater independence will be significantly reduced in the classroom and ideally across all aspects of their lives.

Footnote 1. www.researchgate.net/ publication/13125783_Predictors_of_ Assistive_Technology_Abandonment

Further information

Paul Doyle is Access Centre Manager at Hereward College, a national further education college for young people with disabilities and additional needs. www.hereward.ac.uk

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Other settings covered are residential care homes, colleges and universities, where input into degree level courses take place.

Contact us for a free initial consultation.

Website: www.aas123.com Email: myles@aas123.com Facebook: www.facebook.com/AccessAbility4U Mobile: 07760 473943

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I’m unique!

Kaye Stevenson looks at how to meet the needs and aspirations of deaf learners with additional SEN

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or specialist deaf schools and colleges the impact of the move from statements of SEN to education, health and care (EHC) plans on their working practices has been significant. Some organisations work with several different local authorities providing for a cohort of students who all have legal statements, learning difficulty assessments or EHC plans. Most students are now in the process, under the legislation, of transferring to EHC plans. Although complex and administratively stressful, the changes in the legislation through the Children’s and Families Act (CFA) 2014, and the subsequent SEN and Disabilities Code of Practice, have provided

students, parents and professionals with an opportunity to reflect on current practices and revisit students’ strengths, needs and support and, crucially, their personal aspirations.

What are the needs of profoundly deaf students?

The vast majority of students I have worked with are profoundly deaf. They are also unique. Their first language is British Sign Language (BSL). Most acquired their language late and the vast majority were communicatively isolated in their previous provisions.

Some of them have used augmented communication, including symbols that are signed and have a visual aspect.

When I first started working with them

These students need a language for communication but also for thought, learning and social engagement many had access to sound at different levels, although the majority did not have access at a language level.

In terms of communication and language, profoundly deaf students are each a one-off. In fact, their only commonality is that their language >>

Each deaf learner needs to have a say in shaping their learning. Photo by Matt-Austin.

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and communication needs have not been fully met within a mainstream setting. By this, I mean they will not be able to participate fully and independently in society without specialist support. Making friends and building relationships with peers and staff can be complex due to the limited shared language.

These students need a language for communication but also for thought, learning and social engagement. If this basic need goes unmet, young people will become isolated and this will impact on their mental health and wellbeing. We know from academic studies that language deprivation, where one does not have access to a visual or spoken language in the early years of life, impacts on future academic and social success.

The ability to communicate in effective and meaningful ways also has a deeper impact. As that great communicator Nelson Mandela famously said: “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, it goes to his heart”.

Language – which is visual for deaf young people – is intrinsically bound to culture, identity and self-esteem. The language barriers to students achieving their ambitions are then multiplied by their additional SEN and disabilities, thereby creating a unique package of issues. These barriers include cognition and learning needs, sensory and/or physical needs, as well as social, emotional and mental health needs.

How can learners’ needs be met?

Young deaf people need to be both personally and educationally empowered to meet their aspirations, and those of their family. The first step is to enable the young person and their family to have a “voice” in shaping their educational journey towards adult life goals.

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Needs assessments allow you to identify the barriers to students achieving their aspirations logic to guide your thinking about SEN provision, you must start with the young person’s aspirations. Their aspirations, ambitions and dreams must be the golden thread that runs through how you create, design, implement and adjust their support or provision. With these goals established, you must then explore with the young person what achieving these goals actually looks like; how will you know when you’ve met that goal? In short, you ask them “what are the outcomes that you want to work towards?” and “what do we need to put in place to enable them to happen for you?” As you work with the young person, from establishing their needs, through providing interventions, through to achieving outcomes, you must keep these goals in mind.

My role is to increase awareness of the different ways to enable the profoundly deaf young person with additional SEN to reach these goals.

I establish appropriate outcomes with therapy, education and care teams, structuring support to achieve these outcomes. Needs assessments are fundamental in this process. These allow you to identify the barriers to students achieving their aspirations.

The outcomes are stages on the journey towards achieving a positive life in adulthood. The big change for many services is that legally the young person’s aspirations and outcomes must now drive the process. These aspirations are decided by the student and, when required, their informed carers. To make these aspirations a reality, all the relevant services involved in education, health and care must work together as a team in a cohesive approach.

Understanding aspirations Like all young people, deaf students want the opportunity to have as productive and independent a life as possible. Specialist education providers need to enable young people to develop informed choices with a view to building a life and being happy, by ensuring curricula and provisions are targeted to ensure best progress.

The Code of Practice details what supporting successful preparation for adulthood entails: “With high aspirations, and the right support, the vast majority of children and young people can go on to achieve successful long-term outcomes in adult life. Local authorities, education providers and their partners should work together to help children and young people to realise their ambitions in relation to: • higher education and/ or employment – including exploring different employment options, such as support for becoming self-employed and help from supported employment agencies • independent living – enabling people to have choice and control over their lives and the support they receive, their accommodation and living arrangements, including supported living • participating in society – including having friends and supportive relationships, and participating in, and contributing to, the local community • being as healthy as possible in adult life.”

On the face of it these are not complicated ambitions. The SEN changes have been a response to the fact that they have often not been achieved. To ensure students have a clear route toward achieving them, as providers we need to constantly be focussed on meeting students’ personal goals.

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Stephen’s story To illustrate and bring some of this to life, let’s look at a college student; we’ll call him Stephen.

Here are two different ways of summarising Stephen: 1. Stephen is profoundly deaf and high functioning autistic. He has social, emotional and behavioural needs, organisational difficulties, memory deficits, dyslexia, sensory processing disorder and dyspraxia.

2. Stephen is a keen sailor, funny, a loving son and a good friend. He is interested in graphic novels and is an award-winning animator.

Stephen’s ambition, at the moment, is to live independently and work in creative media.

Both descriptions are factually correct, but it is the second vision of Stephen as a person that we want to focus on; this is the Stephen we are working with.

To do that, we need to understand the challenges presented by the first description and work with Stephen to ensure we enable him to own and realise the ambitions of the second.

So, what did we do in partnership with Stephen? What solutions did we co-produce?

Stephen’s needs were met by a complex mix of professionals and strategies. Stephen was helped to develop his interests by structuring his experiences in ways that allowed him to develop social and emotional life skills at a pace that worked for him. He was placed in a bilingual (sign language and English) provision with a large therapeutic services team. He had small class sizes, a teacher of the deaf (ToD) and a tutor who provided pastoral care and acted as a sounding board for new ideas and problems or worries.

A communication support worker adapted his curriculum to meet his deaf needs and supported his autistic spectrum disorder needs. Stephen lived in, and was an active part of, a community of fully signing deaf and hearing people which fosters a positive deaf identity. He was surrounded by BSL adult role models and he had WWW.SENMAGAZINE.CO.UK

structured language classes in his first language. Stephen was supported by visual learning tools and consistent routines. He also had access to mindmapping assistive technology to organise his thoughts and ideas, and to a swing which helped him sensorially self-regulate. Occupational therapists worked with Stephen and his care key worker to implement a functional life skills programme, taking account of his needs for routines and assistance to complete a task. The care team supported him to transfer his skills.

With his needs met, Stephen could learn and grow into adult life. He is now living independently with the support of adult social services. He attends college and has achieved his BTEC L2 Diploma in creative media production.

Stephen maintains contact with his old friends who share his interests. To put it simply, he has achieved his ambitions and is working towards the next step of working life.

So, what was at the heart of this success? By working in a blended, multidisciplinary and trans-disciplinary way, with his internal and external team from education, health and social care supporting him, we worked together to break down the barriers to achieving his ambitions. Seeing Stephen as a person through the lens of his ambitions and working together with Stephen to enable him to meet those ambitions has enabled the professionals to focus on Stephen’s strengths, to build in provisions and set achievable goals and outcomes, for the present, medium-term and long-term.

Overcoming barriers When faced with complex problems, it’s all too easy to be defeatist. Yes, barriers exist but barriers can be overcome.

Needs can be met in educational provisions if we remember that our guiding principle and overarching joint goal must be to see the young person and focus on what they want.

Wendy McCracken, Professor in the Education of the Deaf at the University of Manchester, has examined

Stephen is now living independently with the support of adult social services parents’ concerns that professionals often only focus on one aspect of the young person. She called this “overshadowing”. We are all in danger of overshadowing our young people, not seeing the full picture because we see them though the specific need that we specialise in. By focusing on all of the young person, using their ambitions as the golden thread to follow through to provision and outcomes, a student can be offered a unique package that will support them to have every opportunity to meet their goals and reach their full potential. The challenge is clear and pressing: we must see the whole person.

Further information

Kaye Stevenson is Therapeutic Services Manager and Teacher of the Deaf at Exeter Royal Academy for Deaf Education: www.exeterdeafacademy.ac.uk

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BOOK REVIEWS

Book reviews

by Mary Mountstephen

Understanding Assessment in Primary Education Sue Faragher Sage Publications £21.99 ISBN: 978-1-4462-7386-9

The author is the Head of a large private primary school in Abu Dhabi and a former lecturer at Liverpool John Moores University. In this book she provides a practical guide to assessment in the primary school, focusing on key principles and practical examples of ways to monitor students.

The book places the assessment of pupils with SEN early on in the text and Faragher opens this chapter with a brief but comprehensive overview of legislation. She then focuses on self-esteem issues and the concept of self-efficacy/ self-belief. This is followed by information on the P scales system and links to further reading.

Faragher stresses the need to assess in the context of the normal learning environment, in order to take the physical situation into account. She cites research on group work and collaborative learning and its role in supporting learners with SEN. At the conclusion of this chapter, Gallagher raises some important points for reflection. She also highlights that “Many of the principles for assessing pupils with SEN come down to good teaching practice and are applicable to all pupils”.

Other chapters in the book cover, for example, early years’ assessment, the use of ICT and self and peer assessment.

This book is aimed at those in initial teacher education courses and it is a useful and readable introduction to this field.

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Understanding Reading Comprehension: Processes and Practices Wayne Tennent Sage Publications £21.99 ISBN: 978-1-4462-7318-0

This book is aimed at those on initial teacher training courses as well as practising teachers wishing to further develop their knowledge about current processes and practices in reading comprehension.

The author is a UK based lecturer, with experience as a class teacher who has focused on ways to develop children’s comprehension in group reading contexts.

Tennent uses some very interesting activities to illustrate his points and he states that one in every ten children in the UK is likely to have a specific reading comprehension difficulty that will cause them to perform below expected levels.

Tennent covers topics such as memory and monitoring, inference, selecting texts and teaching comprehension.

The book is well constructed, with each chapter opening with an overview and including the use of “Dialogue Points” and suggestions for school-based activities. Tennent writes in an accessible style and he helps the reader to develop an understanding of what is meant currently by the term “comprehension”.

Although this book is not aimed at teachers working in SEN, it could help them to consider the extent to which children comprehend and are able to respond to a text.

It also explores different types of texts and the use of readability analyses to decide whether a text is appropriate.

The author uses some case studies to show how the principles he has outlined can be translated into practice and these span the Foundation Stage to Y5. It is a useful resource.

