SEN Magazine - SEN84 - Sept/Oct 2016

Sept • Oct 2016 Issue 84

The right fit Finding a school to meet your child’s needs

All in a flap

Why do people get so worked up about stimming?

In a class of their own

A school’s journey to become attachment-friendly

SENCOs • adoption • visual impairment • challenging behaviour • autism anxious children • TES SEN Show • SEN publishing • Asperger’s • APD SEN law • dyslexia • school trips • dyspraxia • CPD, recruitment and more…

This issue in full Sept • Oct 2016 • Issue 84

Welcome Selecting a school for a child with SEN can be one of the most difficult choices facing families.

(p.28); Angela Fawcett looks at dyslexia assessments and screenings (p.44) and Alex Lowery asks why people get in such a flap about stimming (p.70).

Parents want a school that will encourage their child to thrive, giving them the security and individual support they need to develop, both educationally and personally. Today, more than ever though, there are so many different types of school placements available, offering a bewildering array of approaches and interventions. For parents, the questions are many, the options seemingly never ending and the potential pitfalls ever present.

Douglas Silas answers key questions about SEN information, advice and support in his regular SEN legal Q&A (p.24) and we have a preview of the UK’s biggest special needs event, the TES SEN Show (p.60).

In this issue of SEN Magazine, Eileen Sheerin identifies some of the key issues for families to consider and provides a useful guide to choosing the right school or college (p.71).

Also in this issue, Jennifer Nock describes how one school is working to give lasting support to pupils with attachment issues

There are articles on the role of the SENCO (p.26), adoption (p.32) and the state of specialist services for visually impaired learners (p.36). You’ll also find pieces on identifying dyspraxia (p.42), auditory processing disorder (p.54), inclusive school visits (p.56), challenging behaviour (p.64), anxious children (p.67), autism (p.84), Asperger’s syndrome (p.96), teacher recruitment (p.98) and ICT (p.101).

Peter Sutcliffe Editor editor@senmagazine.co.uk

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SEN news

14

What's new?

22

Point of view

24

SEN legal Q&A

26

SENCOs

28

Attachment

32

Adoption

34

About SEN Magazine

36

Visual impairment

38

SEN publishing

42

Dyspraxia

44

Dyslexia

54

Auditory processing disorder

56

School visits

60

TES SEN Show preview

64

SEBD: challenging behaviour

67

SEBD: anxiety

70

Stimming

71

Choosing the right school

82

Book reviews

84

Autism

96

Asperger's syndrome

98

Recruitment

101

ICT

102

CPD, events and training

112

SEN resources directory

114

SEN Subscriptions

CONTRIBUTORS

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

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SUBSCRIPTION ADMINISTRATOR Amanda Harrison office@senmagazine.co.uk 01200 409 801 DESIGN Rob Parry www.flunkyflydesign.co.uk design@senmagazine.co.uk Next issue deadline: Advertising and news deadline: 5 October 2016 Disclaimer The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.

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

Charlotte Aldred Jonathan Beckett Chris Burton Neelam Dongha Sandra Dunsmuir Angela Fawcett Kerri Haynes-McDonnell Jack Howes Sue Keil Lord Jim Knight Alex Lowery Mary Mountstephen Jennifer Nock Sally Payne Amy Phipps Stephen Rickard Catherine Routley Eileen Sheerin Jacqui Shurlock Douglas Silas Trizia Wells

SEN Magazine ISSN: 1755-4845 SENISSUE84

In this issue

Attachment

26

28

44

Dyslexia

Leading role

70

In a class of their own What’s it like to be adopted?

Young people from adoptive families tell it like it is

36

A vision of Britain revisited The state of specialist services for visually impaired learners

38

Rewriting the literary landscape Injecting a dose of reality into children’s literature

42

64

Why do people get worked up about stimming?

71

The right fit

One school’s journey to become attachment-friendly

32

SEBD

All in a flap

Re-evaluating the SENCO’s position in our schools

28

Sept • Oct 2016 • Issue 84

Finding the school that will best meet your child’s needs

84

An autism success story The benefits of focussing on your child’s strengths

96

Embracing the difference A young man explains how his Asperger’s diagnosis transformed his life

101 Tech support How to find the perfect ICT partner for your school

A life with dyspraxia How dyspraxia affects people across their lifespan

44

Identifying dyslexia Why dyslexia assessments and screenings are so important

51

54

A degree of support

60

14

Hearing solutions

22

Inclusive attractions

What's new?

The latest products and ideas from the world of SEN

Point of view

Have your say!

SEN legal Q&A

Where to find SEN advice, information and support

82

TES SEN Show preview

98 Recruitment

Firm foundations How to support children with learning disabilities whose behaviours challenge

67

24

SEN news

Ten tips to help you select an inclusive venue for your school trip

A look ahead to the UK’s biggest SEN event

64

6

How well do colleges and universities provide for students with dyslexia?

The dilemmas facing teachers working with pupils with auditory processing disorder

56

Regulars

High anxiety What can schools do to help anxious children?

Book reviews

Addressing the causes of the teacher shortage

102 CPD, training and events

Your essential guide to SEN courses, seminars and events

112 SEN resources directory

36 Visual impairment 56 School visits

71 Choosing the right school or college

84 Autism

In the next issue of SEN:

PMLD • safeguarding • creative arts • professional support for teachers Kids to Adultz North preview • complementary therapy • parents’ rights spins bifida and hydrocephalus • epilepsy • wheelchairs/mobility • autism SEN legal Q&A • attachment • dyslexia • recruitment • and much more…

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SEN NEWS

Mental health reforms are faltering Trusts struggle to recruit mental health staff Funding is not reaching frontline services The Government’s plan to transform mental health care for children and young people is facing serious barriers, says a new report by the Young People’s Mental Health Commission of the Education Policy Institute.

The report explores progress made since the publication in 2015 of the Government’s strategy, Future in Mind, which was supported by funding of £1.25 billion over five years.

Earlier this year, in its first report, the Commission found that services were turning away a quarter of the young people who were referred to them, and that waiting times varied dramatically across the country. Its new report identifies key barriers to the delivery of the transformation programme for children and young people’s mental health.

The vast majority of trusts (83 per cent) said they had experienced recruitment difficulties, with 51 instances of a trust receiving two or fewer applicants for an advertised post. 80 per cent of trusts said they had to advertise posts on multiple occasions to fill roles, with mental health nurses being the most difficult profession to recruit, followed by consultant psychiatrists.

Of the 122 published local transformation plans, only 18 areas (15 per cent) have “good” plans, while 48 per cent of plans “require improvement” and 37 per cent require “substantial improvement’. On average, localities in the Eastern and West Midlands regions performed best.

The report found that recruitment challenges had led to an 82 per cent increase in expenditure on temporary staffing in the last two years. Nearly £50 million was spent on agency staff by 32 trusts in 2015/16. However, there were significant regional variations in recruitment difficulties, with six areas (15 per cent) not experiencing any problems, in particular trusts in the Midlands and some northern trusts.

There are also concerns that available funding is not going where it is most needed. “Our research also found the £1.25 billion announced with such fanfare in 2015 is not reaching frontline services”, said the report’s author Emily Frith, Director of Mental Health at the Education Policy Institute, writing in the Huffington Post (17/08/16).

For 2016/17, £119m has been allocated to local areas. However, this has not been ring-fenced but has been included in their total baseline allocation; specialist services also sit within a wider network of support from youth services to local authority funded charities and social care, meaning there is a risk that the overall budget for children and young people’s mental health may not increase or may be reduced due to wider austerity measures.

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Mental health funding may not be going where it is needed most.

Recommendations Although the Commission is not due to make detailed policy recommendations until the Autumn, it has identified a number of areas where urgent action is required. The report says Health Education England should work with provider trusts and local health and care commissioners to ensure that the workforce strategy to support transformation covers recruitment and retention of key staff, improving the skill-mix between the different professions and covering training needs for specialist and universal staff such as GPs, health visitors and teachers.

It also says there must continue to be a rigorous process of assurance of how local areas are planning to spend the additional investment and the development of local plans as part of the business planning process for the second year of implementation, particularly given the risk that the transition to baselined funding and “mainstreaming” the plans will shift the focus away from children and young people’s mental health.

Unless improving services remains a top priority for the Government with annual clear implementation plans and access standards at a national level for which the Department for Health as well as NHS England can be held to account, there is a risk that levels of access will remain the same, or even deteriorate, the report concludes.

“This report highlights worrying risks to the delivery of the Government’s major strategy on children and young people’s mental health. We owe it to our children to make sure that this strategy succeeds”, said Norman Lamb MP, Chair of the Commission and former Mental Health Minister.

The report, Progress and challenges in the transformation of children and young people's mental health care, can be found on the website of the Education Policy Institute: http://epi.org.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

What are the priorities for autism research?

The charity Autistica has released a new report which provides a detailed look at its priorities for autism research. This follows a year-long consultation process conducted by Autistica with the National Autistic Society and the James Lind Alliance, which culminated in May with the announcement of their top ten subjects for future study.

Members of families living with autism, professionals working with autistic people, charities and clinicians were asked to help prioritise the “unanswered questions” about autism that are most important in order to direct future research. The aim was to encourage research spend in the areas that matter most to those living and working with autism.

The list of the top ten subjects for autism research was topped by questions about which interventions would improve mental health difficulties for people with autism and which interventions would be most effective in helping autistic people to develop their communication skills. The top five was completed by the issues of social care provision, how to reduce anxiety, and which environments best support education, life and social skills outcomes for people on the autistic spectrum.

Other key questions that made the top ten covered the subjects of support for families, autism diagnosis, support at work, sensory processing and service delivery.

Autistica’s new report provides a lot more detail about each of these areas for study and how researchers can address them. “These are complex and multi-faceted questions which research needs to answer, so we’ve sought to help everyone understand what we already know and where gaps still exist”, says Autistica's CEO Jon Spiers. “Now our focus must turn to launching new research programmes so that we can find the answers autistic people and their families want and need”.

The new report, Your questions, shaping future autism research, can be found via: www.autistica.org.uk

Bad planning forces schools into the red One in seven schools are not budgeting effectively, despite more than a third of schools and academies suffering from a budget deficit in the past three years. A study of 265 school leaders by education finance company HCSS Education found that 42 per cent of academies and 32 per cent of maintained schools went into the red in the last three years.

A third of schools say they lack the support they need with budget planning and forecasting and 13 per cent do not have three to five-year budget plans in place.

The Balancing the Books report can be found via: www.hcsseducation.co.uk WWW.SENMAGAZINE.CO.UK

Mandatory health checks for young children in the balance The Government has commissioned Public Health England to conduct a review into the legal requirement on the NHS to provide five visits to families by health visitors before a child reaches the age of two and a half years.

The required visits are the antenatal health visit, new baby review, six to eight week assessment, one year assessment and two to two and a half years review. The duty on the NHS runs out in March 2017, after which time the mandatory checks will cease, unless new action is taken.

Options put forward to ministers include renewing the mandatory requirement, amending the number of visits or scrapping the requirement altogether.

A letter has been sent to the commissioners and providers of health visitor services by Viv Bennett, Chief Nurse of Public Health England (PHE), and Phil Norrey of the Society of Local Authority Chief Executives. The letter calls for views on the review, which will advise ministers on future arrangements. “In order to inform this decision PHE will look at the impact of the transfer, the appetite for mandation, the evidence of service transformation and risks to the sustainability of the service…”, the letter says. A review report will be published in the Autumn.

The children’s communication charity I CAN has warned of the “enormous risk” attached to the possibility of scrapping any of the checks. In an open letter to the media, the charity’s Chief Executive Bob Reitemeier says that more children with communication difficulties will go unidentified and fail to receive the support they need if any of the checks are removed. “These children will start school without the skills to access education, going on to fail exams, making it more difficult for them to find work. Children with communication difficulties often end up on the edge of society as adults and many require financial and mental health support from Government during their adulthood”, says Mr Reitemeier.

News deadline for next issue: 5/10/16 Email: editor@senmagazine.co.uk SENISSUE84

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SEN NEWS

Guidance on ensuring good family contact for children in residential placements Families are facing significant barriers keeping in touch with children who have a learning disability living away from home, says a new report.

Keeping in Touch with Home reveals the significant barriers families can encounter in trying to keep in touch with children with a learning disability in residential placements. It also offers guidance on how residential settings should ensure parents can keep in touch with the thousands of children and young people with a learning disability who often live hundreds of miles from home during their childhood and adolescence in specialist residential placements. These placements could include residential special schools or colleges, mental health assessment and treatment units, and children’s homes.

Produced by the Challenging Behaviour Foundation and Mencap, the report is based on research with families whose children are in residential placements. Their children have complex needs, limited verbal communication and behaviour described as challenging.

The report reveals several criticisms from parents including, parents being asked to stay away when their child or young person started in a new setting, and parents not being kept informed, for example about changes in medication or hospital visits. Parents reported that staff could apply blanket policies, meaning helpful visual technologies that could keep families in touch with their children could not be taken advantage of.

Some parents also said that placements decided to respond to family criticism by limiting visits and communication with parents. These parents were distraught at being shut out as they saw their young person’s health and behaviour deteriorate.

One Father said that “It’s always in the back of your mind when you complain… They’ve got your daughter there and you’re not there. If you are starting not to trust them, it’s a very slippery slope.”

A family carer who was involved in the report said: “When staff, for whatever reason, do not promote the importance of family and home contact, alarm bells should ring.”

Keeping in Touch with Home can be found via: www.nspcc.org.uk

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Airports are not autism-friendly Most UK airports are failing to offer effective support for travellers with autism, says new research.

The survey of the UK’s 30 busiest airports, by sensory equipment suppliers Experia, found that only one-third offer sufficient autism-friendly facilities. None of the airports had a designated quiet or sensory area for autistic travellers, and only seven (23 per cent) provided a specialised guidebook for autistic passengers.

The research found that information is not always easily available for autistic passengers. Only ten of the 30 airports answered the phone the first time when contacted or had a section on their website dedicated to hidden disabilities such as autism.

Nine airports (30 per cent) took longer than two working days to reply via email.

According to the National Autistic Society (NAS) there are about 700,000 people in the UK living with autism and autistic travellers can often find air travel a difficult experience due to large crowds, noise, invasive security checks and disruption to familiar routines. Despite the prevalence of the condition, just 11 out of the 30 airports contacted (37 per cent) provided evidence of having worked with autism charities to improve the knowledge of their staff.

“Small changes like clear information available online and designated quiet spaces would help autistic people to manage their anxiety and their sensory sensitivities”, says Jane Harris, Director of External Affairs at the NAS. According to the survey, Manchester Airport has some of the most comprehensive services to support autistic flyers. The airport provides passengers with autism and their guardians with an awareness pack that includes guidebooks and videos for each individual terminal. It also offers the traveller a wristband which discreetly alerts airport staff to the condition, allowing the person and their group to fast-track queues without drawing unwanted attention.

Some airports have worked with local or national charities to design autism friendly services and staff at a number of smaller airports, including Inverness and Belfast International, have undergone specialist autism training.

The NAS is currently working with several UK airports with the aim of improving the travelling experience for autistic people.

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SEN NEWS

Effective early intervention can reduce risks to child development An assessment of 75 programmes which aim to improve child outcomes through supporting positive parent-child interactions from conception to age five has been published by the Early Intervention Foundation (EIF).

Bercow’s landmark SLCN review revisited Former Communication Champion Jean Gross is to lead a review of provision for children and young people with speech, language and communication difficulties (SLCN).

Scheduled to report a decade after the influential 2008 Bercow Report, A Review of Services for Children and Young People (0-19) with Speech, Language and Communication Needs, an independent panel will examine how provision has changed and how it has affected those with SLCN. Bercow – Ten Years On has been commissioned by the children’s communication charity I CAN and the Royal College of Speech and Language Therapists. Its panel, chaired by Jean Gross, will include experts in the fields of education, health, special education and children’s services, as well as parents, academics and business leaders.

The review has been welcomed by John Bercow MP, Speaker of the House of Commons, whose initial report is widely credited with transforming the landscape for children with SLCN and their families. “Many changes have taken place over the past decade which have affected the services and far too few children with language difficulties are receiving the support they need”, said Mr Bercow. “I CAN and the RCSLT have my full support in producing this report to champion the cause of this under reported, but crucial issue.”

The review’s commissioners say that too many children with communication difficulties are not receiving the support they need. “Speech,language and communication needs are not well understood by the general public and by some key decision makers”, says Kamini Gadhok, Chief Executive of RCSLT. Campaigners fear that changes to education and care systems over the past ten years are threatening specialist services, and pushing speech, language and communication further down the pecking order in the school curriculum.

I CAN Chief Executive Bob Reitemeier feels that meeting the needs of children with SLCN needs to be a high priority for the Government. “It’s an outrage that in some areas of disadvantage over 50 per cent of children start school with delayed language”, he says. “We know that language is the absolute fundamental life skill that all children need to be independent, to build relationships and to gain employment.”

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Foundations for Life: What Works to Support Parent Child Interaction in the Early Years has assessed programmes available to UK commissioners, as well as other programmes from around the world.

The quality of parent-child interactions in the early years lay the foundations for children’s ability to develop crucial life skills.

The EIF has rated both the strength of evidence of impact and estimated the costs of early intervention programmes available to commissioners in the UK. The charity found that evidence of effectiveness is strongest for programmes that target interventions based on early signals of risk, such as child behaviour problems, insecure attachment, delayed development of speech and lack of maternal sensitivity, but there is a range of types of effective programmes.

It found 17 programmes that are well-evidenced and a further 18 that have preliminary evidence of impact. The EIF said there are also many other programmes at an earlier stage of development that are committed to developing their evidence, and must be supported to do so. Five programmes were rated by the EIF review as having had “no effect”, though some may adapt and be found to be effective in the future.

If commissioned, targeted and implemented carefully, the EIF believe that many of these 75 programmes have the potential to enhance development and tackle problems identified in the early years and, for example, improve children’s behaviour and achievement at school or prevent mental health problems when they are older.

Copies of the report are available on request: www.eif.org.uk

Evidenced CPD for staff boosts SLCN provision Research published by The Communication Trust suggests that professional development has a big part to play in furthering whole-school approaches to supporting pupils with speech, language and communication needs (SLCN).

Findings from The Trust’s two-year Talk of the Town research project show that expert-led training sessions and ongoing mentoring for staff provided by speech and language therapists improve staff expertise and confidence in assessing and developing speech, language and communication, alongside boosting pupils’ speech, language and communication skills.

The Talk of the Town Evaluation Report can be found via: www.thecommunicationtrust.org.uk SENISSUE84

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SEN NEWS

Calls for statutory PSHE as reports of sex offences in schools rise The Government should back teachers by making PSHE a statutory part of the curriculum, says the teaching leaders union the NAHT.

How do people with autism use reasoning skills?

Academics have uncovered findings to suggest that people with autism have a different way of reasoning than those not on the autism spectrum.

Researchers at the Centre for Applied Autism Research (CAAR) at the University of Bath have released research that suggest people with autism prefer “deliberative” reasoning over reasoning with intuition.

The Dual Process Theory of Autism applies the theory of two key ways of reasoning to account for the strengths and difficulties associated with autism. Within psychology, it is argued that people typically have both a rapid, intuitive style of reasoning as well as a slower, deliberative style of reasoning. The Dual Process Theory of Autism proposes that people with autism can be characterised as being dominated by slower, deliberative processing.

Led by Dr Mark Brosnan and Dr Chris Ashwin, researchers studied the profiles of 97 people with higher levels of autism traits or diagnosed with autism spectrum disorder (ASD). They found that these people show a consistent bias towards deliberative reasoning and potentially away from intuition.

“Deliberative reasoning is a uniquely human attribute, and central to many decision-making situations. For many activities, a domination of deliberative processing is advantageous”, says Marcus Lewton, a doctoral researcher on the project.

Autism is characterised by difficulties in social interaction and communication, which often occur in a rapidly changing environment. People typically tend to rely a great deal more on intuitions in situations requiring fast social or emotional responses. Within these social situations, relying on slower, deliberative processing may explain some of the difficulties experienced by people with autism.

“Whilst rapid, intuitive processing can be advantageous in social situations, it can also be prone to bias and errors. This research suggests that people with autism are best characterised as ‘unbiased’, and less prone to errors in situations where deliberative processing is appropriate”, says Dr Ashwin.

This account characterises autism as a bias in the reasoning processes that are in the general population, which may suggest that a great deal of research into intuitive and deliberative processing can be applied to autism research.

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In August, the charity Plan International UK used the Freedom of Information Act to release figures that show an increase in reports to police of sexual assaults on school premises.

Commenting on the figures, NAHT General Secretary Russell Hobby said “It is every school leader’s priority to make sure that school is a safe and healthy place for all pupils and teachers.

Incidences of sexual harassment or violence in school are incredibly concerning.”

The union has welcomed the Government's statement in response to these figures, saying it is “looking at all options to raise the quality of personal, social and health education (PSHE) teaching.”

Over a four year period from 2011/12 to 2014/15, the number of reported sex crimes in UK schools rose from 719 to almost 2,000. Child prostitution, rape and sexual grooming were all recorded. In one instance, a five-year-old girl was reported for a sexual offence to police.

Lucy Russell, the Girls’ Rights Campaign Manager at Plan International UK told the Press Association that the charity is “… very concerned about these findings. Sadly we are not really shocked because we have heard time and time again from girls in the UK that sexual harassment and sexual violence in schools is sadly quite commonplace.”

The Chair of the Association for Police and Crime Commissioners, Vera Baird QC, also recently called on the Government to make sex education compulsory in both primary and secondary schools. Writing in The Guardian (1/8/16), she said: “Taught well, PSHE would give children who are victims of abuse the education to judge earlier that it is wrong and develop the confidence to report.”

Lucy Emmerson, Coordinator of the Sex Education Forum, supported Vera Baird, saying that “Sex and relationships education (SRE) is every child’s right and recent reports highlight just how vitally important it is for children’s safety and wellbeing.”

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News deadline for next issue: 5/10/16 Email: editor@senmagazine.co.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

Report finds inconsistent approach to safeguarding disabled children The National Working Group on Safeguarding Disabled Children has launched a new report on a survey of local safeguarding children's boards (LSCBs) and disabled children in England.

Research has found that disabled children are three to four times more likely to be abused and neglected than non-disabled children and are more likely to experience multiple types and occurrences of abuse.

The report describes the results of a survey of LSCBs conducted in 2015 across England. While it found examples of innovative practice, responses indicated an inconsistent approach to the safeguarding of disabled children at board level across England.

Overall LSCBs have not made sufficient progress against the Ofsted (2012) recommendations.

The survey was carried out by the National Working Group on Safeguarding Disabled Children (NWGSDC) in consultation with the Association of Independent LSCB Chairs. Responses to the survey were received from 36 out of the 146 LSCBs (25 per cent).

The National Working Group on Safeguarding Disabled Children works to ensure the protection of disabled children and young people. It is co-chaired by the NSPCC and the Ann Craft Trust, and made up of representatives from the Council for Disabled Children, Action for Children, Contact a Family, NHS England, Imagine in Action, National Deaf CAMHS and NDCS.

“We know how vulnerable disabled children are to abuse, yet there are many barriers to their protection”, says Sarah Goff of Ann Craft Trust. “It is essential that agencies collaborate in identifying and addressing these barriers and that arrangements are put in place to ensure the safeguarding of disabled children.”

This report calls for local authorities, the police and the health service, as future key local partners, to have arrangements in place that ensure the equal safeguarding and protection of disabled children and for future statutory guidance to identify measures that should be taken. It calls for disabled children to be recognised as a key risk group and to ensure that there is an effective range of provision and support in the local area in order to safeguard them. The report also calls on the Department for Education, the Home Office and Ofsted to ensure that key local partners are recognising and meeting the safeguarding and protection needs of disabled children and are effectively implementing statutory guidance.

“Despite improvements, many of the fundamental longstanding challenges remain and more needs to be understood about why commitments to the equal protection of disabled children are so often not reflected in strategic change”, says David Miller of the NSPCC. The report can be found via: www.nspcc.org.uk

Consultation on early years funding The Government has launched a consultation on its proposals for early years funding. It is seeking opinions on how it funds free childcare and early education for three- and four-year-olds.

The proposals include, introducing a new early years national funding formula, changing the way local authorities fund the early years providers in their area and extra funding for children with SEN or disabilities.

The charity Sense has welcomed the consultation and “the recognition that more needs to be done to meet the extra costs of early education for children with special educational needs and disabilities”. The charity, which supports people with sensory impairments and those with complex needs, has been calling on the Government to ensure better access to specialist early years support and play opportunities for children with multiple needs, through its public inquiry into play. Sense’s Head of

Public Policy Kate Fitch says that “… all too often disabled children are missing out on the opportunities they need because of insufficient funding”.

Campaigners have been arguing that doubling free childcare in England will not benefit disabled children unless longstanding systematic problems, including funding, are tackled first. Amanda Batten, CEO of Contact a Family, says the charity is “delighted that the Government has recognised that childcare providers need extra funding to make sure disabled children have access to safe, high-quality and flexible childcare and factored this into their early years funding formula proposal…”

The consultation, Early years funding: changes to funding for 3- and 4-year-olds, can be found via: www.gov.uk

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

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TRAMPOLINING

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SENSORY

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TRAINING

HEARING IMPAIRMENT

Advertisement feature

The Nurture Group Network training and conferences We’ve got a busy new academic term planned, with a range of conferences and training courses and here are some of the highlights.

Training Coming up this term, there are training courses taking place across the UK, and here is just a sample.

In London: learn how to use LEGO to encourage thought and expression on our LEGO BuildtoExpress course held on 17 November. The Boxall Profile and the Boxall Profile for Young People course, is for staff working with vulnerable children and young people from early years through to secondary. This course runs on 23 November.

In Manchester: we have two LEGO BuildtoExpress courses to choose from on 22 September and 7 December, and brand new for this school year, Attachment and Practical Strategies on 8 December.

In Birmingham: the Boxall Profile course runs on 4 November, whilst on the 8 November, you can learn how to Manage Actual and Potential Aggression. The Sensory issues course, on 10 November, highlights sensory integration and provides delegates with hands-on, practical exercises.

Conferences We’re taking registrations now for our Cardiff and Yorkshire conferences on 22 and 30 September respectively, London on 14 October and Northern Ireland on 29 November. The themes for the conferences are: Cardiff – The Successful School – Delivering Excellence with a Culture of Nurture; Yorkshire – The Nurture Curriculum; London – Outstanding Schools for Every Child; Northern Ireland – Where Now for Northern Ireland Nurture.

For more information about our courses, please visit: www.nurturegroups.org/training

Full programs are available on the website at: www.nurturegroups.org/events

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WHAT’S NEW?

What’s new?

Ambitious College for young people with autism opens in Tottenham Ambitious College is London’s first specialist day college set up by Ambitious about Autism. It provides further education and training to young people with complex autism aged 16 to 25 from across London and the Home Counties.

In June, the charity opened Pears Campus at the College of Haringey, Enfield and North East London, enabling young people to access learning, social, employment and leisure opportunities alongside their mainstream peers, whilst receiving specialist support.

Admissions for September 16/17 are open. For information about Ambitious College, call: 020 3870 8775, email: admissions@ambitiouscollege.org.uk or visit: www.ambitiouscollege.org.uk

Accessible adventure for all at Bendrigg Trust Bendrigg Trust is one of the leading specialist outdoor centres for disabled people in the UK. Thanks to the construction of a new, state-of-the-art accommodation building, Acorn House, they can now offer adventurous opportunities for more people with severe and profound disabilities. Acorn House opens up a world of opportunity, with fully accessible en-suite bedrooms including profile beds and ceiling-mounted hoists throughout, as well as social spaces specifically designed with the needs of disabled people in mind.

Acorn House is available from May 2017.

Fingerspelling fun The Fingerspelling Challenge is a fun 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.

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

Understanding challenging behaviour in autistic children conference This conference – taking place on 11 October 2016 at Aston Villa, Birmingham – focuses on positive support and classroom approaches, how sensory and toileting issues can impact on behaviour, and how to tackle problematic sexual behaviour.

The conference will feature presentations by Gina Davies Specialist, Speech and Language Therapist and Sleep Counsellor, and Lynne Moxon, Consultant Psychologist.

The event is designed for education professionals from mainstream schools, special schools and local authorities.

You can book through: www.autism.org.uk/conferencesSEN

Visit: www.bendrigg.org.uk Call: 01539 723766. Email: office@bendrigg.org.uk

Training for teachers with ATL Meeting the needs of all learners is a key aspiration for all education staff. Ensuring inclusion, access to the curriculum and effective teaching methods for all students can be challenging.

Through its CPD programme, ATL aims to help its members develop the understanding and skills required to meet the aspirations of students with SEN. Expert trainers provide face-to-face and online support in a range of subjects from the SEN Code of Practice to inclusive teaching and learning.

Full details of ATL’s CPD programme can be found at: www.atl.org.uk/learningzone​​ SENISSUE84

Technology CPD course for special schools Crick Software is sponsoring an exciting CPD Day for special schools in London this term.

Entitled “Using technology to transform teaching and learning in special schools”, the event will take place at the Hilton London Euston on 17 November.

Passionate education speakers from across the UK will be delivering inspiring sessions on helping students to find their voice, pupil-centred planning, creating an accessible curriculum with Clicker and a guide to successful technology integration for school leaders.

Places are limited and available for £99 per delegate.

For more information, visit: www.cricksoft.com/CPD WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Supporting identification of SEN and planning interventions with Lucid Specialising in exam access and dyslexia, Lucid resources are easy and enjoyable to use. They require minimal supervision and can be administered by teaching and non-teaching staff. There’s a range of licences to suit your needs, and reports are available immediately so there’s no time-consuming marking.