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BOOK REVIEWS

Attachment-Based Teaching: Creating a Tribal Classroom

Understanding Cognitive Development

Louis Cozolino

Maggie McGonigle-Chalmers

W.W. Norton and Company £18.99 ISBN: 978-0-393-70904-9

Sage Publications £25.99 ISBN: 978-1-4129-2881-6

Cozolino lectures around the world on brain development, evolution and psychotherapy, and is the author of several books. Here he explores the quality of student attachment to teachers and peers and presents a classroom model of secure attachment through creating supportive “tribal” classrooms and school communities.

The book is divided into four sections, opening with information on his four key principles, which he defines as: Tribes – a group of individuals that are tied together by shared time, familiarity and common purpose; Secure attachments – the ability to be soothed by others and to experience safety through proximity; Neuroplasticity – the ability of the nervous system to change in response to experience; and Work-arounds – a strategy to activate small group dynamics such as keeping classrooms and schools as small as possible.

In Part 2, the author describes how the brain balances stress and learning and how this can be counterbalanced by humour. He provides examples and cites research to support this approach and also includes a teacher selfassessment of stress.

In Parts 3 and 4, he expands on the social aspects of learning and also provides a number of practical exercises to work with. These are designed to build a strong community, particularly for children who are struggling to learn due to past trauma, social-emotional challenges and other barriers to learning.

This excellent book is well crafted, with many relevant quotations and thought provoking concepts.

This book has been written both for students and for lecturers and would also be of value to teachers with an interest in the development of young children’s minds.

Each chapter is divided into two or three parts, which in turn are divided into numbered sections that correspond to summary panels, some of which link to videos providing examples of the relevant behaviours.

The author begins by describing very early childhood development, with the reflex-bound newborn and the growth of the brain in infancy. This is then linked to growth and perceptual development. Further chapters address sensorimotor development and the role of executive functions.

There are many drawings and photographs to illustrate specific pieces of research and the layout is very clear and accessible.

McGonigle-Chalmers introduces the concept of psychophysics, which relates to the view that all perception is still developing into the early school years, rather than being “set” at a much younger age. She then relates this to the development of memory, processing speed and the differences between visual and auditory memory.

For those with an interest in the Theory of Mind, the author devotes a chapter to research in this field and its links to executive functioning.

This is a well-structured and thoughtful approach to the field of early cognitive development, with interesting points for reflection and discussion. It provides a very thorough overview of historical and current research.

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CReSTeD

The Council for the Registration of Schools Teaching Dyslexic Pupils

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he Council for the Registration of Schools Teaching Dyslexic Pupils, known as CReSTeD, maintains a Register of schools and teaching centres which meet its criteria for the teaching of pupils with specific learning difficulties.

All schools and centres included in the Register are visited regularly to ensure they continue to meet the criteria.

The Register acts as a source of information which parents can use as their first step towards making a placement decision for their child’s educational future. The majority of schools on the register are mainstream schools that are also able to give excellent help to pupils with specific learning difficulties (SpLD) including

dyslexia and also – when combined with dyslexia – dyscalculia, dyspraxia, ADHD and pragmatic and semantic language difficulties.

The Register is published via the CReSTeD website and in digital formats.

A printed copy can be obtained from the CReSTeD Administrator. The website contains all the information that is in the Register and it is updated as new information is received and as new schools/centres are approved.

CReSTeD does not advise parents on the wider aspects of choosing a school or centre; its expertise is in the area of educational support for those with SpLD. Any decision regarding the choice of school or centre should always take into account

the information available from other sources. CReSTeD also encourages parents to visit a school or centre they feel will fit their child’s needs before making any decisions.

The Council includes representatives from the British Dyslexia Association, Dyslexia Action, Dyslexia-SpLD Trust, the Helen Arkell Dyslexia Centre, educational psychologists and schools.

A solicitor who is a specialist in the legal aspects of SEN is an Honorary Advisor to the Council.

CReSTeD was founded to help parents. It has had, and will continue to have, influence on the standards of provision for pupils with dyslexic and SpLD. www.crested.org.uk

Schools listed on the CReSTeD register

Barnardiston Hall Preparatory School Haverhill, Suffolk www.barnardiston.com

Brockhurst & Marlston House Schools (Palmer House Learning Development Centre) Newbury, Berkshire www.brockmarl.org.uk

Abingdon House School London www.abingdonhouseschool.co.uk Abraham Darby Academy Telford, Shropshire www.abrahamdarbyacademy.org.uk Appleford School Salisbury, Wiltshire www.applefordschool.org Ballard School New Milton, Hampshire www.ballardschool.co.uk

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Bedstone College Bucknell, Shropshire www.bedstone.org Bethany School Cranbrook, Kent www.bethanyschool.org.uk Blossom House School London www.blossomhouseschool.co.uk

Brown's School Orpington, Kent www.brownsschool.co.uk Bruern Abbey School Chesterton, Oxfordshire www.bruernabbey.org

Bloxham School Banbury, Oxfordshire www.bloxhamschool.com

Calder House School Near Bath, Wiltshire www.calderhouseschool.co.uk

Bredon School Tewkesbury, Gloucestershire www.bredonschool.org

Centre Academy London London www.centreacademylondon.eu

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Centre Academy - East Anglia Ipswich, Suffolk www.centreacademy.net

Kingswood House School Epsom, Surrey www.kingswoodhouse.org

Pipers Corner School High Wycombe, Buckinghamshire www.piperscorner.co.uk

Chiltern Tutorial School Otterbourne, Hampshire www.chilterntutorial.co.uk

Knowl Hill School Woking, Surrey www.knowlhill.org.uk

Ramillies Hall School Cheadle Hulme, Cheshire www.ramillieshall.co.uk

Clayesmore Preparatory School Blandford Forum, Dorset www.clayesmore.com

Laidlaw Hall London www.laidlawhall.co.uk

Shapwick School Bridgwater, Somerset www.shapwickschool.com

Clayesmore School Blandford Forum, Dorset www.clayesmore.com

Leehurst Swan School Salisbury, Wiltshire www.leehurstswan.org.uk

Sidcot School Winscombe, North Somerset www.sidcot.org.uk

Clifton College Preparatory School Bristol, Avon www.cliftoncollege.com/prep/

Lime House School Carlisle, Cumbria www.limehouseschool.co.uk

Slindon College Arundel, Sussex www.slindoncollege.co.uk

Cobham Hall School Cobham, Kent www.cobhamhall.com

Manor House School Bookham, Surrey www.manorhouseschool.org

St Crispin's School Leicester www.stcrispins.co.uk

DLD College London www.dldcollege.co.uk

Mark College Highbridge, Somerset www.priorygroup.com/Locations/South-West/ Mark-College.aspx

St David's College Llandudno, Conwy www.stdavidscollege.co.uk

Dowdales School Dalton-in-Furness, Cumbria www.dowdalesschool.co.uk Ellesmere College Ellesmere, Shropshire www.ellesmere.com Ercall Wood Technology College Telford, Shropshire www.ercall-online.co.uk Fairley House School London www.fairleyhouse.org.uk Finborough School Stowmarket, Suffolk www.finboroughschool.co.uk Frewen College Rye, Sussex www.frewencollege.co.uk Fulneck School Leeds, West Yorkshire www.fulneckschool.co.uk Hazlegrove Preparatory School Yeovil, Somerset www.hazlegrove.co.uk Holme Court School Little Abington, Cambridgeshire www.holmecourt.com Kilgraston School Bridge of Earn, Perthshire www.kilgraston.com King's School Bruton, Somerset www.kingsbruton.com Kingham Hill School Chipping Norton, Oxfordshire www.kinghamhill.org.uk Kingsley School (The Grenville Dyslexia Centre) Bideford, Devon www.kingsleyschoolbideford.co.uk

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Mayfield School Portsmouth, Hampshire www.mayfield.portsmouth.sch.uk Mayville High School Southsea, Hampshire www.mayvillehighschool.com Millfield Preparatory School Glastonbury, Somerset www.millfieldprep.com Millfield School Street, Somerset www.millfieldschool.com

St Lawrence College Ramsgate, Kent www.slcuk.com Tettenhall College Wolverhampton, West Midlands www.tettenhallcollege.co.uk Thames Christian College London www.thameschristiancollege.org.uk The Dominie London www.thedominie.co.uk

Milton Abbey School Blandford Forum, Dorset www.miltonabbey.co.uk

The McLeod Centre for Learning London www.amandamcleod.org

Mitchells Dyslexia Facility Rustington, West Sussex www.mitchellsdyslexiafacility.co.uk

The Moat School Fulham, London www.moatschool.org.uk

Moon Hall College Reigate, Surrey www.moonhallcollege.co.uk

The Sheila Ferrari Dyslexia Centre Woodford Green, Essex http://thesheilaferraridyslexiacentre.org.uk

Moon Hall School Dorking, Surrey www.moonhallschool.co.uk

Thetford Grammar School Thetford, Norfolk www.thetgram.norfolk.sch.uk

More House School Farnham, Surrey www.morehouseschool.co.uk

Trinity School, Rochester Rochester, Kent www.trinityschoolrochester.co.uk

Moyles Court School Ringwood, Hampshire www.moylescourt.co.uk

Unicorn School Abingdon, Oxfordshire www.unicorndyslexia.co.uk

Northease Manor School Lewes, Sussex www.northease.co.uk

Walhampton School Lymington, Hampshire www.walhampton.com

Nunnykirk Centre for Dyslexia Morpeth, Northumberland www.nunnykirk.co.uk

Wycliffe College Preparatory School Stonehouse, Gloucestershire www.wycliffe.co.uk

Our Lady's Convent School Loughborough, Leicestershire www.olcs.leics.sch.uk

Ysgol Aberconwy Conwy www.aberconwy.conwy.sch.uk

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CReSTeD Advertisement feature

Bredon School Situated in an idyllic 84acre rural estate, Bredon School in Gloucestershire welcomes boys and girls of all abilities from three to 18 years old. A mainstream day and boarding school with just over 250 students from the local area, the wider UK and from across the world, Bredon prides itself on its warm, encouraging and nurturing environment.

Curriculum The wide-ranging curriculum, offering traditional academic subjects combined with vocational studies, allows every pupil to achieve their academic potential. GCSEs and A Levels sit alongside BTEC and OCR qualifications in catering and hospitality, engineering, wood work, ICT, business, sport and agriculture.

Extra-curricular activity The school holds CReSTeD “Dyslexia Specialist Provision” (DSP) status, an accolade which recognises its outstanding provision for children with dyslexia.

Access centre All pupils, those with or without additional learning needs, benefit from multi-sensory teaching delivered by highly qualified, specialist staff. At the heart of the School is a dedicated learning support centre, the Access Centre, offering students with specific learning difficulties individual or small group withdrawal from low priority subjects, for literacy, numeracy, occupational and speech and language therapy. Other pupils are offered in-class support or a combination of both.

Bredon benefits from a team of on-site speech and language therapists, who assess and treat students with communication difficulties. And it is further assisted by agencies such as an educational psychologist, an occupational therapist and a physiotherapist, as well as specialist learning consultants, such as specialists in the Davis procedure.

Technology There has been significant investment in assistive technologies, including the widespread roll out of programmes like Dragon Dictate, and many students use laptop computers to record and create work in class.

Bredon also has an award-winning Cisco Academy on-site, providing high quality industrial training in sought after IT and networking skills. The Bredon Academy blends dynamic faceto-face teaching with a web-based curriculum, hands-on lab exercises and online assessment. Available from Year 10 onwards.

Individual With small class sizes, there is genuine attention for the individual and staff and students get to know one another really well, creating trustful partnerships and allowing students to grow in confidence and self-belief.

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The vast array of extra-curricular activities on offer include a huge variety of team and individual sports (canoeing, climbing, clay pigeon shooting, cycling, rugby, football, hockey, netball, cross country, athletics, air rifle shooting, golf, riding and PE).

There are also adventure activities including the prestigious Duke of Edinburgh Awards scheme, overnight residential trips and outdoor education team challenges, plus a Combined Cadet Force.

Younger pupils have the opportunity to learn outdoors in their woodland classroom and forest school.

School Farm Undoubtedly quite unique is Bredon School’s working farm. Occupying just over 30 acres, the Farm plays an important role in the life of the School and enables students to get involved in activities such as feeding the animals, gardening and helping with estate management; many students even go on to take a qualification in agriculture.

But it’s not just timetabled lessons that take students down to the Farm. The School has a large number of livestock, and gets involved in showing the animals as part of large agricultural events. The School is proud each year to be asked to lead the livestock banners in the Grand Parade at the Royal Three Counties Show.

Cavendish Education Bredon School is part of the Cavendish Education Group – a small group of day and boarding schools providing an all-round, mainstream-style education with a particular focus on small class sizes, a warm and friendly atmosphere, a broad curriculum and specialist support for additional learning needs. www.bredonschool.org WWW.SENMAGAZINE.CO.UK

CReSTeD

Charity’s literacy project boosts skills in London schools Dyslexia Action has been helping children in London to improve their phonics skills.

The charity has been delivering its “London Phonics” intervention project to children from London communities where extra support is most needed.

The impact of their dyslexia has meant they have not met the required level in the Year 1 phonics check.

“The project directly supports up to 20 children per school across six primary schools over three years and involves our specialist teachers delivering intensive, tailored reading support to pupils using Dyslexia Action’s Active Literacy Kit”, says Beata Szaszkowska, Principal of the charity’s London Learning Centre. “We have also delivered whole school training and parent workshops, to provide teachers, teaching assistants and parents with a real understanding of techniques and strategies for effective interventions to support children with dyslexia or literacy difficulties.”

For more information, visit: www.dyslexiaaction.org.uk WWW.SENMAGAZINE.CO.UK

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On your side Margaret Rooke reveals a common thread that links many successful people with dyslexia

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nyone who has spent much time standing in school playgrounds is unlikely to have missed the almost constant whiff of competition in the air.

Schools are competing for pole position on league tables, sometimes finding creative ways to keep their lead. Parents are competing too, many attempting to achieve vicariously through their children. Sadly, children too are often aware of who is in the top set and which of their friends are achieving which level.

I have spent the past two years writing about dyslexia and the past 13 as a parent in schools and sixth forms.

In my view, it is vital for parents of children with SEN to step away from this competitiveness and the comparisons that are perhaps inevitable in our results-focused education system. It is far better that we are able to keep an all-round perspective on who our children are, on their abilities and strengths, and realise that time after school may be when they truly come into their own.

Children who feel they are failing during their time at school are less likely to have the energy, drive and confidence to build up a successful working life.

This is why keeping a child's self-belief intact is so vital. Yet if the way they learn and take in information does not fit with the way most lessons are taught, they are in a difficult situation; according to the Driver Youth Trust, almost three quarters of teachers do not feel satisfied that their initial teacher training provided them with the skills needed to teach children with dyslexia.

Of course it is important that all children work as hard as they can and at the highest level that they are able.

However, many of the attributes that come with the dyslexic profile may not show up in academic results while having the potential to help hugely in the world of work. For a fascinating read about these attributes and the occupations they can lead to, see The Dyslexic Advantage. Unlocking the hidden potential of the dyslexic brain by Professors Brock and Fernette Eide. If parents, teachers and others in

Three times World Champion racing driver Sir Jackie Stewart goes back to school.

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Many of the attributes that come with the dyslexic profile may not show up in academic results education can take this longer view, it will help them have confidence in children for the future. Children will pick up on this, soak up that confidence and learn to believe in themselves.

Turning it around According to Ministry of Justice figures, a high percentage of prisoners have dyslexia. However, a higher than average percentage of architects are thought to be dyslexic too. So what will help a child with dyslexia end up in the latter category rather than the former?

Recent interviews I conducted with successful, prominent adults with dyslexia show that what many had to their advantage was at least one adult who they felt was “on their side” as they were growing up – often a parent or a teacher. This adult was someone who helped them realise during their troubled schooldays that they were not “stupid”, just different, no matter how badly they were performing in class.

With this self-belief, on leaving school they were able to utilise the special creative edge that many believe comes with dyslexia to its full effect.

They also had a great determination to succeed in adult life in a way they had not managed at school, not wanting to fail again, and a realisation that success does not just arrive on a plate – it is something that needs to be fought for and worked hard for. As three times WWW.SENMAGAZINE.CO.UK

DYSLEXIA

The best response from a teacher or a parent to a diagnosis of dyslexia is to be positive

Animal rights campaigner Meg Matthews struggled with dyslexia at school.

world champion racing driver Sir Jackie Stewart says, “If I had been a window cleaner I would have done it well. I could have been a world champion window cleaner. I’d have done it so well I would have cleaned your windows and you would have wanted me back.

I couldn’t have done all the streets so I would have employed another dyslexic.

Soon there’d have been a bunch of us.”

Learning is everywhere As parents and teachers, we can find our own ways to encourage our children’s talents. For instance, many children with dyslexia find ways to learn outside of the school environment.

Interior designer Kelly Hoppen says, “My parents would go out, come back and I would have moved a wardrobe.

If we stayed in a hotel I would shift everything around in the room. I always knew what ‘worked’. It probably drove them mad.” Animal rights champion Meg Mathews spent a year in southern Africa as a girl and learnt the names of “every buck in the bush”.

These kind of examples can be organised easily. It doesn’t take a trip to Africa to help animal-loving children to learn about the natural world. They can do this in a local park or examining worms on a grass verge or a flower in a vase.

Dyslexia Action says the best response from a teacher or a parent to WWW.SENMAGAZINE.CO.UK

a diagnosis of dyslexia is to be positive.

It is part of learning about who the child is and it is what helps make them an individual.

For all children, achieving at school will make them feel good about themselves. To encourage this we can tell children to believe in themselves and work harder and that does sound simple enough. We can tell them that many see dyslexia as an advantage.

However Dyslexia Action’s Director of Education and Policy, Dr John Rack, is clear that this is not enough. “Children need help and support”, he explains.

“They need strategies and tricks to help them get better at what they find hard. They need people who can help them to have confidence when they doubt themselves.”

way you would like someone you are working with to talk to you.

But if you don’t feel listened to or believe you are not being taken seriously, take it further. There are a number of charities that can advise you on the help that is available. There are ways that your child can have more of a level playing field, for example, being awarded extra time in exams.

Helping your child to feel valued and understood at school and at home is key. Everyone needs someone who is on their side to help them overcome life’s challenges. All children have things they love doing and are good at. Encourage them to focus on what they enjoy. This helps them feel encouraged now and could also lead to a job they love.

Stepping away from school, exam and playground competitiveness as much as you can does not mean having lower expectations for children. It means valuing them for their own personal qualities. Nothing will help them more as they step out into the world.

Working with your school So if you are a parent and you feel as if your child is struggling, talk to the school or, if they are older, help them to talk to the school themselves. You are the one who knows your child best.

If the teachers think all is well and your instinct tells you something different, do persevere. Be aware how much teachers have to deal with though, such as a classroom full of very different personalities who all learn in different ways. Plus, of course, teachers are under pressure to meet educational targets. So talk to teachers in the same

Further information

Margaret Rooke is a writer and a parent of a teenager with dyslexia.

She is the author of new book Creative, Successful, Dyslexic. 23 High Achievers Share Their Stories, which includes interviews with many successful people with dyslexia: www.margaretrooke.com

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In the next issue of SEN Magazine: • dyslexia • autism • multi-sensory therapy • performing arts • accessible vehicles • respite care • learning outside the classroom • ADHD • Tourette’s syndrome • transition Plus news, reviews, CPD and events listings and much more Follow us on

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Assessing for autism Mark Chapman looks at the vital contributions families and school staff make to the autism assessment process

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utism is a neurologically based pervasive developmental disorder. The word “neurological” points to how this condition affects the brain and “pervasive” means that it affects many areas of global development.

A diagnosis of autistic spectrum disorder (ASD) is generally made only when all other possible explanations have been ruled out. There usually needs to be enough evidence across different environments prior to assessment to go ahead with an assessment.

Professionals around the world agree that the earlier the condition can be diagnosed and the sooner clinical interventions can be implemented, the more likely the child will be to develop and reach their full potential.

What’s more, by providing the earliest possible support tailored to the child and the family’s unique needs, we can

generally reduce stress within the family and promote a growth in knowledge, especially in relation to parenting skills.

We can also promote both a willingness and an ability within the family to find solutions to the challenges that lie ahead.

Many children with autism and their families benefit from having a diagnosis.

Having an explanation for the problems that a child has been facing can bring a sense of a reprieve. Diagnoses can provide the information one requires to get access to the most appropriate education and service provision within the community.

Assessing for autism Autism is currently diagnosed by the presence or absence of certain behaviours which usually occur across different environments, such as school and home. Some children with autism

Key to any professional assessment is the quality of information received from the family and the school do not exhibit any clinically significant delays in their language or cognitive development in the first three years of life and have higher overall academic abilities than the average.

Crucial to any assessment is using well-respected informal and formal assessment tools in conjunction with evidence from the family and school in order to gather a functional evaluation of the child’s social communication abilities and social perspectivetaking skills. It is important to identify

Teachers can offer invaluable insights into a child’s behaviour and social skills.

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specific learning difficulties as an assessment of nonverbal learning is very useful when assessing for autism.

Generally, a profile of cognitive styles, strengths and difficulties better informs the assessment.

Despite an unremarkable developmental history, some young people have clear difficulties with social understanding, interaction, and reciprocal communication and have patterns of restricted, repetitive behaviour or interests.

Assessment of autism should be conducted by a multi-disciplinary team and all reports from educational psychology, paediatric medicine, speech and language therapy and child psychiatry should be integrated into the final decision.

How can parents help this process?

Key to any professional assessment is the quality of information received from the family and the school.

Some parents are desperately trying to unravel the reasons for their child’s difficulties. They often seek an explanation for their child’s behaviour, which they feel has not yet been completely explained.

Parents may also be looking for information that will more efficiently guide their selection of intervention or management approaches, or strategies that will ensure their child reaches their full potential.

Receiving an autism diagnosis for their child can come as a great shock to parents and it can take a while to accept the reality of it. However, although it can seem like the end of the world for some parents, it is important to remember that their son or daughter is the same person they've always been. The only difference is that the family is now aware of the condition their child has and is in a much better position to help them make the most of their potential and live life to the fullest.