Lucid resources include, Exact for exam access, Rapid and LADS Plus for quick dyslexia screening, CoPS and LASS for fuller diagnostic dyslexia assessment, and Recall for working memory functions.

Learn more and see demos of the resources at: www.gl-assessment.co.uk/lucid

Develop the SEND dream team in your school Hays Education is partnering with Anita Devi, a leading education consultant to deliver breakfast seminars across the UK. These will support headteachers and senior leaders to “Develop the ultimate SEND dream team in your school”.

Anita Devi will explore a range of ideas, enhancing teacher and staff skills and confidence to meet the requirements of the DfE’s 0 to 25 SEND Code of Practice 2015 around the “assess-plan-do and review” cycle. These will examine effective strategies for recruiting and retaining high quality SEND practitioners, including SENCOs/inclusion managers.

To book your free place, email: hayseducation@hays.com

SEN.fyi – there’s an app for that!

In our fast-changing world, we are increasingly reliant on smartphones and tablets.

So specialist SEN solicitor, Douglas Silas, has announced the launch of his new free app “SEN.fyi”. For anyone involved with children/young people with SEN, whether parents or professionals, you can download it in the iOS App Store or Google Playstore.

Douglas says: “I am very excited to help even more people with this app which has everything in it that you need to know about SEN – all in one place for free.”

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

“Outstanding” education at Wilsic Hall School Hesley Group believe their unique approach, dedicated staff and compelling belief that what they do makes a difference to people’s lives goes a long way.

But sometimes others can say it so much better and Hesley says it is proud to share their feedback and success stories.

Recent Ofsted inspections have proven that they really do what they say they do when it comes to the care and education Hesley offers within their service at Wilsic Hall School, rating them an “Outstanding” school for education and awarding “Good” as their rating for care.

You can read the reports via: www.hesleygroup.co.uk/news

Celebrations for graduating students at Henshaws

Hollybank opens ELMS multi-sensory facility

The achievements of disabled young people who have overcome a range of individual challenges were celebrated when 19 students graduated from Henshaws Specialist College in Harrogate this July.

Hollybank Trust is a registered charity formed in 1954. Based in Yorkshire, it offers a range of educational, residential and leisure services for 128 babies, children, young people and adults with profound disabilities and associated learning difficulties.

The graduates were presented with their certificates by Rosie King, an activist for autism awareness, who at the age of 17 has already presented an Emmy Award winning documentary My Autism and Me and delivered a TEDMED talk on autism to over 1,000 people in Washington DC.

Hollybank’s mission statement, “Quality of life, for life”, is achieved by giving its residents as varied an experience as possible through a fulfilling program of therapy, education and activities in a safe and supported environment.

Rosie told the Henshaws students: “Today is about going beyond expectations, shoving the line that says you can’t do it, and doing what you want.”

This picture was taken at the opening of The ELMS, a new, state-of-the-art facility, dedicated to enrichment, education, enterprise, entertainment, therapy and personal development.

www.henshaws.ac.uk

www.hollybanktrust.com

WWW.SENMAGAZINE.CO.UK

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WHAT’S NEW?

Interactive sensory rooms for autism centre Immersive Interactive, the Southport based special needs technology company, have been commissioned by Denbighshire County Council to install four immersive interactive sensory rooms at Ysgol Plas Brondyffryn, the regional centre for Autism in North Wales.

The company have also forged close links with John Moores University in Liverpool to recruit graduates in computer science and 3D technology, to ensure their software is the market leader.

Any school or organisation who would like an onsite demonstration should contact: info@immersive.co.uk or telephone: 01704 500580.

Fun, tactile learning “As soon as you put it in your hands you just want to squeeze it”. This is what “Blogger Mummy Lauren” says about Playfoam.

Lauren, who writes about parenting a child with ASD, says Playfoam “…feels sticky, but isn’t sticky, and the squeezing is great for strengthening the hand and finger muscles.”

No-mess Playfoam is a sensory sculpting material offering tactile learning experiences to children of all ages. It never dries out, so children can create models and designs time and again.

Playfoam comes in a range of bright colours and is available from Learning Resources.

01553 762 276 www.LearningResources.co.uk

www.immersive.co.uk

Visual stress support from KCS KCS have released their new dedicated SEN brochure which displays a comprehensive range of resources to support inclusion in the classroom.

KCS’s team of experts source products that support learning and make education accessible for all.

KCS offer a range of tinted exercise books, paper, overlays and assessment pack – everything you need to provide support for visual stress – all competitively priced and with free next day delivery.

To view their full product range and for information on their Rew@rds loyalty scheme for buying online, where you can redeem money off you future orders, go to: www.kcs4education.co.uk

Free introductory weekend with the Lake District Calvert Trust If you are an SEN teacher or SENCO who wants to see how a residential outdoor activity course could work for your school or college, you might want to take up Calvert Trust’s offer of a free multi-activity introductory weekend.

You can experience first-hand how their educational courses offer life-changing experiences for those with physical, learning and sensory disabilities.

Limited places are still available. Dates for this year’s intro weekend are Friday 18 to Sunday 20 November 2016.

For more information, including qualification criteria, call: 017687 72255 or visit: www.calvert-trust.org.uk/lakedistrict/intro-weekend SENISSUE84

New class for learners aged 14+ at LVS Hassocks LVS Hassocks in West Sussex is opening a new class for learners aged 14+ with ASD in November.

Learners who join the class at the day and weekly residential school will be able to study for a range of GCSEs or vocational courses depending on their personal skills and abilities, and have daily access to the expertise of the speech and language therapy, occupational therapy and massage therapy teams.

For more information, call: 01273 832901 or visit: www.lvs-hassocks.org.uk LVS Hassocks also has a sister school, LVS Oxford.

Tel: 01865 595170; website: www.lvs-oxford.org.uk

Epilepsy seizure detection Medpage Ltd design, manufacture and distribute a comprehensive range of technology based care solutions.

This year, Medpage have introduced several new products.

They have now launched their new epilepsy care seizure detection system with smart phone connectivity. A free APP is available to download, which when installed to your smart phone will provide seizure alarms and seizure diary updates, set up control of the monitor and provide an option for seizure triggered dialling to stored emergency contacts to alert a distant carer.

The system is supplied with a long-range Bluetooth alarm pager with tone/vibration alerts. Search for “MP5V2-S” at: www.medpage-ltd.com WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

CPOMS safeguarding and child protection Working alongside a school’s existing safeguarding processes, CPOMS is a revolutionary software application for monitoring child protection, safeguarding, SEND as well as behavioural issues, bullying, domestic issues and much more.

Using CPOMS, schools can ensure that students are safe and fully supported, whilst staff can focus on teaching and providing support, instead of administration. CPOMS is currently used by over 2600 schools.

To quote one school that uses the programme: “We simply couldn’t do without CPOMS, it is the glue that pulls everything together.”

To arrange a demonstration of CPOMS, call: 0845 345 1155 or visit: www.cpoms.co.uk

Individualised learning at “Eccles” Bridging the gap between mainstream schools and special schools, The New Eccles Hall School creates individual education programmes based upon the National Curriculum, providing additional one-toone support where needed so that each child can realise their potential.

There are just 135 pupils on roll and classes are small. Staff know every pupil and can accommodate individual needs both academically and pastorally. Complementary therapies are available including speech and language, play, music and sensory therapies, brain friendly learning, yoga and occupational therapy.

Staff say that “Eccles” is about relationships and valuing the individual. Expectations are high and discipline is sympathetic but firm. www.neweccleshall.com

TES SEN Show School leaders, teachers, support staff, parents and carers can visit the UK’s largest SEN show on 7 and 8 October 2016 at the Business Design Centre, London.

The event will include: 48 CPD sessions exploring the latest research, trends and ideas; free exhibitor-led workshops; and networking and advice-sharing opportunities. Over 200 exhibitors will be demonstrating thousands of resources and products, and you can sign up to share your ideas at TeachMeet SEN 2016.

Register for your free fast-pass. Plus, SEN Magazine readers can save 20 per cent on CPD seminars with the code SENMAG. Book before 31 September 2016 at: www.tessenshow.co.uk

Oaka expands its range of SEN books Oaka Books’ geography, history and French ranges have gained endorsement from the ISEB, the “gold standard” in educational assessment.

Oaka topic packs are specifically designed for pupils with SEN; they are clear, concise, full colour and highly illustrated, with a reading age of ten years, six months (KS3 packs).

Oaka Books have added to their curriculum based topic packs with a further four science and geography titles. Each pack includes a Topic Booklet, a Write Your Own Notes Booklet and a game with Q&A flashcards or character cards.

Over 50 topic packs are available, priced £7.97 each from: www.oakabooks.co.uk

VI courses and events from New College Worcester New College Worcester (NCW) is a school and college for students who are blind or partially sighted.

NCW runs a selection of free and very low cost events and courses for students with a visual impairment, and those supporting them at home and school.

New courses and events for 2016/17 include: Key Stage 4 Go For It Weekend, Preparing Tactile Diagrams, Working with Maths UEB, Local Authority and Professional Event, and Supporting Primary School Students.

A full list of events and courses is available by calling: 01905 763933 or by visiting: www.ncw.co.uk WWW.SENMAGAZINE.CO.UK

Fifth Shine a Light Awards seek communication champions Good communication skills are essential for learning and making friends, and have wide impacts across a child’s development, which is why The Communication Trust and Pearson are launching the fifth Shine a Light Awards.

The search will be on for schools, teams, young people and individuals who champion innovative work and excellent practice in supporting children and young people’s communication development.

If your school or setting delivers exceptional support, or if you are a communication champion going above and beyond, you can find out how to enter at: www.shinealightawards.co.uk SENISSUE84

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WHAT’S NEW?

Low cost, portable sensory rooms Do you need a new sensory room but either your available budget is placing it out of reach or you simply don't have the space to accommodate one?

Premier Solutions have developed a true interactive portable sensory room, with all the facilities of a fixed multi-sensory room, that can be easily wheeled from room to room at a fraction of the cost of an installed sensory room, complete with interactive effects and a full sound system.

For full details, visit their web site: www.premiersolutions.co.uk/Sensory-Products-40 or call: 0115 9394122.

Free RNIB online resource makes books accessible RNIB Bookshare UK education collection Bookshare enables learners who cannot read standard print, including those UK education collection with sight loss or dyslexia, to read the same books at the same time as their peers. This free online resource provides curriculum materials in a range of accessible formats that can be adapted to suit the personal reading needs of learners.

Formats include DAISY with images, DAISY text only, DAISY audio, MP3, PDF, Unified English Braille and EPUB through the free built-in reading app.

To find out more, visit: Load2Learn.org, email: bookshare@rnib.org.uk or call the RNIB Bookshare team on: 0300 303 8313.

Prior’s Court is “Outstanding” Prior’s Court, a Hermitagebased charity which supports young people from across the UK with profound autism, has been awarded the highest rating by Ofsted in a recent inspection, receiving an “Outstanding” overall.

Inspectors found many examples of exemplary practice and care, praising the staff, specialist environment and overall quality of the provision, and noting: “children and young people are making outstanding progress from their starting points”.

Staff were also commended for their expertise, with inspectors saying: “staff are very skilled and demonstrate enormous patience so that the quality of care provided to children and young people is of the highest standard”. http://priorscourt.org.uk

New hydrotherapy pool at RNIB Pears Centre Building work is progressing to create a hydrotherapy pool at RNIB Pears Centre for Specialist Learning in Coventry. This new on-site facility at the specialist school and children’s home will provide much needed water therapies to children and young people with multiple disabilities, complex health needs and vision impairment.

Hydrotherapy gives children with complex health needs and sensory impairments freedom of movement, and gentle but vital exercise in a safe environment.

The pool is due to be finished in October 2016.

For more information, call: 024 7636 9500 or visit: www.rnib.org.uk/pearscentre

Free schools’ taster sessions in equine assisted therapy Noted for benefits by improving confidence and communication, whilst bringing focus and calm, equine assisted therapy is a great way to learn. Often, life changing results are seen in personal growth targets for children with SEN and disabilities by the association with horses.

Rein and Shine Equestrian Centre in Wiltshire has worked with many children on the autistic spectrum or with different types of learning, emotional and social needs. Benefits are seen from their bespoke equine therapy experiences.

Free taster sessions for schools are available, along with lowpriced sessions and courses. www.reinandshine.co.uk 01666 860068 johannamcdonald@reinandshine.co.uk SENISSUE84

Independence skills success for students at RNIB College The Bridge programme is a residential independence programme at RNIB College Loughborough, providing young adults with vision impairment and additional disabilities the skills and confidence to move into their own home. This year all six Bridge students will successfully be moving into supported living accommodation.

One student has also started volunteering to hopefully lead to paid employment and another is now travelling independently.

Find out more about the College’s Bridge programme at its Family Open Day on Saturday 8 October between 10am and 2pm. To book, call: 01509 631220 or visit: www.rnibcollege.ac.uk WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Educating and Supporting Girls with Asperger’s and Autism

Free online searches for special schools

This new resource by Victoria Honeybourne is designed to support education and health professionals to better understand how autism presents in girls. It explains the difficulties they face in educational settings and provides strategies to overcome them.

isbi schools helps parents and educational professionals find schools.

Educating and Supporting Girls with Asperger’s and Autism (ISBN: 9781909301870), priced at £34.99, comes with a broad range of worksheets and activities on key issues: self-awareness, preparing for school life, learning, wider school life, and preparing for employment and further study.

It includes real-life quotes and case studies, and activities and resources to support girls in developing self-awareness, coping strategies and learning skills.

www.isbi.com is the only website that offers a free facility to carry out a comprehensive search on special needs schools based on detailed search criteria. The site lists information on local authority special needs schools offering boarding facilities, as well as all independent special needs schools.

The website also contains a wealth of advice for parents choosing a school.

For more information, or to search for a school, go to: www.isbi.com

www.speechmark.net

A safe, calming room system from Sensory Technology Sensory Technology have announced the launch of Sensory Serenity. This specially designed range of protective padding and technology is ideal for organisations that need to provide a calming and safe environment for users with raised emotional states.

Sensory Serenity is the ultimate calming room system, with fully padded and protected surfaces, coupled with a range of calming and soothing lighting and sound products, to help relax and distract the user to aid in de-escaltion.

For a free consultation and proposal, contact Sensory Technology on: 01157 270777 or for more information, visit: www.senteq.co.uk/sensory-serenity

Awards success for St John’s students St John’s Catholic School for the Deaf sixth form students have excelled in their college courses this year.

Sam won a regional plastering competition and will compete in a national event. Victoria and Lara won “Student of the Year” accolades, whilst Peter won an award from Persimmon Homes.

All the students have worked so hard, supported by St John’s skilled and experienced team of teachers and learning mentors.

For more information about St John’s sixth form provision, visit: www.stjohns.org.uk or contact Mandy Dowson on: 01937 842144 or email: mdowson@bostonspa.org.uk

Making Good Communicators

Rebound Therapy at your own home

This new resource by Catherine Delamain and Jill Spring is a sourcebook of activities for developing speaking and listening skills in nine- to 11-year-olds.