Some parents prefer not to get a formal diagnosis for their child. They may feel that their child will make WWW.SENMAGAZINE.CO.UK

How your child plays, learns, speaks and acts offers crucial clues about development

greater progress if they do not think of themselves as having a condition or a disability. Sometimes, for these parents, knowing the likely source of their child’s difficulties appears to be enough.

The signs of autism at home There are a number of key indicators that parents and teachers can look out for that might suggest that it would be worth exploring the possibility that a child could be on the autistic spectrum.

Parents and carers might notice that their child: • seems confused by language and takes figures of speech literally • presents with an unusual tone of voice, or uses speech in an unfamiliar way • has a very good vocabulary and talks in a formal or old-fashioned way • finds it hard to follow a set of instructions involving more than one action • has trouble reading non-verbal cues, such as body language or tone of voice, to guess how someone else might be feeling • uses eye-contact in an unusual way • expresses fewer emotions on their face than other children, and might have difficulties reading other people’s facial expressions • uses very few gestures to express themselves, such as shrugging, pointing or using hands to demonstrate things in discussion • ignores other children • does not respond very well to people outside the family • doesn’t use “you” and “me” correctly

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• doesn’t show a wide range of emotions • exhibits behavioural extremes and might be unusually aggressive, fearful, sad or shy • is unusually withdrawn and not active in social situations • is easily distracted and has trouble focusing on an activity for more than five minutes • doesn’t respond emotionally to people or responds only superficially • can’t tell the difference between real and make believe • doesn’t participate in a wide variety of games and activities • doesn’t use plurals, pronouns or the past-tense properly • doesn’t talk about daily activities • loses skills they once had • struggles with simple daily activities.

How parents can support assessments There are a number of key things parents and carers can do to support the assessment process and prepare the forms for child and adolescent mental health services (CAMHS).

How your child plays, learns, speaks and acts offers crucial clues about development.

Prior to assessment, parents could write down everything they remember about their child’s early development, for example in terms of language and communication, using language in context, stereotyped conversation, social relationships, and facial expressions as an infant.

It can also be helpful to provide as much information as possible on your child’s early imaginative play, such as playing pretend games, and on social cooperative play, such as pass the parcel, musical chairs or hide and seek. When your child is with others, how do they play? Do they lack the understanding of how to play with other children or avoid social contact? Can >> SENISSUE80

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you remember if the staff at nursery raised concerns and, if so, what were they?

What is the child’s conversational style like? Is it often one-sided and more of a monologue than a dialogue?

Does your child only like talking when the conversation is based around their unique special interest?

Parents play a crucial role in collecting all the information required prior to assessment, such as school reports and academic transcripts.

These can provide invaluable information from teachers and on how the child is performing academically.

It is important to bear in mind that children with intellectual difficulties have different profiles of clinical features in terms of such things as IQ. Some children are slower to develop communication and adaptive behavioural skills or show significant delays in the acquisition of general skills. The main task is to determine whether the behaviour in question is a result of autism or difficulties with intellectual abilities.

Signs of autism at school Crucial to an efficacious assessment is the evidence gained from school and it is unlikely that a diagnosis can be reached without this information.

Warning signs at school could include the child: • having long-standing difficulties in social behaviours, such as struggling to understand another pupil’s perspective or getting upset if rules are broken • struggling with any kind of change, such as a change in classroom routines • coming across as naive and lacking in common sense • not developing appropriate independent behaviour • being unduly quiet or talking at others rather than have a to-andfro conversation • talking excessively about topics of interest and not being able to pick up if the person is listening SENISSUE80

School staff are usually well placed to gauge a child’s language and communication abilities • struggling to understand sarcasm or work out if someone is teasing them • lacking awareness of personal space and struggling to understand social boundaries • showing intolerance of intrusions into their own personal space • exhibiting rigid thinking and behaviour in class • displaying a strong preference for familiar routines • showing unusual reactions to sensory stimuli • having difficulties in making and maintaining friendships • seeming uninterested in peer group norms or keeping up with their peers • exhibiting a strong sense of justice, such as telling people off for breaking the rules • being seemingly unresponsive to other peoples facial expressions and feelings • struggling to use imagination • being easily overwhelmed by social events • struggling to join groups • lacking awareness of classroom etiquette by, for example, openly criticising teachers in front of the class • being overly tense and struggling to relate to adults.

How schools can support assessments Teachers play a very important role in contributing their ideas and experiences in the domains of social interaction at school. Does the child seem unaware of the rules that govern social interaction or lack awareness of the thoughts and feelings of others? Has the child been

observed to approach other pupils or teachers in an inappropriate or repetitive way? Does the child respond when addressed in a group?

School staff can also provide valuable information to those conducting autism assessments about the child’s academic abilities and their cognitive strengths and difficulties.

It can be very useful to know what the child’s main difficulties are in the classroom and how long they have been evident. The child’s behaviour at school and their levels of concentration, activity, attention, and organisation are also important.

School staff are usually well placed to gauge a child’s language and communication abilities. Issues could include delayed language development, pedantic speech patterns, unusual intonation, an inability to understand jokes and a tendency to take comments literally.

The child may also struggle to understand nonverbal cues and, in smaller group work, may have difficulty following other people’s agendas. The child may also prefer to talk about facts that are not relevant to the situation.

Teaching staff may also be able to identify any difficulties in flexible thought and behaviour processes.

Is the child heavily reliant on routines in class? Does the child have obsessions or follow certain rituals at school? The child may also exhibit difficulties generalising concepts in class and may focus on minor details rather than on the bigger picture.

Further information

Dr Mark Chapman is Approved Lead Psychologist, CAMHS Neurodevelopmental Disorders Team at South West London and St Georges NHS Trust: www.swlstg-tr.nhs.uk

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AUTISM Advertisement feature

Looking back on a year of smiles, laughter and celebrations With the promise of being a jam packed year, 2015 surely delivered for the Hesley Group. Celebrating their 40th anniversary and returning with their annual Parents and Professional Events throughout the country, Hesley enjoyed a year that proved to be non-stop for everyone involved.

Turning 40 was not taken lightly by any of the services within the Group.

Celebrations began with the company’s official birthday in February and kept on coming throughout the year.

Wilsic Hall School threw a party and even invited a Bucking Bronco along.

With everyone taking a turn, even the Head, it was a joy filled afternoon, complete with a cake. Never to be upstaged, Fullerton House School enjoyed an Alice in Wonderland Pantomime and held a party to celebrate.

Our adult services also took part in the action. Low Laithes’ Residents Council decided on an African Drumming Session as their celebration. Everyone had a great time and loved learning how to play the drums. Hesley Village held a Barn Dance themed party, with a live band and hog roast, in honour of the Group turning 40. Not one to be left out, Community Solutions decided on a day trip as their way to celebrate, heading across to Ethel Barge for a day on the water.

Hesley on the road Whilst all this was going on around the sites, the Marketing Team were equally busy holding their annual Parents and Professional Events around the country.

Starting in March in London, followed by Newcastle a few weeks later and Manchester later in the year, the events proved once again to be as successful as ever. The first full day of each event was dedicated solely to parents and carers and included speakers Alex Kelly and Steve McGuinness. Day two included speakers from BILD, Tree Tops, Hesley’s Angela Stanton-Greenwood and a return for Alex Kelly, and was attended by local professionals in each area. Every event was fully booked and highly praised.

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In addition to their own events, in June Helsey were also headline sponsors of The Autism Show in London and Birmingham and had a high presence within the Manchester Show. With an estimated 10,000 people in attendance during the three weekends and thousands of parents and professionals walking through the doors each day, The Autism Show proved to be a great success.

Hesley proudly gave away a total of nearly 8,000 copies of their Little Books and over 3500 Little Colouring Bags; every day proved to be non-stop for the Hesley Group Marketing Team.

To add to this success, TCI expert Angela Stanton-Greenwood drew record crowds to listen to her talks in the Hub Theatre on positive behaviour support.

We’re not sure how, but Hesley also found time to create a suite of videos to provide that all-important first insight into what the Group can offer for young people and adults with autism and complex needs. Hesley Group produced the comprehensive films knowing that sometimes seeing a place or listening to other people's views can mean more than just reading words or seeing pictures in a brochure. Parent and staff interviews, together with overviews of each service, aimed to show how a tailored person-centred approach is provided for the people Hesley support, enabling them to live fulfilling and more independent lives. Each video has been tremendously well received and has proven to be of huge benefit to people looking for this type of specialist service provider.

Looking forward to what 2016 will bring, it seems that Hesley are set to be just as busy, if not busier, than in 2015. With a return to the Autism Shows as Headline Sponsor for all three locations, and their own events on “Behaviour as a Form of Communication” being held in Birmingham and London, 2016 looks like being a demanding and exciting year for the Hesley Group.

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AUTISM Advertisement feature

About

On 14 March 2016, The National Autistic Society is launching its first ever Schools' Autism Awareness Week. We know that indifference, intolerance and hostility towards autistic people and their families lead to extreme social isolation, mental illness and profoundly unhappy lives.

Encourage the children to think about what they may be learning.

Share the success criteria for the session.

Move on to the questions on slide two.

“Over 40% of children on the autistic spectrum have been bullied at school. The impact on children and families can be devastating.

Many of the children and families we surveyed report damage to self-esteem, mental health and progress at school.”

Share the instructions for the activity; the children have five minutes to talk to their partner about their similarities and differences. Write their ideas down on post-it notes.

But, we also know that helping young people – as well as teachers – to understand autism as they grow up will equip a new generation of adults with the knowledge to accept and empathise with people living with the complex condition.

Read through the quotes and discuss why it’s okay to be different to someone else and that that’s what makes us individual. Give the children opportunities to share their thoughts.

Many schools don't have the resources to help children and members of staff to understand autism. This is why we are calling on schools in the UK to join us in a week of awareness.

We've done all the work so you don't have to. All you need to do is visit our website and download your guide to Schools’ Autism Awareness Week and a pack of free materials to use during the week to help you. Each pack is level-specific, and contains teacher guidance, lesson and assembly plans, presentations and activities to help you improve understanding of autism at school.

Here the children have the opportunity to share their similarities and differences.

After five minutes, show the children slide three.

Move on to slide four.

Get the children to take turns in sticking their post-it notes to the board.

Activities Our free teacher resource packs will provide you with all you need, including activity description and PowerPoint presentations. Here is an example of one of the activities you’ll find.

“It’s okay to be different” Level: KS1/Lower KS2 Lesson plan Aims: • To identify similarities and difference in people.

• To have some understanding of what autism is.

Introductory activity Introduce this session using slide one on the PowerPoint presentation provided.

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Download free resources and find out more at: www.autism.org.uk/sen

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She’s my responsibility Student Mimi explains how looking after her autistic sister is a duty she and her family are happy to accept

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wo years ago, I wrote an article for SEN Magazine about my relationship with my sister Lucy, who has autism (A tale of two sisters, SEN67, Nov/Dec 2013).