Until recently, Rebound Therapy was something only available in a school environment, where large above-ground trampolines would be erected in school halls.

It offers activities which promote the specific areas of communication that underpin all areas of learning, including emotional literacy. By the upper end of Key Stage 2 it is assumed that children will have developed competence in effective communication. However, many children need targeted help to develop these skills.

Priced at £39.99, Making Good Communicators (ISBN: 9781909301566) covers key areas in the Speaking and Listening National Curriculum, offering a range of activities for a wide variety of settings. www.speechmark.net WWW.SENMAGAZINE.CO.UK

With the advent of sunken trampolines, it is easy for families to enjoy the benefits of this therapy within their own gardens. With professional installation, a sunken trampoline can be used by everyone, no matter what ability level; they are a safe alternative to the above-ground trampoline.

Sunken Trampolines install trampolines across the UK for families, schools, SEN organisations and playgrounds.

For more information, visit their website: www.sunkentrampolines.co.uk SENISSUE84

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WHAT’S NEW?

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

Featuring simple language and visual cues, this edition gives readers a news round up of stories including: Brexit, the Russian Olympic doping scandal, international terrorist attacks, Tim Peake’s return to earth and much more.

To download a copy of Easy News and sign up for future editions, visit: http://www.unitedresponse.org.uk/easy-news

Boost students’ reading and writing confidence Texthelp has recently released an update to its award winning literacy software, Read&Write.

Now celebrating its fifteenth year in continuous development, Read&Write for Windows has gained new features which enable students to highlight words, passages or whole online Word or PDF documents and hear them read aloud.

Extra support is provided with useful literacy tools, including Dictionary/Picture Dictionary, Verb Checker, Spell Checker, Fact Finder and Study Skills.

Following changes in JCQ Access arrangements, computer readers such as Read&Write can now be used to read exam papers, even papers that assess reading. education@texthelp.com texthelp.com/education

New versatile Buddy Grass Sofa Whether you wish to create a calming retreat, a one-toone space, a teaching and story time area or a sensory relaxation zone, the Timotay Buddy Sofa and Armchair perfectly compliment any outdoor space.

The Sofa and Armchair are versatile and suitable for all weather conditions. All products are manufactured from a mix of recycled and natural materials to ensure longevity of your investment.

Use code SEN2016 to take advantage of the introductory price of £795.00 per Buddy Grass Sofa and £620 per Armchair (including VAT and delivery), or a Sofa and two Armchairs for £1695. www.timotayplayscapes.co.uk 01933 665151 SENISSUE84

Tough’s SEN school furniture brochure Tough Furniture has released its new brochure dedicated to SEN school furniture. It showcases the enhanced range of products on offer for classrooms, as well as new versions of Tough’s ever popular workstations, providing distraction reducing workspaces.

All the products are designed for SEN environments and are the result of close collaboration between the company’s design team and teachers. This combination of experience and design optimises the learning environment with furniture that creates new possibilities and actively helps to solve practical problems.

For a copy of the brochure or to discuss your furniture requirements, call: 01588 674 340 or email: sales@toughfurniture.com

Wargrave Pfeg Centre of Excellence In June, Wargrave House hosted an event to mark becoming the 100th Centre of Excellence in financial education.

Guests included the Lord Mayor and Pfeg dignitaries.

Students were the real stars, though, giving innovative, entertaining presentations demonstrating the diversity of the financial education curriculum and its impact on developing independence.

Money Saving Expert’s Martin Lewis OBE, congratulated Wargrave House via video. Michael Mercieca, CEO of Young Enterprise, said: “Awarding our 100th school in the UK with Centre of Excellence status is a huge milestone; what better way to celebrate than to hear from the students themselves”.

For more information, contact: suemurphy@wargravehouse.com

Recruiting SEN leaders Laura Bingham is responsible for the SEN Desk for the North and Midlands at Veredus Interim Management.

Laura has worked in education recruitment since leaving university and has led and overseen recruitment at all levels for a large multi-academy trust, covering SEN positions in primary, secondary, all through schools, PRUs and alternative provision free schools.

She now supports a large range of education organisations in sourcing the most successful leaders in SEN in the North and Midlands.

If you feel that an initial conversation or meeting with Laura would be beneficial, contact Laura on: 0330 024 9786 or: Laura.Bingham@veredus.co.uk WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Vision for Education at TES SEN Show Vision for Education’s SEN specialists will be on hand at the TES SEN Show to answer visitors’ questions on ensuring schools recruit the correct staff to deliver to the needs of pupils.

They offer all their candidates free CPD training in areas like TeamTeach, autism awareness and alternative and augmentative communication.

Schools can also benefit from free trial days alongside Vision for Education’s comprehensive school support programme, which aims to enhance learning environments and deliver unique pupil experiences.

For more information, visit them at the show (7 to 8 October at the Business Design Centre, London) or go to: www.visionforeducation.co.uk

SEN professional development opportunities at Learning and Teaching Expo 2016 Learning and Teaching Expo, Asia’s leading education expo in Hong Kong (10 to 12 Dec 2016), will continue to shine a spotlight on the hot topics of SEN education in Asia and share the latest SEN learning and teaching strategies, effective tools and global development trends at the dedicated SEN Theatre. A wide range of SEN educational resources will also be showcased in the Expo.

Admission to Learning and Teaching Expo is free for educators and educational trade professionals. Further information and online registration is now available at: www.LTExpo.com.hk

Wheelchairs go pink for breast cancer awareness Mobility specialist CareCo have launched a bright pink wheelchair to help raise funds to provide care and support for people with breast cancer.

The initiative has been launched to coincide with Breast Cancer Awareness Month in October.

A contribution from sales of the pink wheelchair will go to Breast Cancer Haven, a national charity providing care and support for people with breast cancer. “We also think wheelchair users will enjoy adding a bit more colour to their lives… ”, says CareCo’s Managing Director Will Harrison. www.careco.co.uk WWW.SENMAGAZINE.CO.UK

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POINT OF VIEW

Point of view: parent

Left behind

A mother* describes how school is failing her son with postural tachycardia syndrome

I

n the forty years since I was diagnosed with dyslexia, schools have become far more positive towards children with SEN but not those, like my son, with postural tachycardia syndrome (POTS).

POTS is a debilitating condition which varies from day to day from mild to severe. In children, it can strike from around the age of nine and it is marked by a dramatic increase in heart rate from lying to standing. It can be a combination of dizziness, light-headedness, fainting, blackouts and palpitations. It can include headaches, tiredness or weakness, brain fog, shakiness, shortness of breath, gut problems, nausea, poor sleep and visual problems.

It can’t be cured but it can be managed by fluid and salt intake, plus medication to raise the blood pressure and so increase blood flow to the head to prevent gravity winning.

My son Ethan was a top club swimmer. He also played football, cricket and rugby. He was a Scout and had just taken up kayaking.

From the age of 11, my bright, sporty, popular and outgoing child’s life started to change. He now tires easily and has chronic migraines which last days, weeks, months and even years. He feels nauseous and dizzy; he passes out and struggles to get out of bed in the morning, only to end up on the floor; he bounces off door frames as he moves around the house, but often improves during the day. He struggles with the light, smell, noise and heat in school. His heart rate increases by 40 beats a minute every time he stands up, in an attempt SENISSUE84

Lying down is easier for Ethan to cope with as gravity is always winning to compensate for the malfunctions in his nervous system, leading to dizziness, brain fog and fatigue.

Downward spiral Ethan’s schooling soon suffered and even though he was in a small school of 500 pupils they told me that they had nowhere quiet and dimly lit for him to study, so he was referred to the council service for children with medical problems.

This meant he was not only excluded from school but from his friends and virtually all social interaction. It took a term before the service from the council started and then it was for only an hour a week at first; due to funding constraints, the most he has received in the past three years is four hours a week in just English, maths and science, which is nothing like a full curriculum.

Ethan regressed to his quiet, ventilated, dark bedroom, with his head under the pillow. Lying down is easier for Ethan to cope with as gravity is always winning.

With today’s technological advancements you would hope for a virtual classroom, communication with teachers and classmates, teaching input beamed into the home and someone touching base with the child daily or weekly (once a term would even be

good). Instead, children like Ethan are so often forgotten about and left to teach themselves until they finally drop out of education.

Schools often fail to praise these pupils, not realising that to drag themselves in for even one lesson is a huge achievement. Imagine having the worst headache you have ever had and feeling dizzy and sick but you are in school. You are faced with a mass of people moving around, with smells, noise, light and heat and it takes you all your effort just to stay upright. Using the stairs, for example, is a major effort; your heart rate is sky high and all the time your blood is pooling in your feet.

There are many practical things schools could do, such as providing a wheelchair (and someone to push it), a laptop, and graphic presentations of work. Schools leaders could ask themselves: is wearing a blazer really essential, as these children overheat too easily? Is the lift accessible? If the fire alarm goes off, who is looking after the child? Is he expected to stand in line with his class or is there somewhere to sit or even lie down? Does he have a class buddy who can share course work and tell him about missed lessons? Is he entitled to an education, health and care plan?

POTS needs to recognised by the education profession and pupils should be supported like those with dyslexia, ASD and other SEN. * The author has asked to remain anonymous and the child’s name has been changed.

WWW.SENMAGAZINE.CO.UK

POINT OF VIEW

Point of view: publisher

Rewarding reading Promoting the pleasure of reading is central to developing literacy, writes Stephen Rickard

D

ebate continues to rage about the value of synthetic phonics teaching to supporting early years literacy. I don’t think anybody really doubts that it has some value. The debate seems to centre on how valuable it is, and what the “costs” are.

We often hear critics of phonics talking about children “barking at print” and lacking the necessary comprehension skills – reading to the end of a text but not having a clue about what they have read.

For me, synthetic phonics is a good, solid foundation for developing literacy, but in itself it’s not enough to turn children into real readers. There is, after all, so much more to reading than just decoding squiggles on a page.

What I want to focus on here is how reading books are used to support phonics teaching. Some (lucky?) preschool children are read to every night by their parents. Often, they will read one of those beautifully illustrated books such as The Gruffalo, which are carefully written with three main purposes in mind: to tell a story, to offer captivating images for the child and, not least, to provide texts that sound wonderful when they are read aloud.

Then these children go to school and all-to-often the busy parents drop the baton in terms of diligently reading to their children every night. They somehow think that the school has now picked up the reading baton and the pressure is off them. Of course, in nursery and in Reception class the children are still going to be read to, but when they move on to learning to read in a structured way in school, things begin to change.

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Beyond phonics Up to this point, of course, the children cannot read and they don’t read. Now, if synthetic phonics is being used as a first step to reading, the children will spend time being drilled in their phonemes, graphemes and phoneme-grapheme correspondences. They are likely to be using flashcards, magnetic letters and other resources to reinforce this.

So what’s the role of phonics reading books within this? Most phonics readers are levelled, so that they contain only those letters/sounds that the child has met so far – plus any officially sanctioned tricky words at that level. The idea, of course, is that if the child knows their letters, they can read that book in its entirety. I am not being sarcastic when I say that that is a considerable achievement.

So what exactly is the point of a phonics reader? Well, it could be a way to test the child’s understanding of their letters and sounds, identifying possible gaps in their knowledge. Or perhaps it is a way to drill the child in areas that have been identified as weak.

From the perspective of the child, their “reading” experience so far has been listening to wonderful stories being read to them. Now they are reading on their own for the first time. We certainly can’t come close to the experience offered by The Gruffalo, but shouldn’t we make sure that the books are genuinely rewarding, in some way, for children to read? After all, isn’t reading supposed to be enjoyable?

Am I saying don’t use phonics readers with children? No. Am I saying don’t drill them with phonics readers focusing on specific letters? Not necessarily. What I

We should be thinking very carefully about the books we give these children to read am saying is that we should be thinking very carefully about the books we give these children to read. We need to ensure there is always some reward for the child, beyond just the achievement of getting to the end of the book. It might be humour or narrative; it might be interesting facts, beautiful illustrations or just a sense of wonder.

We simply cannot postpone the pleasure of reading whilst children are patronised and bored by tedious phonics readers that drill them into a stupor without engaging them and appealing to them as children. Above everything else, the price of switching children off reading at such an early age is just too high.

Further information

Stephen Rickard is editor of Ransom Reading Stars and Ransom Publishing’s books for reluctant and struggling readers.

He is the author of Motivating Reluctant and Struggling Readers (published September 2016): www.ransom.co.uk

What’s your point of view?

Email: editor@senmagazine.co.uk

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SEN LEGAL Q&A

SEN information, advice and support Specialist SEN solicitor Douglas Silas answers key questions about the duties on local authorities to inform and support families on SEN issues What is information, advice and support?

Chapter 2 of the SEN and disabilities Code of Practice (CoP) is dedicated to explaining about the information, advice and support which local authorities (LAs) must provide for children/young people and parents, covering SEN and disability, health and social care.

Where can you get it?

The CoP states that information, advice and support should be provided through a dedicated and easily identifiable service. LAs have established information, advice and support services (IASSs), formerly known as parent partnership services, to provide information, advice and support to parents in relation to SEN. IASSs should be impartial, confidential and accessible and have the capacity to handle face-to-face, telephone and electronic enquiries. In addition, many LAs provide or commission information, advice and support services for young people.

How does it help?

Although an LA is obliged to produce a “local offer”, setting out details of the SEN support it provides (see SEN73, Nov/Dec 2104), the CoP also states that LAs must arrange for children/young people with SEN and disabilities for whom they are responsible and their parents, to be provided with information and advice about matters relating to their SEN or disabilities, including matters relating to health and social care (as well as education). It also says they must have regard to the importance of providing children and their parents SENISSUE84

LAs have established information, advice and support services, formerly known as parent partnership services and young people with the information and support necessary to participate in decisions.

What can it do?

When designing information, advice and support services, LAs should take into account the following principles: • the information, advice and support should be impartial and provided at arm’s length from the LA and clinical commissioning groups (CCGs) • it should be free, accurate, confidential and in formats which are accessible and responsive to the needs of users • LAs should review and publish information annually about the effectiveness of the information, advice and support provided, including customer satisfaction • staff should work in partnership with children, young people, parents, LAs, CCGs and other relevant partners • the provision of information, advice and support should help to promote independence and self-advocacy for children, young people and parents • staff should work with their local parent carer forum and other representative user groups (such

as Youth Forums) to ensure that the views and experiences of children, young people and parents inform policy and practice.

What does this mean in theory?

The CoP states that the information, advice and support should cover initial concerns or identification of potential SEN and disabilities, through to ongoing support and provision.

This should include: • local policy and practice • the local offer personalisation and personal budgets • the law on SEN and disability, health and social care • advice for families on gathering, understanding and interpreting information and applying it to their own situation • information on the LA’s processes for resolving disagreements.

What does this mean in practice?

The CoP states that to meet local needs, LAs should consider providing the following forms of support through their IASS(s): • signposting families to alternative and additional sources of advice, information and support and to additional support services (including voluntary sector) where needed • individual casework and representation for those who need it, which should include support in attending meetings, contributing to assessments WWW.SENMAGAZINE.CO.UK

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and reviews, and participating in decisions about outcomes • help when things go wrong, including, supporting families in arranging/attending early disagreement resolution meetings, making them aware of LA services for disagreement resolution, and supporting them in managing mediation, appeals to the First-tier Tribunal (SEND), exclusions and complaints.