I am now 19 and I’m starting to be questioned by others about the way I feel about my 23-year-old sister, whom I love dearly. So I would like to continue our story and try to explain how our relationship works.

Two lives I have just completed my first year as an undergraduate reading Molecular and Cellular Biochemistry at Trinity College, Oxford. My elder sister Lucy, however, is still living at home and I hope, for her sake, that she will continue to do so indefinitely.

Her needs are great; she requires 24-hour care, love and support to help her cope with everyday tasks, severe anxiety and her debilitating fear of weather. Autistic traits dominate her character, yet she has a remarkable ability to pierce deep into your soul with her beautiful eyes, which immediately masks the enormous learning difficulties that hinder her profoundly in life.

We have an amazing mother and father, who routinely bear the weight of the world upon their shoulders to make sure that Lucy and I have the most fulfilling lives we could possibly have. For that, we are so very lucky.

Togetherness When I was young, my parents tried to protect me from the reality of our family, to enable me to live my own life SENISSUE80

She requires 24-hour care, love and support to help her cope with everyday tasks

and be free from the worries that Lucy brings – the fear that she is not happy, the worry of her being ill, the exhaustion of being a carer, and the sadness and concern that her obesity brings (her medication makes her put on a lot of weight and her disabilities mean that she cannot exercise properly).

They now realise that all I want is to be part of their dream team; our goal is always to seek and provide the best for Lucy, and for all of us as a family.

Ultimately, we have Lucy to thank for who we are; our empathy, our sensitivity and our drive all stem from the way in which Lucy has made us lead our lives. Although the care of Lucy is a huge responsibility, this should not be viewed with negativity and pity. Lucy is my dear sister whom I would, of course, be devastated to have taken away from me – just like anyone who is close to their neuro-typical sibling. Therefore, just because she is a hundred times more needy than my friends’ siblings, there is no reason for my feelings towards her to be clouded with a “responsibility” label that brings with it negative connotations. I love caring for her and I love spending time with her. For example, it was the best thing for me when I passed my driving test and we could go off in our little red car, just the two of us.

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Family values For many people, your family is your haven, filled with unconditional love.

Indeed, your family is one of the most important things in your life, whether there are lots of difficulties involved or not. It gives you the solid grounding you need to define who you are; therefore, for someone as vulnerable as Lucy, family love is the best thing that I can give her. One day I aspire to show scientifically how love is so important for an individual. It’s so exciting that the “love hormone”, oxytocin, is potentially being used to help with conditions including autism, depression and anorexia – although nothing beats the real thing.

I frequently find myself having to justify to people why I have decided to put my family first, why I always have my phone on me (just in case), why I choose to go home so often when Oxford is a great place to be, and why I rarely have a lie-in. On the other side, I think I get credit for things that I really shouldn’t be praised for: “you’re so good to your family” and “it’s amazing that you look after Lucy”, people often say. For me, though, I find it difficult to comprehend why the things that I do for my family seem so unnatural for people. Isn’t caring for one another supposed to be in our DNA? Surely, if you truly love someone, wouldn’t you do anything for them?

Supporting difference Of course, in an ideal world, Lucy would be fit and healthy and living away from home, perhaps with a stable job or in higher education at the age of 23. But, due to a conglomeration of genetic abnormalities within her genome (which I hope one day will be sequenced along with mine), she cannot and will not do these things. Does that make me love her any less? Should I love her less?

No. It makes me realise that Lucy needs a lot more love, support and acceptance; for her, simply getting up in the morning is a massive challenge.

Imagine that!

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What do you think it would feel like never to have thoughts beyond basic ideas?

I often think about dementia patients, even though I have not had much first hand experience of this, and how traumatic it is for the family and the individual to go through such degeneration of character.

As I understand it, people living with dementia may face these key questions: is it a loss of mind and is it a loss of self? Those with dementia return to a state in which many characteristics obtained through cognitive development are lost. Arguably, they “lose their mind”.

But what about those who are never able to go through certain stages of neurological development? Have they never had a mind? What I ask you to think about is what it would be like to be in a constant child-like state, in terms of cognitive abilities, but to no longer be in a child’s body and to no longer have their fearlessness built-in to you. What do you think it would feel like never to have thoughts beyond basic ideas, never to understand the wonders of the world, never to be independent, never to be on your own, make decisions or chose relationships? I’m not trying to compare autism to dementia, but I think considering these conditions in parallel draws attention to the fact that just because you never had something, it doesn’t necessarily mean it is any less frightening or painful to be without it; it >> SENISSUE80

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may simply mean that the suffering is for life rather than just being for the final stages of life. And if you believe that those with developmental disorders such as autism have a mind, which of course they do, the term “loss of mind” for a person with dementia needs to be re-thought.

Would you find yourself saying that your parent or you sibling suffering from dementia was not your responsibility.

I think not. It’s not ideal, but as a very wise teacher of mine once told me, you have to play the cards you are dealt to the best of your ability.

There is no point in asking “why me?” or saying “it’s not my problem”. That will get you nowhere I think this is a wonderful motto to take through life as, although you may not be dealt the ace, you haven’t lost the trick before you’ve played. There is no point in asking “why me?” or saying “it’s not my problem”. That will get you nowhere. To quote business leader Dame Gail Rebuck, “My definition of success is to leave a place a little bit better than when you got there”.

Before I was born, Lucy didn’t have a sister to love her. Now that I’m here, she does.

Challenging opinions If for some reason a person’s mind is not as able as most people’s from the start, the goal for me is to try to make the life that this individual leads as fulfilling as possible. Help from us can facilitate this. I also believe that every mind is as interesting as every other one. Everyone has a spark of brilliance inside; it just may not follow the usual patterns. Everybody is worth our time and attention.

I think I will always be on a mission to challenge the stereotypical view of a carer’s responsibility. I’m also on a scientific mission to try to gain understanding of conditions such as autism at the molecular level. Truly, I don’t believe that there will ever be a “cure” for autism and learning disabilities; the conditions are far too complicated and the reality is that the phenotypes that manifest themselves are what arguably define the individual as who there are.

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Therefore, ethically, in my opinion, the situation is complicated. Who is to say that the neuro-typical mind is superior?

I definitely have some autistic traits and my father most certainly does. What I do think is important to try to target, though, is how we can provide better care and developmental therapies which could greatly improve the quality of life for individuals with autism. For this to happen, a greater scientific understanding of the condition is needed.

I recently heard autism campaigner and philanthropist Dame Stephanie “Steve” Shirley talk about the issue of brain banking, which I found inspiring, as she is the only person who has made me seriously consider donating my own brain to science. Before hearing her speak, I was, to be honest, very squeamish about the idea. I introduced myself to her at the end of the talk and told her briefly about Lucy. Part of her reply was: “you must remember that she is not your responsibly”. Although I realised that she said this to look out for me, it spurred me on to write this article to show that I would never want to be free from my Lucy.

I often feel as if my family is an army, fighting for Lucy and those like her, as they cannot make their way through life on their own, nor should they have to. Lucy is my sister and my friend; it will continue to baffle me whenever my love and devotion for her are ever questioned.

Further information

At the request of the author, the names of the author and her sister have been changed.

An article by Dame Stephanie Shirley, The science of wishful thinking, featured in the last issue of SEN Magazine (SEN79, November/December 2015).

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To stim or not to stim We need to understand what repetitive movements might mean to the individual with autism, not simply try to stop them, says Robyn Steward

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ot long ago, I was in California at a lecture given by a psychiatrist on autism.

The lecturer asked: “Who has ever met someone with autism who likes to flap?” I raised my hand and said: “I do, and I know others do too”. Then he told the audience that people with autism who like to flap, do so because they liked doing something that they had been told not to do. This does not match with most people on the spectrum’s tendency to like following rules.

I knew anecdotally that stimming or “repetitive routine behaviour” – the formal term used to describe repetitive behaviours such as hand flapping, rocking and leg shaking – is more complex and individual than the psychiatrist had implied.

There is a disparity between how autistic people describe their experiences of stimming and how many professionals regard it; some professionals try to get adults and children to stop stimming. But many people find this very hard to do. While it

Someone you teach or support might be stimming without you realising they are doing it

is often argued that stopping stimming would help a person to socialise better, this might in reality increase the pressure on the person with autism, meaning they are unable to cope with the situation.

Why do people stim?

We need to understand the individual, why they stim and the circumstances and consequences of the stimming.

There are situations where stimming may need to change, for example if the behaviour is self-injurious or injurious to others, or if it stops the person engaging with tasks or prevents others around them engaging in tasks. Whilst there may need to be a change in behaviour, this must meet the needs of the individual.

It is never enough just to tell the person to stop stimming without understanding their perspective. It should never be about someone wanting that person to “look more normal” or because they are embarrassed by that person’s stimming.

While people like myself can usually help others understand, the autism spectrum is very wide and there are many individuals who are unable to speak or are not self-aware or eloquent enough to explain why they stim.

With this in mind on that evening in California, I went back to my hotel room and produced a survey on one of the online survey sites. I posted it SENISSUE80

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around the internet and went to bed.

Nine hours later, I had 100 responses, which is testament to how important this issue is to people within the autism community and how much they want their voices heard.

It might be possible to interpret stimming and gain an insight into what that person is feeling

Types of stimming I asked people about the type of stims they had and I drew pictures of some of the ones they described (see the pictures on the previous page). A lot of them engaged in more than one type of stim. The types of stim they described ranged from behaviour neurotypical people may use to stim, such as clicking the top of a pen, to very individual stims such as starring at a lava lamp on a key chain. This is important because the line as to what is and what is not a stim is blurred, so someone you teach or support might be stimming without you realising they are doing it, or what they need to communicate.

It’s a sign People who responded to the survey were asked to give their reasons for their stimming (they could provide more than one reason each). The top three responses were to reduce anxiety (72 per cent), to calm down (66 per cent) and overstimulated senses (57 per cent).

In terms of school life, dealing with anxiety is very important and the triggers of anxiety can be small and very different for those on the autism spectrum to neurotypical children.

When you are calm, it is usually easier to learn; when you are overstimulated with sensory information, it can be difficult to process new information.

So, suppose a young person were to use a stim and be stopped from doing so for one of the top three reasons above, what would happen? Perhaps they would be unable to cope in the situation, or perhaps they would develop a coping strategy that was something other people did not want them to do.

The survey also revealed a significant number of people who WWW.SENMAGAZINE.CO.UK

stimmed to communicate excitement (28 per cent), and others who use it to communicate emotions such as happiness (18 per cent). So, stimming can be used for positive emotions too and as communication, which is obviously very useful to know if you are supporting someone who stims.

Given that many people on the autism spectrum do not read body language or communicate with it very well, it might be possible to interpret stimming and gain an insight into what that person is feeling.

As part of my survey, I asked people if they enjoyed stimming. 50 per cent said that they did enjoy stimming, 30 per cent said they sometimes enjoyed stimming and 9 per cent said they did not enjoy it. Interestingly, 73 per cent of people in the survey had been asked not to stim, which is perhaps a reflection of how other people view stimming.

All of this underlines the need to understand each individual with autism as best we can, so that we can develop support which fits their specific needs.