Who is it for?

LAs should recognise the different needs of children, young people and parents, while ensuring coordination and consistency in what is offered.

Parents: staff working in IASSs should be trained to support and work in partnership with parents. Staff should be clear about the transfer of some rights and responsibilities to young people, and work sensitively with parents to help them understand their role.

Children: many children will access information, advice and support via their parents. However, some children, especially older children and those in custody, may want to access it separately from their parents, and LAs must ensure this is possible. As a child reaches the end of compulsory school age, some rights to participate in decision-making transfer from the parent to the young person, subject to their capacity to do so, as set out in the Mental Capacity Act 2005.

Young people: young people are entitled to the same quality and level of information, advice and support as parents. Young people may be finding their voice for the first time, so may need support in exercising choice and control over the support they receive. They should be directed to specialist support to help them prepare for employment, independent living (including housing) and participation in society. LAs must provide independent advocacy where necessary for young people undergoing transition assessments (provided certain conditions are met).

Where the young person and parents WWW.SENMAGAZINE.CO.UK

Young people may need support in exercising choice and control over the support they receive do not agree on an issue, legally, it is the young person’s decision which prevails, subject to their capacity. Where there are disagreements, staff should work impartially and separately with both parents and the young person.

How do people get information about things?

LAs must take steps to make these services known to children, their parents and young people in their area, and to local headteachers, proprietors and principals of schools and post-16 institutions. LAs should involve children, young people and parents in the design or commissioning of services providing information, advice and support in order to ensure they meet local needs. Keyworking can also be offered to any family where children and young people have SEN or disabilities, for example if they receive SEN support in schools or nurseries or in preparing for adulthood.

What is “key-working”?

The CoP states that LAs should adopt a “key-working” approach, which provides children, young people and parents with a single point of contact to help ensure the holistic provision and coordination of services and support. Key-working may be provided by statutory services in health, social care and education, or by the voluntary, community, private or independent sectors. It should include some or all of the following: • emotional and practical support as part of a trusting relationship • enabling and empowering for decision-making and the use of personal budgets • coordinating practitioners and services around the child or young person and their family

• being a single point of regular and consistent contact • facilitating multi-agency meetings • supporting and facilitating a single planning and joint assessment process • identifying strengths and needs of family members • providing information and signposting • advocating on behalf of the child or family • facilitating the seamless integration of clinical and social care services with specialist and universal services.

Can I also receive help from elsewhere?

Families may receive help from an independent supporter, provided by private voluntary and community sector organisations, who is independent of the LA. Independent supporters will be recruited locally and should receive accredited training, including legal training, to help any family going through the process of an EHC needs assessment or developing an EHC plan.

LAs should work with organisations that are providing independent supporters to ensure there are arrangements agreed locally to offer help from an independent supporter to as many families as possible who require it.

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.

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SENCOS

Leading role It’s time re-evaluate the SENCO’s place in the structure of our schools, writes Kerri Haynes-McDonnell

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ince the Government started the process of reforming the SEN system, with its Green Paper Support and Aspiration: a new approach to Special Educational Needs and Disability (2011), the changes to SEN education provision have been fundamental.

Prior to this, Ofsted had noted that the legislation and guidance around SEN had become confusing, the needs of children and young people with a statements of SEN were not necessarily being met, and the term SEN was being used too widely.

From 2014, all schools in England and Wales have followed the new SEN Code of Practice (COP), which outlines statutory responsibilities for local authorities and educational settings in meeting the needs of children and young people with SEN and disabilities.

The huge changes that have taken place over the last few years have meant that SEN practice in schools is constantly changing on both strategic and operational levels. SEN has become a higher priority; the progress of pupils with SEN is highlighted even more than before in Ofsted criteria and all new SENCOs now have to have a postgraduate qualification in SEN coordination.

The overhaul of SEN categories has meant that schools have had to radically alter department processes relating to identification of SEN, record-keeping and monitoring. The emphasis on teacher accountability for SEN has created a heightened need for partnership working. The focus on developing quality first teaching and providing appropriate CPD opportunities as an integral part of INSET is even more important. The increased dialogue and collaboration SENISSUE84

SEN practice in schools is constantly changing on both strategic and operational levels with outside agencies needed to create education, health and care (EHC) plans and transfer statements of SEN has also had a huge impact on time, particularly in larger settings. In addition, revised SEN policy and the introduction of an information report to outline SEN practice in school has further highlighted the importance of clarifying information regarding admissions, provision, reviewing and monitoring and funding arrangements for SEN.

A clear vision The highlighted priorities above are certainly part of the SENCO’s role and concerns raised in a number of reports prior to 2014 presented a need for considerable change and transparency, which has been an ongoing process over the past few years. However, what is the impact of this period of review and change and what are the costs?

Future investigation needs to focus on the implementation outcomes of the COP for both the state and independent sector. In addition, the combination of large strategic priorities and changes to day-to-day practice has, I believe, shown that SENCOs are at the forefront of inclusive practice and teaching and learning – traditionally a leadership role in schools.

Rosen Web (2011) argues that there still exists a sense of “ambiguity” over the SENCO role and there is huge variation from school to school. My

key concern is how SENCOs can lead change in a new and ever-shifting political landscape at a non-senior level in school, unless of course the role is given flexibility and a degree of freedom. Radford and Oldham (2011) examine this idea as they recognise both the development of the SENCO role over time and the potential tension that exists as a result of that development.

I believe that the current context of the SEN reforms provides an ideal opportunity to re-examine the role of the SENCO in mainstream schools in order to dispel some of the perceived “ambiguity” and to clarify the SENCO role at either middle-leader or senior level. Such a reappraisal is essential to developing SEN practice on a wholeschool level.

References

Morewood, G. (2012). Is the inclusive SENCO still a possibility? British Journal of Learning Support. Vol 27, N.o 2. p73-76.

Radford, J. and Oldham, J. (2011). Secondary SENCO leadership: a universal or specialist role? British Journal of Special Education. Vol 38, N.o 3, p126-134.

Rosen Web, S. (2011). Nobody tells you how to be a SENCO. British Journal of Special Education. Vol 38, N.o 4, p159-168.

Further information

Kerri Haynes-McDonnell is Head of Learning Support/SENCO at Bootham School in York: www.boothamschool.com

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How do VIs see paintings, maps, diagrams and instructions?

The viVOS Artframe uses swell paper to playback sound with a tap of your fingers. Take any A3 image, swell the navigation paths and print-out in colour.

Place your artwork on viVOS and voice record anywhere you like, for however long. You can also add pre-recorded .mp3 files.

Why fill a drawing or dictionary with text? Why have textbooks with lengthy written explanations? With PENpal, you can explain, define and give examples, without the constraint of space reserved for text. PENpals will read dictionaries, literacy packs, phonics posters, big books and even tactile sound enabled books.

There is an open-source viVOS library of publications where users can upload their jpeg and sound compilation for others to share and use.

You can make a single copy of your own big print book where every page can have your voice recordings. VIs can hear their voices or play back others’ voices and use tactiles to navigate around a page. Objects too can have audio explanations via recordable stickers – ideal for making audio notes and reminders. Stickers can also audio label clothes and equipment that will withstand continuous washes.

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PENpal costs £75 and viVOS £150. 400 Recordable stickers are £15. uk.mantralingua.com/sen Contact Kate Clynes: kate@mantralingua.com SENISSUE84

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ATTACHMENT

In a class of their own Jennifer Nock describes how one school put its resolve to provide effective, lasting support to pupils with attachment issues into practice

D

espite schools seemingly becoming more aware of attachment difficulties in their pupils, many have yet to embark on the journey from being attachment-aware to attachment-friendly. This article, the first of two, reports the journey towards attachment-friendliness at Hope School, Liverpool, a Key Stage1, 2 and 3 school for boys with social, emotional and mental health (SEMH) difficulties.

The behaviour of the boys can often be volatile and disruptive, they are frequently in a state of emotional dysregulation, and many have difficulties relating to peers and adults.

Twenty-two per cent of pupils at the School are looked-after and almost all are eligible for pupil premium, well above the national average. Under the leadership of the Headteacher and the senior leadership team, the School has embarked on a journey to bring itself into the vanguard of attachmentfriendly practice.

Below, I will outline the rationale for change, significant key events and interventions and how competing discourses within the school community have brought additional challenges to achieving attachment-friendly practice.

Starting the process Although pupil behaviour had been judged as “Outstanding” by Ofsted, when I first met Headteacher Rohit Naik in 2015 he expressed concern that whilst the pupils behaved well in school, they were sometimes not able to maintain their good behaviour in contexts other than at this particular school. This, at times, led to consequent exclusion from mainstream school or SEMH provision, following transfer SENISSUE84

Children with attachment issues often struggle to relate to their peers.

at Key Stage 4, and/or involvement with the criminal justice system out of school hours or after leaving the School. Mr Naik believed that this was largely due to extrinsic factors on behaviour (such as staff expectations and strategies, including rewards), rather than appropriate behaviour being

Initial training on attachment and trauma was delivered to the whole staff, including the leadership team intrinsically motivated, that is, pupils learning to manage their own feelings and behaviours from an internal perspective, because of the sense of personal satisfaction and wellbeing that those behaviours bring. He expressed a desire to learn more about the effects of trauma on emotional

and social development, and also to explore a more nurturing approach to behaviour than the traditional reward and sanctions type methods that the School was using at that time.

That conversation was the starting point of the school’s journey from attachment-awareness towards attachment-friendly practice. Over the following several months, the senior leadership team (SLT) developed a strategic plan to improve attachmentfriendly practice, and initial training on attachment and trauma was delivered to the whole staff, including the leadership team. New staff who joined the school in September 2015 accessed catchup training, ensuring that all members of staff were familiar with both theory and practice regarding attachment and trauma, an essential component of attachment-friendly practice.

Tackling the issues The SLT immediately began to operationalise their emerging strategic plan, starting by identifying current WWW.SENMAGAZINE.CO.UK

ATTACHMENT

strengths, areas for development and putting in place necessary interventions and support for staff. Observations across the school were carried out in a variety of contexts. There was some evidence of attachmentfriendly practice. For example, some staff allowed minor issues to slide, maintained a calm demeanour, used proximity and firm touch in order to neutralise tension and help pupils to stay regulated. They also used brain breaks and sensory snacks, and frequently employed humour to defuse potentially explosive situations.

However, a number of areas needed development. For example, negative language and instructions were common, so many instructions began with “Don’t …”

In some lessons, there were too many “voices” trying to settle children when they became unruly and/or dysregulated, and this only served to over-stimulate pupils even more. In many classrooms, the level of arousal was constantly high, and this meant that many of the pupils were dysregulated, impulsive and reactive. In one situation, a pupil was given “time out”, which he spent alone in a time out area. He was closely supervised, but not in close proximity to an adult. For some pupils, particularly those with unmet attachment needs, the nearness of a trusted adult is necessary in order for the child to become regulated.

Following the first observations, the SLT addressed some of the issues described above. They prioritised developing adult calmness, self-control and modelling appropriate behaviour.

They also advised that staff avoid getting into tit-for-tat exchanges with pupils, and reduce any interactions that raised children’s stress levels, as these often back pupils into a corner from which they cannot escape.

Instead, staff were asked to offer two good choices, for example “Would you like me to sit with you, or are you better on your own?” Staff were asked to give instructions in a calm and positive manner, where phrases WWW.SENMAGAZINE.CO.UK

like “Don’t get the Lego on the floor” becomes “Keep the Lego on the table, please”; “Don’t get stressed!” becomes “Deep breaths and slow breathing.”

Staff were also asked to increase the use of proximity, the pupil’s name and frequent firm, respectful touch, as these often have a calming and grounding effect on dysregulated pupils. Four pupils were identified to receive an intensive intervention (described below), including the allocation of key workers to support each of the pupils.

Specific intervention programme The cohort of four pupils was identified: a six-year-old, two eight-year-olds and an eleven-year-old. After completing the observation checklist (Golding et al., Observing Children with Attachment Difficulties in School, 2013), which is a useful tool for increasing understanding of a child’s emotional needs through observed behaviours, key workers drew up individual action plans, with reference to concerns, targets and actions for each boy. The pupils received intensive support, with the primary aim of developing an authentic attachment relationship with their key workers. It was hoped that over time, the interventions would reduce unwanted behaviour and increase the pupils’ perception of safety, leading to increased ability to access the curriculum and social relationships within the school.

Initial concerns included: • the boys having a predominately disorganised style of relating to peers • pupils using their own emotion to keep themselves safe • high levels of anxiety-based, attention-seeking behaviour.

For each boy, a targeted programme of intervention included a daily meetand-greet session on entry to school, a daily relationship-based play session with the key worker and a sensory and body work programme. Individual interventions included a weekly sand

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They prioritised developing adult calmness, selfcontrol and modelling appropriate behaviour tray session, use of calm box activities when early signs of over-arousal were observed, daily massage and emotional literacy games and activities.

Competing ideas As is usual when an organisation makes major changes to strategies and procedures, a number of competing discourses emerged early in the process. The discourse of the SLT was that the school would develop as a nurturing, therapeutic, educational environment, requiring nothing less than a paradigm shift in the thinking and practice of all staff, challenging them to re-evaluate previously held assumptions and perceptions of the way things are and should be in schools.

While senior staff were sensitive and empathic to staff concerns (described below), there was to be no deviation from the goal, and attachmentfriendly practice would be mandatory, not optional.

This was very difficult for many staff members and while key workers were positive about their own developing relationships with the boys, they also raised a number of concerns about the anxieties of other members of staff.

A second, competing discourse, was that the new approach would lead to a decline in academic progress, as the children on the intervention programme would not make good academic progress because of the high focus on social and emotional interventions.

Considering the emphasis on academic progress, often to the exclusion of all other types of progress, required by >>

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current systems and policies, teachers were afraid of not getting the expected results. In addition to their obvious desire that all children achieve their academic potential, they feared that a hiatus in academic progress would impact upon their own feelings of efficacy and also that they may be judged as not being good at their jobs.

The SLT addressed this concern by assuring staff that progress data would not be the only focus; instead, relationship-building would be prioritised. Staff were also assured that it was the firm belief of the SLT that social and emotional interventions, in particular, the building of authentic attachment relationships within school, would ultimately lead to enhanced ability to access the curriculum. The safer the child feels, the more likely he or she is to drop hyper-vigilance and engage in the cycle of learning with curiosity and with the confidence to explore their learning world. The key workers, thus, had a pivotal role in getting the boys into a state of learning readiness.

A third discourse was that the new approach would lead to chaos in the School, with children’s behaviour being out of control. Some staff found it difficult to adopt strategies that seemed contradictory to what they had previously been taught about behaviour management, particularly, the perceived lack of sanctions when the boys “misbehaved”; some were

critical of the Headteacher, whom they perceived as not acting decisively to address unwanted behaviours.