Self-worth There also needs to be some thought given to ensuring people can feel proud of who they are. Suppressing stimming to please others might, I feel, send a message to a person that somehow they have been born bad or inadequate.

Many people on the spectrum view autism as part of themselves and unremovable. If stimming is a part of their autism, then that is part of their person too. So, by telling these people that they should stop stimming, we might, in effect, be sending them the message that they are in some way bad

or inferior, especially in circumstances where nobody is injured or adversely affected by their stimming.

If a teacher of your child were to say to you “I like this about ‘X’ but I think they should change this or that about their personality because it would make them more like everybody else in the class”, how would you feel about it?

In general, I think we should be educating all young people to accept differences and, specifically, to understand that some people stim (including those who are not autistic) and some people don’t. For those who do, though, it can be a useful clue to help us understand how they are feeling and therefore to help us be a better friend, sibling, parent or teacher for them. Isn’t this what being a good human being is about?

Further information

Robyn Steward is on the autism spectrum and has worked in autism for ten years as a mentor, trainer and consultant. She is a visiting research associate at the Centre for Research in Autism and Education at University College London. She is author of the Independent Woman’s Handbook for Super Safe Living on the Autistic Spectrum: www.robynsteward.com

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RECRUITMENT

Recruiting for SEN Darryl Mydat looks at how schools can address the growing demand for SEN teaching staff

A

t a time when the teaching profession is under greater strain than for many years, over 1.3 million pupils in schools in England have identified SEN, according to government figures. Well documented teacher shortages and budget cuts are also contributing to the strain on the SEN sector.

A recent survey of SEN teaching professionals by TLTP Education shows that many feel under pressure to deliver the kind of outcomes that they and society would wish to see for all children.

Most are screaming out for more specific training and better resources with which to do their jobs.

Demand is high for SEN teachers across the board, particularly for those with solid experience of working with pupils with a range of emotional and behavioural difficulties. For those interested in a career in teaching, now may be a good time to consider an SEN specialty, although I would currently urge those not presently qualified as teachers, to consider a route in via higher level teaching assistant (HLTA) status.

We know that many of the HLTAs want to become qualified teachers. As many will have developed teaching and

In many cases, HLTAs already provide specialist support for learning under supervision

their training as a newly qualified teacher.

Over half of those questioned (58 per cent) said there should be a requirement for all teachers to have a qualification in SEN teaching to equip them to deal with some of the most prevalent but least severe forms of SEN.

SEN training classroom management skills on the job, exploring a fast track route for them to qualified status after a certain period as assistants may be one constructive initiative towards bridging the current shortfall in both SEN and, indeed, mainstream teaching. In many cases, HLTAs already provide specialist support for learning under supervision.

It is important that some progress is made as, currently, less than a fifth of SEN teachers believe there is either a sufficient core or basic understanding of SEN amongst the general teaching workforce.

The survey found that more than half of respondents (53 per cent) felt there was a need for more whole school training to address the issue, whilst a quarter believed that every new teacher should have exposure to SEN teaching as part of

Just under a third (32 per cent) said that their current school didn’t provide any continuous professional development or on the job SEN training for staff, compared to 40 per cent who said that their school did.

When asked what the major challenges facing SEN teachers are today, 24 per cent cited a lack of training and professional development, 16 per cent a lack of resources, 13 per cent a lack of parental support and seven per cent pupil behaviour.

The survey also asked what more needs to be done to raise achievement levels among pupils with SEN and 24 per cent of respondents suggested less focus on school performance figures and a greater focus on the needs of individual SEN pupils. In addition to this, 16 per cent cited the need for more or better training and 14 per cent for more oneto-one support for pupils.

What is apparent is that, whatever happens over the next few months, it’s important that some work is undertaken to give existing SEN teachers a greater sense that they can achieve as much as possible for their pupils, both for their own job satisfaction and for the outcomes they produce.

Further information

Darryl Mydat is Managing Director of specialist education recruiter TLTP Education: www.tltp.co.uk Higher level teaching assistants could be important in filling SEN teaching roles.

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RECRUITMENT

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EDUCATION SHOW Advertisement feature

Discover high quality CPD and innovative resources at Education Show 2016 The biggest period of reform in SEN in over 30 years has heralded many changes for schools. The move from statements to education, health and care (EHC) plans, changes in statutory requirements for schools and many alterations within local authorities, means that it can be challenging for schools to meet new policies and continue to improve practice.

For educators looking to keep pace with the changing nature of the sector while maintaining the highest levels of teaching and learning in their schools, the Education Show continues to be a key event in the education calendar.

The education sector’s go-to event for CPD and learning resources, the Education Show returns to the NEC, Birmingham from 17 to 19 March, with a jam-packed programme of inspiring training and development, and a showcase featuring hundreds of pioneering products and services. Year-on-year, the show attracts more than 10,000 visitors, across primary, secondary and higher education backgrounds, all with a wealth of knowledge and experience in their field.

pack, flash cards and website, schools can become members to have access to a web app, including narrated stories and a quiz, with accompanying books and resources.

Innovative suppliers

The Publishing Foundry will be showcasing its innovative system, Educater, on stand H30. Educater is an innovative personcentred communication system built by The Publishing Foundry specifically for the education sector. The Educater SEND module helps improve the efficiency of the creation of new local authority EHC plans. Educater has also partnered with STAT Sheffield to create STATonline, the complete school tracking system for life after levels.

Here’s a snapshot of some of the products and services you can see and get hands-on with at the show.

Inspiring CPD

On stand D89, The Scouts Association will be showcasing its Scout Activity Centres, which offer challenge and adventure to schools, Scout groups and other youth organisations through its network of nine centres across the UK. Pop by the stand to see the great experiences that are on offer and pick up free lesson resources.

Memory Owl, on stand F107, offers a new and unique way of memorising times tables using memory techniques. It is aimed at KS1 and KS2 but can be used by any age group to learn particular times tables. There’s no need to remember numbers, just short stories about Memory Owl and his friends in the woods. As well as being available as a book, colouring book, teachers’ resource

New for 2016, the Education Show furthers its mission to provide educators with the highest quality free continuing professional development (CPD) and resources, by partnering with non-profit organisation, the Teacher Development Trust.

The Teacher Development Trust is taking a national lead on improving standards for CPD and will be playing an instrumental role in developing the CPD content programme for the Education Show in line with the new standards for professional learning.

The Education Show’s CPD programme is peer-led and free to all practitioners, to ensure that teachers get as much out of the event as possible.

To help exhibitors plan their route around the show, the British Educational Supplier’s Association (BESA) will be on hand at the BESA Show Information Point. The association’s knowledge and experience will help visitors to plan their time at the event and ensure that they get as much out of it as possible.

For more information or to register, please visit: www.education-show.com You can follow: @EducationShow on Twitter for further news and updates, or join: #EdShowChat every last week of the month.

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CPD, events and training Keep up to date with the latest developments in special educational needs, with SEN Magazine's essential guide to the best courses, workshops, conferences and exhibitions

We take every care when compiling the information on the following pages. However, details may change, and we recommend that you contact the event organisers before you make arrangements to attend.

WWW.SENMAGAZINE.CO.UK

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CPD, TRAINING AND EVENTS Rebound Therapy Staff Training Courses The National Rebound Therapy Consultancy - with founder Eddy Anderson. The official UK body of reference and provider of nationally accredited, certificated staff training courses in Rebound Therapy.

01342 870543 www.reboundtherapy.org

Speech and Language Sciences MSc University College London

A clinical training programme as well as a challenging academic degree, the core subject is speech and language pathology and therapy. Students consider approaches to the investigation and management of clients with communication and swallowing problems. www.ucl.ac.uk

Severe, Profound and Multiple Learning Difficulties MEd/ Postgraduate Diploma/ Postgraduate Certificate University of Birmingham

This part-time, campus-based, blended learning programme has been developed for a range of professionals/practitioners who work with children and adults with learning difficulties in educational settings across the severe and profound range (SLD/PMLD) such as teachers and lecturers, nurses, therapists, psychologists and support staff. www.birmingham.ac.uk

Autism and Learning - PG Certificate/Diploma/MEd University of Aberdeen

The programme aims to give practitioners an in depth understanding of the condition and the working of the autistic mind. It will equip participants with a range of practical approaches and interventions that will enable children and young people on the spectrum to access learning, participate actively, experience success, gain independence, and fulfil their potential. autism@abdn.ac.uk www.abdn.ac.uk

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MA in Education (Early Years) Centre for Research in Early Childhood

Accredited by Birmingham City University and recognised for their practice based approach, the modules are intended for practitioner researchers looking for a framework and academic recognition of their current research and work. Popular modules include: Learning Outdoors in Early Childhood, Early Years Music, Leadership and Management and others www.crec.co.uk

NAS Training and Consultancy NAS Training and Consultancy has many years' experience delivering autism training courses to teachers, education professionals, local authorities, social services, parents and professionals across the UK. The NAS collaborates with universities and institutes of higher education on courses leading to recognised qualifications in autism spectrum disorders. www.autism.org.uk

Certificate in Understanding Autism in Schools A three-day programme leading to a Certificate in Understanding Autism (accredited at 40 credits level 4 or 5 by Canterbury Christ Church University). The course is usually taken one day per school term. Courses are purchased by local authorities who then make places available to staff working in education. www.autism.org.uk/training

Postgraduate Diploma in Dyslexia and Literacy This course is for those who have already completed a Postgraduate Certificate in Dyslexia/SpLD or equivalent at Level 7. The Postgraduate Diploma has a focus on assessment and leads to 120 credits with Middlesex University. The Diploma provides eligibility for an Assessment Practising Certificate (SASC accredited) as well as AMBDA (BDA) with Module C2. dyslexiaaction.org.uk

Autism Seminars for Families: sensory needs insert now available

Network Autism: free online discussion group on SEN reforms

Various dates and venues

Dyslexia Day Course

MA Leading Inclusive Education

New course looking at strategies for the effective inclusion of learners with for educators and/ or support staff, designed to successfully include learners with dyslexia. £165 ex-VAT. To book, visit:

Middlesex University

www.peoplefirsteducation.co.uk

Take part in the new policy group dedicated to SEN reforms, read the latest research and collaborate with others. www.networkautism.org.uk

The MA Leading Inclusive Education provides career development for teachers working in inclusive education, allowing them to explore the best ways of leading and managing children and teachers in an inclusive situation. The course provides an insight into the skills needed to deal with various conditions affecting children's learning, and allows teachers to gain a deeper knowledge of how good, effective leadership can impact children's learning and development. www.mdx.ac.uk

Study Specific Learning Difficulties with Middlesex University Study MA Inclusive Education online and part-time at Middlesex University. Learn best practice teaching children with Specific Learning Difficulties - see the impact on your own work and advance your teaching career. www.mdx.ac.uk

Various dates and venues

Visual Interventions and Social Stories A visual and auditory social and behavioural strategy for teaching and support Staff working with learners with autism, Asperger syndrome, ADHD and related conditions. £165 ex-VAT. To book, visit: www.peoplefirsteducation.co.uk

Various dates and venues

Various Dates

Helping Learners with Autism, Asperger Syndrome and ADHD Day Course A new day day course of tried and tested strategies for teaching and support staff working with learners with autism, Asperger syndrome, ADHD and related conditions. £165 ex-VAT. To book, visit: www.peoplefirsteducation.co.uk

Various dates and venues

ADHD Day Course Strategies for the effective inclusion of learners with ADHD A day course for educators and/ or support staff, designed to successfully include learners with ADHD/ADD and related conditions. £165 ex-VAT. To book, visit: www.peoplefirsteducation.co.uk

Various dates and venues

Autism Day Course Strategies for effective inclusion of learners with autistic spectrum disorders (ASD): a day course for teachers and/or support staff, designed to enable successful inclusion of learners with autism and Asperger Syndrome. £165 ex-VAT. To book, visit: www.peoplefirsteducation.co.uk

Helping learners who are Able/Gifted/Talented

January 2016

A resource pack to enable you to deliver autism seminars in your local area. A cost effective way to help you support families.