The SLT advised staff that there were indeed consequences, but the consequences were delivered with high warmth and empathy, with an emphasis on helping boys to understand and change their own behaviour, rather than having behaviour changed, temporarily, through punitive measures. Again, there was a focus on intrinsic rather than extrinsic controls on behaviour, which leaders hoped would serve the boys well not only in school, but in other contexts as well. Planning well for the boys meant that they were kept away from potentially explosive situations, and that adults worked hard to understand the causes and underlying communications of behaviour.

Increasingly, there was a movement towards interpreting behaviour rather than reacting to it, with a focus on helping the boys to communicate their needs in more appropriate ways.

In conclusion This initiative presented challenges to each member of staff, perhaps particularly to the Headteacher and other members of the SLT, as it demanded a letting go of methods that have brought good results, such as the “Outstanding” judgement awarded by Ofsted. It takes a visionary leader to embark on the journey, as attachmentfriendly practice does not deliver quick

Increasingly, there was a movement towards interpreting behaviour rather than reacting to it results. Many members of staff have needed reassurance, understanding, patience and empathy from the leadership team, and this has been available to them, while commitment to the changes has been upheld by the SLT. This is a fine line, often difficult to balance on, but the expertise and honesty of senior leaders has paid dividends.

In the next issue of SEN Magazine I shall discuss the school’s strategic planning for embedding attachmentfriendly, trauma-informed practice into school policies and documentation, including the School Development Plan. The role of the governing body and training for parents and carers will also be explored, and there will be suggestions as to why this school is succeeding in becoming attachmentfriendly, when many others, who started with good intentions, have given up on the challenge.

Further information

Dr Jennifer Nock is a chartered psychologist and educator who has worked for over three decades, and in a wide range of education and SEN settings, with educators, children and young people, families, foster and adoption agencies, and those in the caring professions: www.jennifernocktraining andconsultancy.com Images used on this page are library shots and do not depict staff or students at Hope School.

Having secure relationships at school can really help children to learn.

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SEN RESOURCES

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SEN LEGAL

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ADOPTION

What’s it like to be adopted?

Chris Burton talks to a group of young people working to promote greater understanding of the needs of adopted children in school “Everyone has met or knows someone who’s been involved in an adoption – even if they’re not actually aware of it”, says 16-year-old Jake.

“People are fascinated by it but often too scared to ask questions”, adds Claire, a 22-year-old law graduate.

As far as school’s concerned, it’s about educating the teachers as much as the other pupils

A challenging time We’re sitting in a classroom in London’s leafy Bloomsbury to talk about a new initiative which aims to improve the experience of adopted children at school and in the world at large. For adopted children, the impact of a difficult start in life can reverberate long after they join a permanent family. The majority of them enter the care system because of neglect and abuse and many will have experienced trauma, loss and separation. This can mean that some adopted children find school challenging both socially and academically.

Enter The Adoptables, a peer network of teenage and twentysomething adoptees for which Claire and Jake are ambassadors. Run by children’s charity Coram and funded by the Queen’s Trust, the Adoptables enables its members to act as advocates for adoption and for the views and needs of other adopted children. “As far as school’s concerned, it’s about educating the teachers as much as the other pupils”, says Jake. “I found out I was adopted while I was at primary school”, he adds. “My parents arranged for me to have the day off so that they could spend some time with me to talk things through. Obviously, I was really pleased to have a day at SENISSUE84

home. But when I went back to school the teachers had told the other kids why I’d been away. I’m sure they meant well but they didn’t seem to realise that they’d taken something extremely personal to me and made it public”.

Educating the teachers Sadly, Jake’s experience is not an isolated one. A survey by the charity Adoption UK reveals that almost 65 per cent of parents believe their child’s school or teacher doesn’t understand the impact of their child’s early life experiences on their ability to engage in education. “If teachers feel prepared and supported they can ensure the rest of the school understands more about what it means to be adopted”, says Jake. “We work with teachers of students at Key Stage 3 (aged 11 to 14) to address issues that can come up in school and can be particularly sensitive or challenging for adopted people”.

Claire takes up the theme: “This could be friendships, relationships or family. There are also subjects that form part of the curriculum that can be potentially upsetting for young adoptees. Certain lessons that we’ve all had can be awkward for someone with a complex family history. The classic WWW.SENMAGAZINE.CO.UK

ADOPTION

one is the lesson about family trees. Or a study of genetics is another example.

I had a science lesson when I was told to bring a photograph of my parents to explain where genetic characteristics came from. I explained at the end of the class that it would be difficult, in a number of ways, for me to complete this homework. Like lots of adopted people, I look nothing like my parents.

They're fair haired and blue eyed and I’m not. But, even so, I wasn’t allowed to be excused from the homework”.

A sensitive approach “There are also certain scenarios that could be potential flash points for young adoptees in school”, continues Jake.

“One situation we’ve heard of involved a young person being singled out for having a cuddly toy in school. Not only is this deemed age-inappropriate, having it in the classroom breaks school rules. Of course, for an adopted person the toy could be hugely significant.

Experiencing loss in our early lives can create feelings of anxiety and insecurity that can be triggered by later situations.

This object could be the one thing that has stayed with the child throughout

For Claire, it was the absence of labelling that was key to a positive experience of education

his life. Or perhaps a link to his birth family. So we’re asking other young people and teachers to be aware of these things”.

When Jake and Claire host Q&A sessions in schools, children are allowed to present handwritten submissions. This allows them to ask questions anonymously. “One of the biggest issues – and not just in schools – is people’s curiosity but their inability to find the right words and ask questions in a way an adopted person would find sensitive”, explains Claire.

“People have asked me ‘when are you going to find your real parents?’ Which is something I find offensive, because I don’t view my biological parents as my real parents. My adopted parents are my real parents”.

For Claire, it was the absence of labelling that was key to a positive experience of education. “My school gave me a lot of leeway in terms of telling my own story and how, or when, I revealed I was adopted. I was told, at the start of Year 7, that how this information was shared was up to me and that was fantastic. No person’s individual character should ever be overshadowed by a label”.

National Adoption Week 17 to 23 October 2016 The theme of this year’s National Adoption Week is based around the hashtag #SupportAdoption.

As in previous years, the need to find families for some of society’s most vulnerable children will be at the heart of the event. It will also aim to encompass all aspects of adoption, to demystify and clarify the adoption process, reflect the challenges of adoptive parenting, share individual stories, and showcase and signpost to best practice.

National Adoption Week runs from 17 to 23 October. For more information, visit: first4adoption.org.uk

Further information Chris Burton is from First4Adoption, the national information service for people interested in adopting a child in England: www.first4adoption.org.uk For more information on the Adoptables, go to: www.coram.org.uk/ theadoptables It is crucial for teachers to understand the impact of early life experiences on an adopted child.

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VISUAL IMPAIRMENT

A vision of Britain revisited Sue Keil examines the state of specialist services for visually impaired learners

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here are around 25,000 children and young people aged under 19 in England with a vision impairment (VI), making VI a low incidence SEN and disability (NatSIP, 2015). This is a significant disability which has the potential to have an adverse impact on learning and development. As the population is so small, mainstream settings are unlikely to have sufficient knowledge and experience to meet a child’s needs and therefore require specialist support and advice.

In 2013, I wrote an article for SEN Magazine (SEN65) about the past 30 years of specialist educational provision for children and young people with VI in Britain. Since the early 1990s, increasing numbers of blind and partially sighted children and young people have been taught in the mainstream sector. Over two-thirds of learners with VI are now educated in mainstream settings. Of the remainder, most are in special schools for pupils with learning or other difficulties. A tiny minority (around two

per cent) are in specialist settings for learners with VI and most of these have additional complex needs. For pupils in mainstream (and some special) schools, specialist support is therefore provided by the local authority (LA) VI education advisory service. The lead professional is the peripatetic qualified teacher for children and young people with vision impairment (QTVI) who holds a mandatory qualification in VI. In my article, I discussed findings from research carried out by RNIB in 2013. It suggested that as a result of public sector spending cuts, VI service provision in England and Wales was in decline.

Since then we have seen the introduction of a new SEN and disabilities Code of Practice in England, which explicitly recognises the important role of the specialist VI service and the QTVI (2015 Code of Practice, paras 6.34 and 6.61).

However, a questionnaire survey carried out by RNIB in 2015 under Freedom of Information (FOI) – which all

The vast majority of learners with VI are in mainstream settings.

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This insidious reduction in the number of QTVIs appears to have gone largely unnoticed 152 English LAs responded to – shows that while some LAs recognise the importance of having a well-resourced VI service, others appear not to value specialist staff.

Organisation and management of services The survey revealed a complex picture in terms of the ways VI services were organised and managed. In over half of LAs the VI service was part of a sensory service combining vision, hearing and multi-sensory impairment services under one management structure. In some LAs the VI service was situated on a lower tier within a larger SEN structure and the teams were split geographically.

In just under one in five LAs the VI service belonged to a consortium or had a joint arrangement with other LAs in the area. In one in eight LAs it was commissioned to a school or group of schools. In a few cases, the service provided by the consortium/joint arrangement was also commissioned to a school or schools within a participating authority.

Only six LAs had externally commissioned the service to a private or voluntary sector organisation, although at least one further LA has taken this option since the 2015 survey.

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These findings indicate the structure of specialist VI support is increasingly fragmented.

Specialist teachers Between 2010 and 2013, approximately 40 QTVI posts in England were lost or frozen. In 2015, LAs employed 519 QTVIs and 47 in training, 32 fewer QTVIs/trainee QTVIs compared with 2013. This insidious reduction in the number of QTVIs appears to have gone largely unnoticed, other than by the sector and those directly affected, such as pupils and schools. The situation was described by the head of a VI service as a “quiet loss of specialist staff” in her region.

The loss of QTVIs increases the caseloads of the remaining staff. In fact, the survey found a very wide variation in the size of QTVI caseloads.

It is difficult to compare caseloads directly because of factors such as the different characteristics and needs of the children (for example, number of Braille users and early years children), and local geography which affects QTVI travelling time. However, in 12 LAs there was one QTVI to 100 or more children, and in all but two of the 12 this included high needs children such as Braillists.

As RNIB recommends an average of 0.4 of QTVI time per Braillist, a caseload of over 100, including Braillists, is clearly unmanageable.

Teaching assistants One of the roles of the QTVI should be to oversee the work of TAs who support learners with VI. How this is happening in practice however, is questionable, given the majority of TAs are recruited and employed directly by schools. The survey identified nearly 2,800 TAs who supported learners with VI, only 495 of whom were employed centrally by the VI service.

While in some LAs the VI service provided training and supervision of school based TAs, it is unclear what support the majority of TAs currently receive. This is important because a key part of the specialist teaching role WWW.SENMAGAZINE.CO.UK

The decline in VI services continues and the system is increasingly fragmented

is the “additional curriculum”, which includes equipping young people with independent learning skills. There is a risk untrained TAs may “over support”, which is not in the young person’s best interests.

Who receives VI service support?

The survey also found significant variation across LAs in their eligibility criteria for VI service support. Most LAs said they used the NatSIP Eligibility Framework for Scoring Support Levels, which is a tool for sensory services, “to guide decision making over support allocation for individual children with...

VI...through systematic consideration of a wide range of relevant factors...it relies on professional judgement...as part of a full assessment by a qualified specialist SI teacher” (NatSIP, 2015).

However, there were wide differences in the ways the framework was applied, especially the threshold for triggering specialist support.

Around one in ten LAs appeared to be rationing provision to children and young people with the most severe levels of vision impairment, using visual acuity levels as the criterion. This is a prescriptive approach and fails to take into account how a child actually uses his/her vision, or the effect of even a “mild” VI if combined with other needs.

Encouragingly however, there were also LAs where access to VI service support was decided on the basis of a child’s needs, with no minimum visual acuity.

Where visual acuity was taken into account, it was considered alongside other factors such as whether the child had additional needs, and how well the child, family and setting were coping.

Despite the new Code of Practice extending entitlement of specialist support to young people with SEN and disabilities up to the age of 25 if they are in education or training, in 22 per cent of LAs the VI service did not support older learners or those in post-school settings. Although a few LAs were actively seeking to improve provision to these older learners, others struggled.

A postcode lottery The decline in VI services I wrote about in 2013 continues and the system is increasingly fragmented. While public sector cuts have had an impact on VI service provision some LAs are managing better than others. Access to specialist support for children and young people with VI in England is now a postcode lottery.

All this is happening when new research highlights the developmental vulnerabilities of babies and young children with VI, and the importance of early intervention. To make a successful transition into independent adulthood young people with VI need independent learning, self-advocacy and mobility skills. What they don’t need is a postcode lottery of services.

References

Keil, S. (2016) Freedom of Information (FOI) questions on local authority education provision for children and young people with vision impairment in England: 2015. RNIB: http://www.rnib.org.uk/knowledge-andresearch-hub-research-reports/educationresearch NatSIP (2015) Eligibility framework for scoring support levels. National Sensory Impairment Partnership: www.natsip.org.uk RNIB (2015) Protecting specialist services for children with vision impairment. RNIB: http://www.rnib.org.uk/services-we-offeradvice-professionals-education-professionals/ maintaining-quality-provision

Further information

Sue Keil is National Research Officer (education, transition, employment) at the charity RNIB: www.rnib.org.uk

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SEN PUBLISHING

Rewriting the literary landscape Children’s literature needs a reality check, writes Neelam Dongha

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n the world of education, buzzwords are ever popular. Words like diversity and inclusion trip off tongues like ice-cream down a toddler’s top. But how can we make such concepts more than just the current flavour of the month? How can we engrain them into the fabric of our educational framework?

The list of sayings propounding the virtues of variety and celebrating our differences is seemingly endless. We are all used to hearing phrases like “variety is the spice of life”, “each to their own” and “horses for courses”. So why is that we have such an incredibly narrow spectrum of life represented in our children’s literature?

There are over 11 million people with a disability in the UK, according to government statistics, which equates to nearly one in five people. However, children’s literature does not reflect this. It is rare to find a character with a disability, much less so where he

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or she is the main character. It is not just disability that is underrepresented but other groups too. I will refer to diversity and inclusion as “D and I” and mean it to include a range of diverse characteristics such as those relating to mental health, ethnicity, race, religion, non-traditional family structures (such as gay parents), socio-economic status and so on.

Supply and demand For me, the chasm between reality and the way it is depicted in children’s books raises three important questions: why do we have this misrepresentation?

What is its impact? What can we do about it?

It is worth thinking about these issues, as an economist might, in terms of supply and demand. On the supply side, I think it is quite daunting for authors to write about characters with conditions or backgrounds that are different to their own. An author

What we want is for authors to make their fictional worlds honest and authentic might find it easier and perhaps safer to research and write about a character set in a historical age than about a child with a disability. A writer might be nervous to assign feelings and get it “wrong” so there may be a tendency to avoid tackling these subjects. The fact is, we would not expect writers to try to represent every diverse group in their fiction; what we want is for authors to make their fictional worlds honest and authentic. My 11-year-old son has just finished reading The Football Boy Wonder, book one of the Charlie Fry series, where the main character has cystic fibrosis. When I asked him

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what he thought of it he said, “It was different in a good way. It is more exciting because you do not know what is going to happen to him because of his cystic fibrosis.”