A new day course of tried and tested strategies for teaching and support staff to engage, teach and include those who may be able/gifted/talented. £165 ex-VAT. To book, visit:

SENCOs, SpLD and Access Arrangements

www.autism.org.uk/familyseminarpack

www.peoplefirsteducation.co.uk

www.patoss-dyslexia.org

20 January

London £155 members/£185 non-members.

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS February 2016

20 - 23 January

Bett Excel London

The UK’s biggest education technology show returns to Excel London with an A-list of speakers and hundreds of stands featuring the latest tech gear for schools and colleges. www.bettshow.com

27 January

Social mobility – raising teaching quality and reducing the attainment gap Central London

Guests of Honour will be Heath Monk, Chief Executive Officer of The Future Leaders Trust, and Professor Sonia Blandford, Founder and Chief Executive Officer of Achievement for All 3As. This seminar is timed to follow the publication of the Social Mobility and Child Poverty Commission's annual State of the Nation report, due at the end of the year. Delegates will consider measures to raise the attainment of the most disadvantaged pupils in England. Sessions will assess the impact of the Pupil Premium, as well as strategies to raise the quality of teaching in the most deprived areas of the country, including the progress of the Teach First and Talented Leaders programmes. www.westminsterforumprojects.co.uk

28 January

Understanding autism and introduction to the SPELL framework Notthingham

This one-day course, organised

by The National Autistic Society, provides an overview of autism and how to support people with the condition using the SPELL framework. SPELL is a framework for responding to the needs of children and adults on the autism spectrum developed through evidence-based practice. It is useful in identifying underlying issues, reducing the disabling effects of the condition and providing a cornerstone for communication. This course is suitable for those wanting to increase their understanding of autism and strategies to support children or adults on the autism spectrum. Other dates and in house training available.

2 February

Autism and technology conference London

This new conference, organised

by The National Autistic Society, will look at how technology can help autistic people as well as the professionals who support them. Key speakers will present the latest research and developments in technology.

Topics include: assistive technology, biometric readers and how they can help alleviate anxiety, staying safe on the internet, and the power of online communities and social media. www.autism.org.uk/technology2016C

2 February

Improving children and young people’s health outcomes: integration, public health and policy priorities Central London

Chaired by Sir Oliver Heald MP, with Dr Jacqueline Cornish, National Clinical Director for Children, Young People and Transition to Adulthood, NHS England; Dr Hilary Cass, Senior Clinical Advisor for Children and Young People, Health Education England and Dr David James, Chair, Trainees’ Committee, Royal College of Paediatrics and Child Health and others. This event is CPD certified. www.westminsterforumprojects.co.uk

www.autism.org.uk/SPELL2015C

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CPD, TRAINING AND EVENTS 9 February

WESC Open Day WESC Foundation is holding an open day aimed at parents, carers, commissioners, teachers and SEN professionals to find out all about WESC services.

10am - 2pm

www.wescfoundation.ac.uk

10 February

Priorities for mental health services: co-commissioning, vanguards and access to treatments London

Seminar with contributors including Rt Hon Paul Burstow (former Minister of State for Care Services), Dr Geraldine Strathdee (National Clinical Director for Mental Health, NHS England), Dr Paul Lelliott, (CQC) and Gregor Henderson (Public Health England). Chaired by Helen Whately MP (Member, Health Select Committee and Co-Chair, All Party Parliamentary Health Group) and Rt Hon Andrew Mitchell MP (Member, Equality for Mental Health Campaign). www.westminsterforumprojects.co.uk

23 February

Learning to wee and poo in the right place – continence problems in children with autism London

The training course, organised

by The National Autistic Society, will focus on the common toileting difficulties in children with autism, toileting training, specific continence issues and autism-related continence issues. The day will be presented by Dr Eve Fleming (Community Paediatrician) and Lorraine MacAlister (NAS). www.autism.org.uk/ ContinenceProblems2015C

24 February

SENCOs, SpLD and The Code of Practice London £155 members/£185 non-members. www.patoss-dyslexia.org

March 2016 1 and 2 March

The National Autistic Society’s Professional Conference

Telford International centre, Telford

15 - 17 February

Three-day Structured Teaching course A broad-based, intensive course which provides both the theoretical and practical applications of structured teaching ideal for professionals working with individuals with autism or parents/ carers. Modules include the culture of autism, designing and implementing structure to support activities in the learning environment and the home, methods to encourage independent work, developing communication, social, vocational and leisure skills, the use of social stories and an introduction to assessment in relation to structured teaching.

Delivered by TEACCH trainers with extensive practitioner experience. £295 professionals and £145 parents/ concessions Prior’s Court Training and Development Centre, Newbury, Berkshire

01635 247202/245911 training@priorscourt.org.uk www.priorscourt.org.uk

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This annual two-day conference is a must for all professionals working with autism. Last year it was attended by nearly 700 delegates. The event provides a unique opportunity for professionals from education, health and social health sectors to network, discuss best practice and share learning.

Expert speakers will present an overview of the changing environment and the latest developments in the field of autism. There will also be a series of seminars dedicated to education. Book your place now. www.autism.org.uk/professional2016C

2 - 4 March

10 March

National FutureSchools Expo Australian Technology Park, Sydney

National FutureSchools Expo is the largest education event in NSW. It consists of one central exhibition and five parallel conferences designed to tackle specific areas of the future school. www.futureschools.com.au

Kids to Adultz in the Middle Coventry

The Kidz exhibitions are the largest UK events of their kind supporting individuals, parents, carers and healthcare professionals. The focus of these events is equipment, products and services for children and young adults up to 25 years with disabilities and additional needs, their families, carers and the professionals who support them. www.disabledliving.co.uk/Kidz/Middle

3 and 4 March

PECS Level 1 Training Workshop Peterborough

10 and 11 March

PECS Level 1 Training Workshop

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.

Brighton (at the PECS offices)

01273 609 555

www.pecs-unitedkingdom.com

PECS is an approach that teaches functional communication skills using pictures. This workshop will give you all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

01273 609 555

www.pecs-unitedkingdom.com

12 and 13 March 9 March

National Learn to Play Day

Understanding stress and anxiety in autism, and their impact on behaviour London

This new training course, organised by The National Autistic Society, will help delegates understand the potential causes of stress and anxiety for people on the autism spectrum. It will examine the impact of anxiety on behaviour, and provide guidance on implementing changes to environments and practices to reduce stress. www.autism.org.uk/ behaviourcourse2015C

UK wide

Free musical instrument lessons nationwide over 100 participating music shops and venues. Over the weekend, members of the public can participate in more than 12,000 free instrument “taster” lessons at music shops, schools and venues throughout the UK. www.learntoplayday.com

15 March

Interpretation and Implementation of SpLD Reports for Non-specialist SENCOs/Teachers - from Assessment to Action London £155 members/£185 non-members. www.patoss-dyslexia.org

2 March

SoSAFE! Social and Sexual Safety Peterborough

SoSAFE! is a set of visual and conceptual tools designed to promote social safety for people with MSID and/ or autism spectrum disorder.

SoSAFE! provides visual tools to enhance the social-sexual and social-safety training of these individuals.

follow us on www.twitter.com/senmagazine join us on www.facebook.com/senmagazine

01273 609555

www.pecs-unitedkingdom.com

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS April 2016

17 March

Understanding autism and introduction to the SPELL framework London

This one-day course, organised

by The National Autistic Society, provides an overview of autism and how to support people with the condition using the SPELL framework. SPELL is a framework for responding to the needs of children and adults on the autism spectrum developed through evidence-based practice. It is useful in identifying underlying issues, reducing the disabling effects of the condition and providing a cornerstone for communication. This course is suitable for those wanting to increase their understanding of autism and strategies to support children or adults on the autism spectrum. Other dates and in house training available. www.autism.org.uk/SPELL2015C

17 - 19 March

The Education Show

4 - 8 April

TEACCH five-day course Inspirational and intensive course combining active learning sessions with direct, supervised experience working with students with autism in a structured setting. Led by trainers from Division TEACCH, University of North Carolina and experienced practitioners and TEACCH trainers from Prior's Court Certified at Advanced Consultant Level and Certified at Practitioner Level.

Prior’s Court Training and Development Centre, Newbury, Berkshire

01635 247202 training@priorscourt.org.uk www.priorscourt.org.uk

21 April

Interpretation and implementation of SpLD reports for Needs Assessors and Disability Officers London £155 members/£185 non-members. www.patoss-dyslexia.org

NEC Birmingham

The Education Show 2016, the go-to event for CPD and learning resources, will be returning to NEC, Birmingham on 17 to 19 March, with a jampacked programme of new content, inspiring training and development.

Thursday and Friday 9am - 5pm; Saturday 9am - 4pm. Free. To register, visit: www.education-show.com

23 April

NAPLIC Conference and AGM Aston Business School, Birmingham

Exploring how spoken language underpins progress in literacy.

Keynotes: Professors Maggie Snowling and Dorothy Bishop.

Practitioner presentations and exhibition. Early bird booking rates available. Members from £95. Non-members welcome.

01273 381009 carol.lingwood@btopenworld.com

21 - 23 March

Connected with others: Cultivating compassion in the classroom Manchester

In Connected with Others, students cultivate the character qualities that make relationships work. This course is for deputy heads, teachers, youth workers and school psychologists who have completed Mind with Heart’s introductory training or an eight-week mindfulness training or equivalent. http://mindwithheart.org

WWW.SENMAGAZINE.CO.UK

www.naplic.org.uk

25 and 26 April

PECS Level 2 Training Southampton

Learn practical ideas for advanced lessons in expanding language and communication within functional activities, plus tools for identifying communication opportunities across the day. Successfully problem solve PECS implementation and take it to the next level.

01273 609 555 www.pecs-unitedkingdom.com

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CPD, TRAINING AND EVENTS May 2016 5 May

WESC Annual International Conference WESC Foundation has announced that Dr Gordon Dutton and Dr Amanda Lueck are among the speakers lined-up for their conference, which will focus on cerebral/cortical visual impairment (CVI).