Having said this, it is easy to lay the blame at the feet of the authors and say that there aren't enough books that cover the D and I spectrum. There is another side to the coin. We need to dig further and look at the whole supply and demand relationship. Authors are not purely altruistic beings: they write books that they think will sell.

Publishers select books that they think will sell. Therefore, publishers have a role to play by selecting and promoting books that advocate D and I. We can all chortle at the well-known story of J.K. Rowling being turned down by lots of publishers. I wonder though, would Bloomsbury still have had the last laugh if Harry Potter had been black, disabled and gay?

So let's go further up the demand chain where we find parents, teachers and even libraries. They can play a part by actively encouraging and promoting books which feature characters from all walks of life with their children and pupils. I am not advocating any book that ticks a D and I checklist; we want real, three-dimensional characters, not just token gestures.

Diversity matters So what are the ramifications of limiting the range of characters in children’s literature? Does it send out a subconscious message that having a disability is a bad thing and we shouldn't talk about it, or that people from diverse groups are inferior? It must feel quite isolating to never be able to relate to any of the characters in the books you read. In Pea's Book of Holidays, Susie Day created a character who has hemiplegia. A young reader, Alice, who has hemiplegia herself, said “It was really nice to read a story with someone in it who has the same condition as me.”

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Imagine how wonderful it would be for more children to be able to find characters like themselves

how she felt growing up: “I didn't see myself reflected in what I was reading at all. I'd see the world of white, middle class eyes, and that was not my world.

Then she came upon Othello as one of her A Level texts and recalls, “I was stunned that he was black.”

Clearly, in an age where there are so many different pressures on our children – such as societal pressures to achieve in education, sport, music and employment, or pressures to look a certain way – inclusive literature can offer a real lifeline. Children's author Cerrie Bernell is a real D and I advocate.

Born with one hand, she struggled as a child to find characters like herself in books. “As a writer, this is something I champion because it resonates in my own heart. We need to show every child that they belong between the pages of great literature, regardless of heritage, faith, ability or financial security.”

Publishers: choose books that feature diverse characters and actively promote them!

Parents and teachers: buy books for your children and pupils that include authentic characters with disabilities and that promote diversity!

With PSHE now an integral part of the curriculum, D and I in literature should underpin this. In an SEN Magazine article (SEN77, July/August 2015), Sandra Saint wrote: “PSHE education helps us all continue to recognise that every individual is unique, different and special. The most effective education generally (and specifically within PSHE education) is that which is truly inclusive and which, by default, celebrates these differences.” What better way for children to learn this than through their fictional worlds?

When considering all these issues, I am often reminded of one of my favourite quotes from Dr. Seuss: “Today you are You, that is truer than true. There is no one alive who is Youer than You.” We all want our children to have selfesteem and to feel proud to be exactly who they are, just as they are. We also want to raise them to be empathetic to others and accepting of differences. So let’s work together to put D and I into the children’s literacy landscape.

What can we do?

The problems with diversity and inclusion in children’s literature are complicated and long-standing, but I believe a great deal can be achieved if we all take a brave and positive approach.

Authors: get out of your comfort zones! Do your research and dare to venture into unknown territory and create amazing characters from diverse groups. Let's have more authors like those mentioned above who are striving to redress this serious imbalance. Imagine how wonderful it would be for more children to be able to find characters like themselves and to lose themselves in the joy of books.

Further information Neelam Dongha is Press and Communications Officer at HemiHelp, the national charity for hemiplegia: www.hemihelp.org.uk

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SEN PUBLISHING Advertisement feature

Story Therapy series The Story Therapy series from Strawberry Jam Books is a collection of nurturing resources that helps all children deal with emotions and feelings.

Stories for Feelings for Children has seven short, fun and allegorical stories.

Themes include, loss, worries and anxieties, self-esteem, change and believing in yourself.

The Forever Tree and Little Acorn and the Great Big Happy Hug are both interactive narratives. Just Be with Bizzy Bee is a simple story with rhyme, and relaxation/meditation activity at the end.

The growing series, available from amazon, includes audio and the CD: Imagine! Eight interactive/relaxation narratives with music.

Strawberry Jam Books is a creative social enterprise offering stories and resources that promote friendship, inclusion and understanding of ourselves and others. The interest age is six to 12 years. For more details of the Story Therapy series and all other books – including The Friendship Adventure project for primary schools, – see: www.hilaryhawkes.co.uk/strawberryjambooks

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There, their or they’re? Advice or advise? How to spell definite, exaggerate, knowledge and anxiety right every time “200 Tricky Spellings in Cartoons” is a new resource for teaching tricky spellings in an intelligent and virtually effortless way. It makes older children and adults smile, and laugh out loud in places. Since its release in June 2016, the book has attracted fantastic reviews.

“At last... a simple and engaging breakthrough to help those who find writing a barrier to personal expression. Many children and adults, including those who are dyslexic, use simple words as far as possible due to the fear of attempting the longer, more complex ones. Visual and amusing, this book will help many people dare to express themselves – and give them a further strategy to help them achieve.” – Dr Lindsay Peer CBE Educational Psychologist, international speaker and author.

Age range: late KS2 to adult.

Available on Amazon.

Dyslexia-friendly version of Harry Potter A Dyslexia Readers Edition of Harry Potter and the Cursed Child: Parts One & Two is to be published on 1 September by W. F. Howes Ltd. The Edition utilises research by a University of South Wales academic which seeks to identify a print format that is less distracting for those with dyslexia, dyspraxia and other specific learning difficulties.

Professor Amanda Kirby, who founded the Dyscovery Centre in 1997 to carry out research into a range of developmental disorders, worked with the British Dyslexia Association (BDA) and the publishers to produce the new version of the latest book in this bestselling series.

Professor Amanda Kirby.

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It features larger letters, wider margins and a simple sans-serif font throughout. A glossary that spells characters’ names and wizarding terms phonetically is also included for readers who might be discouraged by unfamiliar words.

Professor Kirby said: “I’m delighted to have been part of such an important step forward in making books more accessible to those with dyslexia and reluctant readers.

“This has potentially so much impact in raising awareness around developmental disorders and specific learning difficulties. Providing more access to such a popular series of books is just the start of encouraging more and more people to enjoy reading.”

The creator of the Harry Potter series, J.K. Rowling, has expressed her desire for the script book of Harry Potter and the Cursed Child to be as accessible as possible to as wide a readership as possible. The Dyslexia Readers Edition has been officially endorsed by the author and by the BDA. "This is a marvellous initiative opening a world of pleasure for dyslexic children and giving them great motivation to persist with reading which will improve their skill,” said Margaret Malpas, Chair of the BDA.

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BRITISH SIGN LANGUAGE

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DYSPRAXIA

A life with dyspraxia Sally Payne examines the different ways dyspraxia affects people across their lifespan

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evelopmental coordination disorder (DCD), also known as dyspraxia in the UK, used to be thought of as a childhood condition. However, evidence now suggests that it is often found in adolescents and adults.

A specific learning difficulty which affects gross and fine motor coordination, the condition is often associated with issues with memory, planning, organisation and perceptual skills. It can also affect speech.

Although it is believed to affect between five and ten per cent of school-age children, awareness of the condition is still poor, meaning that children can struggle to get the support they need at school and beyond.

DCD/dyspraxia presents different challenges at different life stages. A range of intervention and support strategies are therefore needed to ensure that the condition does not present a barrier to opportunity and achievement.

Pre-school Diagnosis of DCD/dyspraxia is unusual before five years of age because children vary widely in their movement opportunities and the rate of their development. It is important that a diagnosis isn’t given too soon as poor motor coordination could be an early indicator of another condition, such as cerebral palsy, muscular dystrophy or an attention disorder and these require different intervention approaches.

Whilst a diagnosis of DCD/dyspraxia is unusual in the preschool population, much can be done to promote the development of children who are at risk of receiving the diagnosis. Children with poor balance will benefit from participation in physical activities such as obstacle courses, soft play sessions, swimming and ride-on SENISSUE84

Young children at risk of dyspraxia will benefit from physical activity.

toys. Games with a bat and ball, soap bubbles and balloons will help develop eye-hand coordination and strength, while role-play activities help develop skills for dressing, turn-taking and communication. These activities will help children develop the fundamental skills they need to manage the more complex tasks they will encounter as they grow older.

Children with dyspraxia will benefit from targeted gross and fine motor programmes Primary school Difficulties associated with DCD/ dyspraxia typically become more apparent during the primary school years as motor coordination, sequencing and planning difficulties affect children’s ability to learn and perform motor tasks in the same way as their peers. Children with DCD/ dyspraxia often lack core stability, so they might fall over in the playground, have difficulty learning to ride a bike and struggle with PE and sports.

Many have difficulty maintaining a

good sitting posture and lack stamina for gross motor activities. Poor fine motor skills affect children’s ability to produce fluent writing, manage buttons, use cutlery and handle scissors.

Children with DCD/dyspraxia may also be slow to process instructions because of the extra effort required to organise their thoughts, ideas and movements, leading to frustration when a task is not performed as intended.

Without appropriate recognition and support, these difficulties can affect a child’s academic achievement, peer relationships and self-esteem.

Children with (or at risk of) DCD/ dyspraxia will benefit from participation in targeted gross and fine motor programmes to help them develop the motor skills necessary for daily life.

They often require help to establish a good pencil grip and the dynamic finger movements necessary for fluent writing. Provision of tools such as a writing slope, pencil grip and easy-grip scissors can help to reduce the “motor load” of classroom tasks, enabling the child to focus on learning. Support and extra time to master everyday activities such as getting dressed and using cutlery is vital, while identifying extra-curricular physical activities that interest the individual will provide WWW.SENMAGAZINE.CO.UK

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additional movement opportunities and support their social development.

These approaches will boost a child’s confidence and self-esteem whilst also teaching them the skills necessary to manage the more complex activities and situations they will encounter at secondary school.

The non-motor aspects of DCD/dyspraxia tend to present more of a challenge in adults’ daily lives

Secondary school Secondary school presents particular challenges for young people with DCD/ dyspraxia as they are expected to take increasing responsibility for themselves and their learning. Students with DCD/ dyspraxia often struggle to cope with the increased pace and volume of written work and may have difficulty learning how to handle specialist equipment such as that used during technology lessons. Teenagers with

Focus of dyspraxia interventions by life stage Preschool: • developing fundamental movement skills through play.

Primary school: • targeted gross and/or fine motor programmes • support to master daily activities • involvement in after-school activities.

Secondary school: • empowering young people to identify and use strategies that enable their performance.

• tools to reduce the impact of motor difficulties • extra time and support to master new skills and activities • organisational strategies.

Adulthood: • awareness of individual strengths and difficulties • awareness of tools/strategies that enable successful performance • access to psychological support, if indicated.

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DCD/dyspraxia frequently struggle to organise themselves and their equipment and may be late for lessons or forget to hand in assignments.

Teenagers with DCD/dyspraxia are often embarrassed at their inability to perform motor tasks to the same standard as their peers and may avoid situations for fear of exposing their difficulties, putting them at risk of social isolation and limiting opportunities for skill development.

During adolescence, intervention shifts from developing a person’s underlying skills, to helping them to identify and use strategies that enable their performance. Strategies might include using technology (such as a computer) to record work, help with time management and organisational skills, or support from a technician when learning to use woodwork tools. It is essential that students with DCD/dyspraxia are involved in identifying appropriate tools and approaches if they are to be effective.

Raising awareness of DCD/dyspraxia will also help teaching and support staff to create an environment that supports, rather than hinders students’ performance and development.

Adulthood By adulthood many people with DCD/ dyspraxia have developed strategies to cope with (or avoid) their motor difficulties; however, physical difficulties often re-emerge when under stress, when learning new skills or in distracting environments. The non-motor aspects of DCD/dyspraxia however, including poor time management, planning and organisational skills tend to present more of a challenge in their daily lives.

Adults with DCD/dyspraxia benefit from understanding their own unique profile of difficulties and strengths. Being able to link positive performance to successful strategy use enables them to request and use appropriate reasonable adjustments in the workplace and in other settings.

Many adults with DCD/dyspraxia benefit from using technology to help with organisational skills. Identifying a physical activity that individuals enjoy, for example cycling, running or martial arts, can also help with fitness.

Some individuals benefit from access to counselling and support for their mental wellbeing.

Support for life DCD/dyspraxia is a life-long condition, but its impact varies according to a person’s life stage. The focus of support shifts over time from building underlying skills in the early years, to identifying and ensuring access to tools and strategies that enable an individual’s performance during adolescence and adulthood. Understanding this changing pattern of need will enable parents and professionals to provide the right help for an individual at the right time.

Dyspraxia Awareness Week

9 to 15 October 2016 The annual dyspraxia awareness campaign, organised by the Dyspraxia Foundation, this year focusses on adult issues and employment and is supported by a survey to find out about experiences of people in the workplace with DCD/dyspraxia.

Further information

Dr Sally Payne is Head Paediatric Occupational Therapist at the Heart of England Foundation NHS Trust and a Trustee of the Dyspraxia Foundation: www.dyspraxiafoundation.org.uk

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DYSLEXIA

Identifying dyslexia Angela Fawcett looks at dyslexia assessments and screenings and why they are important

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hildren with dyslexia will fail to progress in the early stages of learning, although they may seem to have the ability to achieve in line with their peers. This seems to be because they need to be taught very explicitly in order to pick-up and remember what they have been taught. Dyslexia is one of the most commonly occurring developmental differences, and it runs in families, so that if a parent is dyslexic, there is a 50 per cent chance that the child too will be dyslexic. The good news is that with appropriate support dyslexic children can be helped to overcome their problems with reading, writing, spelling and phonology, and even their self-esteem. The bad news is that without this help, they will fall further and further behind, and this will impact not just on their achievement but on their whole persona.

Research evidence from the USA has shown that children who do not receive the support they need in the early years may need 67.5 hours of one-to-one support in order to catch up with their year group in junior school.

This is an enormous amount of support and will inevitably be very expensive to deliver. So why is it that problems become so entrenched and what can we do to help these children reach their potential? My own research with Rod Nicolson suggests that dyslexic children have a problem in learning, first of all in acquiring the building blocks of literacy, links between the grapheme and phoneme and phonological awareness, and then in becoming automatic in their processing, in order to become a fluent reader.

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eight, based on a full diagnosis from a qualified psychologist or a specialist teacher. But now screening tests have been designed to empower teachers, who may have a gut feeling that a child has problems, but need evidence to show that their difficulties are greater than others in the same age range.

Screening is generally a quick, lowcost test suitable for widespread use, which is administered by trained, but not specialist, personnel. Where a full diagnosis of dyslexia involves an educational psychologist or a specialist teacher, takes two to four hours and generates a full report, a screening test should take no more than 30 minutes per person and should generate a short report. Screening may be given to everyone, or to a subset identified by the teacher as having difficulties.