Call or email Katy Gaulton to reserve your place:

01392 454235 kgaulton@wescfoundation.ac.uk www.wescfoundation.ac.uk

16 May

Policy priorities for child protection - preventing abuse, improving children’s services and reforming social work

Mental Health and Wellbeing Conference

Central London

health and wellbeing; working

With Lisa Pascoe, Deputy

effectively with other agencies

Director, Social Care Policy,

to support pupils; implementing

Ofsted; Professor Di Bailey,

practical and workable strategies

Nottingham Trent University

to help tackle self-harm, anxiety,

and Association of Professors of Social Work (APSW); Jenny Barksfield, PSHE Association; Josh MacAlister, Frontline; Mick

Cardiff

Key topics covered will include implementing a whole school strategy to promote mental

30 and 31 May

EduTECH Brisbane Convention & Exhibition Centre

EduTECH is the largest education event in Southern Hemisphere and Asia-Pacific. It is the only event in Australia that brings together schools, tertiary, VET and workplace learning under one roof. www.edutech.net.au

June 2016

depression, eating disorders, low self-esteem and more; knowing how to identify and refer pupils with mental health concerns;

9 June

learning effective strategies to

Kids to Adultz South

engage and support families

Reading

Council and Family Insights

with mental health concerns;

Programme; Naana Otoo-

using therapeutic play

Oyortey, FORWARD (Foundation

techniques to support pupils

for Women’s Health Research

with emotional difficulties; and

and Development); Alison

learning practical mindfulness

McCracken, Newcastle City

event is CPD certified.

nsmtcbooking@hotmail.com

The Kidz exhibitions are the largest UK events of their kind supporting individuals, parents, carers and healthcare professionals. The focus of these events is equipment, products and services for children and young adults up to 25 years with disabilities and additional needs, their families, carers and the professionals who support them.

www.westminsterforumprojects.co.uk

www.nsmtc.co.uk

www.disabledliving.co.uk/Kidz/South

Renouf, London Safeguarding Children Board and Maris Stratulis, British Association of Social Workers (BASW). This

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23 May

techniques to help support pupils and staff £195 + VAT (early bird offer until 6 March 2016). £225 + VAT (after 6 March 2016).

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS 13 - 15 June

Three- day Structured Teaching course A broad-based, intensive course which provides both the theoretical and practical applications of structured teaching Ideal for professionals working with individuals with autism or parents/ carers. Modules include the culture of autism, designing and implementing structure to support activities in the learning environment and the home, methods to encourage independent work, developing communication, social, vocational and leisure skills, the use of social stories and an introduction to assessment in relation to structured teaching.

Delivered by TEACCH trainers with extensive practitioner experience.

July 2016

Various June and July

November 2016

The Autism Show 17 and 18 June: London 24 and 25 June: Birmingham 1 and 2 July: Manchester

The Autism Show is the national event for autism (including Asperger syndrome), dedicated to the two million people in the UK who live and work with the condition on a daily basis.

You can hear from the UK’s leading autism professionals, discover hundreds of products and services, learn practical strategies for the home and classroom, listen to adults on the spectrum talk about their experiences, access specialist advice from clinicians, therapists and solicitors and take part in new special features such as the Sensory Classroom and the Get Cycling Test Track.

7 July

Kids to Adultz Wales Cardiff

The Kidz exhibitions are the largest UK events of their kind supporting individuals, parents, carers and healthcare professionals. The focus of these events is equipment, products and services for children and young adults up to 25 years with disabilities and additional needs, their families, carers and the professionals who support them. www.disabledliving.co.uk/Kidz/Wales

£295 professionals and £145 parents/ concessions Prior’s Court Training and Development Centre, Newbury, Berkshire

01635 247202/245911 training@priorscourt.org.uk www.priorscourt.org.uk

Kidz to Adultz up North Manchester

9.30am to 4.30pm www.disabledliving.co.uk/Kidz/North

follow us on www.twitter.com/senmagazine

October 2016

http://autismshow.co.uk

We take every care when compiling the information on these pages. However, details may change, and we recommend that you contact the event organisers for up-todate information before you make arrangements to attend.

17 November

5 and 6 October

Independent Living Scotland SECC Glasgow

Event offering advice, support and information for individuals living with disability or a longterm condition. Plus product knowledge and networking opportunities.

join us on www.facebook.com/senmagazine

www.independentlivingscotland.org

National Learn to Play Day 2016 National Learn To Play

Supporters of LtPD and

Day is back for its fifth

the charity include Gareth

successive year on

Malone, Dame Evelyn

Saturday 12 and Sunday

Glennie,

13 March 2016. It will

Rodrigo y Gabriela, Nick

be bigger and better,

Mason (Pink Floyd), Rick

with more free taster

Wakeman (Yes), Rick

lesson and more music

Astley, Ian Paice, Glenn

venues, schools, shops,

Hughes and Steve Morse

celebrities, musicians

(Deep Purple). Patron of

and local dignitaries

Music for All is Jools

than ever before across

Holland, who says he is

the UK.

“delighted to help Music

for All in their quest to

Organised by Music for

inspire more people to

All, the charity of the

participate in music making”.

UK musical instrument

industry, in partnership

Full details of the event, including participating venues and

with the Musician’s Union, the Arts Council England “Take it

local appearances, can be found at: www.learntoplayday.com

Al

Murray,

away” scheme and Making Music, the aim of Learn To Play Day (LtPD) is to encourage people of all ages and experience to join

To find out more about the charity Music for All, go to:

in this musical learning experience and be inspired to start or

www.musicforall.org.uk or visit their Facebook page:

get back to playing an instrument.

www.facebook.com/musicforallcharity

WWW.SENMAGAZINE.CO.UK

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SEN RESOURCES DIRECTORY

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

ADHD ADDers.org

Information and support forum for those affected by ADD/ADHD:

www.adders.org

Bullying Bullying UK

Dyspraxia Foundation UK

Support and advice on bullying:

Dyspraxia advice and support:

www.bullying.co.uk

www.dyspraxiafoundation.org.uk

Childline National Attention Deficit Disorder Advice and support for those suffering from bullying: Information and Support Service www.childline.org.uk (ADDISS) Resources and information for ADHD:

Cerebral palsy

www.addiss.co.uk

Autism/ASD

Dyspraxia

Scope UK Help, advice and support for children and adults affected by cerebral palsy:

www.scope.org.uk

Epilepsy Epilepsy Action Advice and information on epilepsy:

www.epilepsy.org.uk

Young Epilepsy Support for children and young people with epilepsy plus training for professionals:

www.youngepilepsy.org.uk

FASD

Down syndrome Asperger Foundation UK (ASF)

Down’s Syndrome Association (DSA)

www.aspergerfoundation.org.uk

www.downs-syndrome.org.uk

Support for people with Asperger’s syndrome:

Autism Awareness

Forum for sharing experience/advice for those affected by ASD:

www.autism-awareness.org.uk

Information, support and training for those affected by Down syndrome:

The Down’s Syndrome Research Foundation UK (DSRF)

Charity raising funds for medical research into autism:

The National Organisation for Foetal Alcohol Syndrome UK Support for those affected by foetal alcohol spectrum disorder:

www.nofas-uk.org

Charity focussing on medical research into Down syndrome:

www.dsrf-uk.org

Autistica

The FASD Trust www.fasdtrust.co.uk

Dyslexia

General SEN British Institute for Learning Disabilities Charity for learning disabilities:

www.autistica.org.uk

www.bild.org.uk

National Autistic Society (NAS)

Cerebra UK

Help and information for those affected

by ASD:

Charity for children with brain related conditions:

www.autism.org.uk

Research Autism

Charity focused on researching interventions in autism:

www.researchautism.net

Bullying Anti-Bullying Alliance (ABA)

Charity dedicated to reforming attitudes and policy towards bullying:

www.cerebra.org.uk

British Dyslexia Association (BDA) Information and support for people affected by dyslexia:

Child Brain Injury Trust

www.bdadyslexia.org.uk

Supporting children, young people, families and professionals when a child has acquired a brain injury:

Crick Software

www.childbraininjurytrust.org.uk

Clicker 6 is one of the most widely-used reading and writing tools in the UK for children with dyslexia:

Department for Education (DfE)

www.cricksoft.com/clicker

www.anti-bullyingalliance.org.uk

Dyslexia Action

The UK Government’s education department:

www.education.gov.uk

Charity providing services to those affected by dyslexia:

Mencap

UK bullying prevention charity:

www.beatbullying.org

www.dyslexiaaction.org.uk

www.mencap.org.uk

Beat Bullying

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Learning disabilities charity: WWW.SENMAGAZINE.CO.UK

SEN RESOURCES DIRECTORY

General SEN National Association for Special Educational Needs (NASEN) Organisation for the education, training, advancement of those with SEN:

www.nasen.org.uk

neral SEN National Parent Partnership Network Network of local partnerships providing information, advice and support for parents and carers of those with SEN:

www.parentpartnership.org.uk

Learning outside the classroom Council for Learning Outside the classroom (CLOtC)

Awarding body for the LOtC quality badge:

www.lotc.org.uk

Literacy Crick Software

Clicker 6 is the child-friendly talking word processor that helps pupils of all abilities to significantly develop their literacy skills:

www.cricksoft.com/clicker

National Literacy Trust (NLT)

Literacy charity for adults and children:

www.literacytrust.org.uk

Music Holistic Music for Children

Hearing impairment Action on Hearing Loss Hearing impairment charity:

www.actiononhearingloss.org.uk

Deafness Research UK Charity promoting medical research into hearing impairment:

www.deafnessresearch.org.uk

National Deaf Children’s Society Charity to help deaf children and young people:

www.ndcs.org.uk

Home education The Home Education Network UK National organisation for home educators:

www.thenuk.com

Music resources for young children and children with additional needs. All original material designed to enable the non-musician to deliver music sessions including, body awareness, sensory experiences, early verbs, self and spatial awareness, communication skills and turn taking. For more information, visit:

www.holisticmusicforchildren.com

PMLD Network

Information and support for PMLD:

www.pmldnetwork.org

Rebound therapy

www.shinecharity.org.uk

SLCN ACE Centre Advice on communication aids:

www.ace-centre.org.uk

Afasic Help and advice on SLCN:

www.afasicengland.org.uk

Communication Matters Support for people with little or no clear speech:

www.communicationmatters.org.uk

The Communication Trust Raising awareness of SLCN:

www.thecommunicationtrust.org.uk

Tourette’s syndrome Tourette's Action www.tourettes-action.org.uk

Visual impairment National Blind Children’s Society Support and services for parents and carers of blind children:

The National Rebound Therapy Consultancy

www.nbcs.org.uk

www.reboundtherapy.org

National residential school and college for young people who are blind or partially sighted, also offering training and support for professionals:

UK governing body for rebound therapy:

SEN law Specialising exclusively in SEN cases:

www.SpecialEducationalNeeds.co.uk

Independent Parental Special Education Advice

WWW.SENMAGAZINE.CO.UK

Shine Information and support relating to spina bifida and hydrocephalus:

Information and advice on Tourette’s:

PMLD

Douglas Silas Solicitors

Law

Spina bifida

New College Worcester

www.newcollegeworcester.co.uk

Royal National Institute of Blind People (RNIB)

Legal advice and support for parents:

Support and advice to those affected by visual impairment:

www.ipsea.org.uk

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