Understanding risk It seems that many children at risk for dyslexia do not have the language or executive skills in place to benefit fully from classroom teaching in the first years

Screening is generally a quick, low-cost test suitable for widespread use

of school. These skills change over time, with rhyming and articulation in preschool children the best predictor of later phonological skills. More recently, executive skills such as attention and memory have been identified as crucial for early learning. There is also clear evidence for overlap between disorders.

It is therefore important that a screening test is sufficiently broad to assess the full range of skills that may need support.

The crucial aspect of early screening is that it moves away from the “wait to fail� approach that formerly characterised diagnosis in dyslexia, and tries to identify problems early on and provide appropriate intervention.

The right support can enable dyslexic children to overcome reading difficulties.

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It is always much easier to predict those who have strengths in literacy rather than those who are at risk

Pupils from Bridgend, South Wales enjoy taking part in a literacy intervention.

This leads to an ethical dilemma. The most successful screening tests are those that accurately predict which children will have difficulties. From an experimental viewpoint, it would be ideal if schools were not made aware of any potential difficulties, so that none of the children identified as “at risk” were supported in school. However, if a child is identified as being at risk at five years, from an applied perspective, in my view, it is unethical not to provide the support needed to help the child to learn to read as normally as possible.

Although screening tests should be objective, reliable and valid, they also need to be quick, suitable for nonspecialists, and provide a quantitative “at risk” score. Two key aspects for any screening test are the hit rate (the percentage of “really at risk” children who are screened as “at risk”) and the false positive rate (the percentage of “really not at risk” children who are screened as “at risk”). An ideal screening test would have a 100 per cent hit rate and zero per cent false positive rate, but a more realistic target would be more like 85 per cent hits and only 20 per cent false positives. There is a trade-off between hits and false positives, so that it is easy to increase the proportion of hits by relaxing the at-risk cutoff, but this will increase the proportion of false positives.

Interestingly, it is always much easier WWW.SENMAGAZINE.CO.UK

to predict those who have strengths in literacy rather than those who are at risk. It is particularly important that tests used for screening are set at the right level for the age group, and normed on a representative population, with no more than around 20 per cent coming out at risk.

Types of screening tests There are a number of advantages for computer based screening, which places fewer demands on teachers and teaching assistants than paper based tests. On the other hand, many teachers prefer to administer tests themselves because they gain so much information from how the test is completed, which itself forms part of the profile. Moreover, there is potential for error in work on computers, because participants may not understand the demands of the task, and the computer cannot identify this, whereas a teacher can.

One of the major problems in using screening tests is that teachers may then be alerted to the ongoing needs of the children, but it is not always easy to identify the best approach to provide support, and many of these approaches will be expensive. In earlier work, my colleague Rod Nicolson and I developed and evaluated an approach based on screening plus a short-term small group intervention for one hour weekly, over a period of ten weeks for

young children in the early years of school. This approach has now been taken up by the inclusion service led

by Nichola Jones in Pembrokeshire, working with children in their first term in school. The intervention, Hands on Literacy, is available free to schools and was developed by teachers, based on structured multi-sensory teaching through games and activities covering language, memory, motor, visual and auditory skills, using concrete examples designed to build executive function.

It includes a wide range of practical ideas for teachers to provide support for a range of individual differences, adaptable to suit their needs which has proved one of the most satisfying and enjoyable features. The approach has been used very successfully in Bridgend and Pembroke with over 1000 children taking part to date. Risk levels have been reduced from 24 per cent risk to 8.5 per cent, although those with the most severe risk will continue to need further support. Interestingly, 48 out of 54 schools in the Vale of Glamorgan used this approach and 100 per cent of their children moved into Year 1 no longer at risk for failure.

Looking for strengths The opportunity to benefit from screening and assessment is not just for the youngest children starting school. There are many children in school struggling to keep pace with their peers whose performance is well below that predicted by their ability.

Unfortunately, this can mean that both teachers and parents assume >>

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that the child is lazy and even the child themselves may attribute their difficulties to their own stupidity. The problem here is that a child with low self-esteem will struggle to achieve their potential and it becomes difficult to maintain your motivation to succeed in the face of constant failure or mediocre performance. An understanding that these difficulties are not the fault of the child, the system or the teacher has an empowering effect for all concerned.

It is therefore particularly important that we try to measure not just the weaknesses, but also the strengths of dyslexia. For a child whose parents suffer from dyslexia, there may be positive role models, in the form of a parent who has succeeded despite the odds, but for others the identification of successful dyslexics in the media can provide a stimulus to greater effort; it should become clear to everyone involved that if you are dyslexic, you need to try harder to achieve the same level as your peers.

The SEN and Disabilities Code of Practice replaced School Action and School Action+ in 2014, and places a responsibility on both the school and the parents to work together for the whole child, emphasising the importance of the parents more clearly than ever before. A key element is a process of continuous assessment and planning to ensure the best outcomes for the child. This is a graduated process and may include the development of

a passport for the individual child reflecting their needs and aspirations.

It is not yet clear how well this system will work, particularly in a climate of austerity and limitations in funding that is currently experienced, and moves to promote academies that take control of the school policies away from the local education authority. There is a very real danger that an overemphasis on results, without considering issues of value added, may lead to reluctance to take children with special needs because their results could impact on overall standards.

Keeping it going In this environment of change, it is particularly important that we do not lose sight of the potential victims here, and that children with dyslexia are given every opportunity to shine. Identifying dyslexia through screening and assessment has a key role to play here, if we are not to lose the strengths of a group with so much positive potential to contribute to the world. We must remember that research indicates that dyslexia is a real condition, based on a difference in processing that impacts throughout life. We must ensure that the work of charities and research groups continues to be supported for the research evidence it brings on the continued need for differentiation and awareness, and the importance of ongoing teacher training on dyslexia and other special needs.

It is important that we try to measure not just the weaknesses, but also the strengths of dyslexia Dyslexia Awareness Week

3 to 9 October 2016 Dyslexia Awareness Week is a combined initiative of the charities the British Dyslexia Association, Dyslexia Scotland, Helen Arkell, Xtraordinary People and Dyslexia Action.

The theme of this year’s Dyslexia Awareness Week is “identification of dyslexia”.

Getting assessed and actually knowing if you are or might be dyslexic is a huge issue at any stage of an individual’s personal dyslexic journey. Given the fact that dyslexia is a hidden disability and believed to be the most common learning difficulty, the charities are planning to deliver a powerful message that will prompt people to think and consider if they themselves, or those close to them, could be dyslexic.

Further information

Emeritus Professor Angela Fawcett of Swansea University is a leading international researcher into dyslexia and other developmental disabilities. She is the author with Professor Rod Nicolson of eight screening tests for dyslexia, all published by Pearson Education and translated into many languages.

She has contributed three of the major theories of dyslexia, one authored book and seven edited books, in addition to over 60 publications in international peer-reviewed journals and 40 contributions to edited works.

Angela is Vice President of the British Dyslexia Association: www.bdadyslexia.org.uk

A game combines number and letter recognition with gross motor skills development.

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A degree of support Jonathan Beckett examines the provision colleges and universities offer to students with dyslexia and what they can do to improve it

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he Equality Act (2010) stipulates that those with a disability should not be discriminated against.

Within this legal duty, the right to have “reasonable adjustments” made in the case of dyslexia is established.

However, does the Act prevent stigmatisation of those with dyslexia?

Does the legislative landscape necessitate a “dyslexic friendly” setting? I believe, as I will attempt to show, that they do not.

The British Dyslexia Association notes that dyslexia affects approximately one in ten individuals.

Therefore, in any one lesson, of approximately thirty, three people may have dyslexia. However, does the education system cater effectively for the needs of those with dyslexia? Having dyslexia in a non-dyslexic friendly environment can make an individual feel isolated, stigmatised and a victim of the system. Some individuals with dyslexia manage their dyslexic identity by continually trying to exist within a discriminating environment – rather like swimming against a strong current; the process can be exceptionally

hard work, emotionally draining and strenuously challenging.

From first-hand experience of having dyslexia and working with and researching the lived lives of those with dyslexia, a number of common themes have emerged. A number of universities offer study support, such as help structuring work, dealing with awkwardly worded sentences and offering study and revision classes in preparation of examinations. Other institutions use differentiated marking techniques and adopt strategies to ensure individuals are not penalised for spelling, punctuation and grammar errors indicative of dyslexia.

Real benefits Some universities and colleges, and the staff within them, are sympathetic to those with dyslexia, ensuring they receive a good level of support with assignment writing and exam revision. However, it is my experience that not all institutions have adopted such a sympathetic approach to helping students with dyslexia.

Moreover, some insist that by using assistive technology and extensions

Dyslexic students usually spend considerably more time on a piece of written work than their peers.

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Not all institutions have adopted such a sympathetic approach to helping students with dyslexia for assignments, students will be sufficiently advantaged, to the same level as their fellow non-dyslexic peers. However, this is often not the case. Simply providing computers and credit for photocopying and book allowance, does not necessarily mean that the dyslexic student is well catered for and the university has no further responsibility. In several instances, I have witnessed universities feeling as though they have done their bit towards those with dyslexia when in reality their actions fall short of benefitting those with the condition.

In the light of these issues, how can colleges and universities respond in a non-discriminatory and anti-oppressive way? Being aware of dyslexia and its impact upon students, which can be felt both educationally and psychologically, is a crucial staring point. Thompson (2013), citing the experiences of “Rosemary”, notes that “Dyslexia blocks out the sun of success, optimism and friendship”.

Some students may genuinely feel a sense of failure in systems which are set up for academia.

The mental health of those with dyslexia has been investigated by looking at the stress associated with the condition (Miles, 2004; AlexanderPasse, 2013). The correlation between stress and decreased mental health is >>

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becoming more recognised and more widely documented, although more innovative research is necessary. It is important that those with dyslexia feel supported in their studies. A greater understanding of their needs and fighting for the implementation of systems which allow those with dyslexia to flourish within (rather than in spite of) the educational system, are key to helping those with dyslexia.

Pursuing a degree is a challenging task for many students with dyslexia.

Research by Grant (2010) suggests that those with dyslexia have to work ten times harder than those who do not have dyslexia. However, every year, all over the country, many students with dyslexia successfully complete their degree. Being mindful of the battles those with dyslexia experience is an important step towards ensuring inclusive practice.

The right focus Marking the key points and arguments of an essay is more valuable than addressing the spelling and structural issues of a paper. The University of Hull’s marking policy states that markers should: “Focus on the clarity of the argument, rather than on details of expression”. Differentiated marking (such as the use of a distinguishing sticker on the assignment, indicating that the arguments of the work be marked rather than the presentation of the points, which may be hampered by the prevalence of dyslexia) is an important aspect of appropriate provision. It is pertinent to note that “Students with dyslexia often spend considerably more time on assignment production than their nondyslexic peers, but this effort is not always reflected in their written work” (University of Wolverhampton, Student Enabling Centre: Dyslexia Unit Dyslexia Assessment Policy).

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Differentiated marking is an important aspect of appropriate provision presentations and worksheets is essential here. For some students with dyslexia, words on a page may appear blurred or distorted if unusual fonts are used or if colours do not provide a positive contrast (Riddick et al., 2002).

Another useful provision for those with dyslexia is to allow them to record lecturers, seminars and workshops.

This will allow them the opportunity to reflect on and revisit points which they may have missed first time around. One student I spoke to said she missed a significant amount of the session’s content whilst writing notes and the opportunity to record the lecture was vital to her.

It is also important to release assessment tasks, marking criteria and book recommendations as early as possible, to allow students to engage with the task at the earliest opportunity.

Another student told me that the demarcation of “recommended” and “essential” texts was also very helpful, because those with dyslexia find it difficult to read significant amounts of texts and glean meaning from them in order to formulate an essay.

One provision I came across in a West Sussex library was the use of audio books, which appeared to be a positive way of working through a text, with correct pronunciations and alternative voices making listening easier. Various text-to-speech software programmes exist which can be used to help those with dyslexia. Planning software can also be utilised to formulate ideas into a logical structure.

An Individual approach Most important of all, though, is the personal touch. I have found it particularly useful to assist those with dyslexia by the use of individual

tutorials, getting to know them as individuals, asking them (rather than assuming you know) their needs, and getting to know what works for them. This is the mark of an effective, reflective and caring practitioner and mentor (Zachary, 2000).

Some universities and colleges are leading the way in being dyslexic friendly, with well trained staff, appropriate provision and systems designed to support (not penalise) students with dyslexia. However, I still believe that our further and higher education systems need an overhaul in terms of how young people with dyslexia are perceived and the provision these students receive.

Key challenges facing practitioners include being aware of the needs of those with dyslexia, understanding the stigmatisation of dyslexia, seeking to address inequalities in the systems and becoming personally and corporately concerned for these students.

References

Alexander-Passe, N. (ed.) (2013). Dyslexia and Mental Health: Investigations from Differing Perspectives, (New York) Nova Science Publishers.

Grant, D. (2010). That's the way I think : dyslexia, dyspraxia and ADHD explained, (London) Routledge.

Miles, T. (2004). Dyslexia and stress, (London) Wiley.

Riddick, B., Farmer, M. and Sterling, C. M. (2002). Dyslexia and inclusion: assessment and support in higher education, (London) Wiley.

Thomson, M. (2013). Dyslexia included: a whole school approach, (London) Routledge.

Zachary, L. J. (2000). The mentor's guide: facilitating effective learning relationships, (San Francisco) Jossey-Bass.

Further information

Dr Jonathan Beckett has a Doctorate in Education (specialising in dyslexia) an MA in Inclusive Education, an MEd in Education (specialising in dyslexia) and a post graduate diploma in Social Work. He is a senior primary school teacher in West Sussex: http://stpetersce.eschools.co.uk/ website

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Hearing solutions Catherine Routley examines the dilemmas facing teachers who support pupils with auditory processing disorder

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earing starts with a complex set of actions incorporating the outer, middle and inner ear. It enables us to identify sounds and their meaning; for example, it tells us when we hear barking that it is a dog we hear. This is listening, the medical term being auditory processing. When hearing is tested and proved to be in normal limits but understanding of the sounds is not present, this is called an auditory processing disorder (APD).

There is no firm evidence of how many children have APD but it is possible it could be between five and nine per cent. Correctly diagnosing APD is problematic as there is no universal consensus as to what constitutes APD. There is a need to clarify the roles that cognition, attention, memory, processing speech and the processing of speech sounds play in the diagnosis.

There is little doubt that further research is needed to obtain widely established criteria in diagnosing APD, otherwise it can be confused with a range of other special needs.

One must ask whether APD is wrongly diagnosed on many occasions because it is a more acceptable term than “specific or generalised language impairment”. However, there is no argument that it does co-exist with other education needs. Pupils with attention deficit hyperactivity disorder (ADHD), autistic spectrum disorder (ASD) or sensory processing disorder (SPD) can be poor listeners and have difficulty in listening and comprehending language.

However, this is usually due to their main presenting need (for example their ASD) and although APD can co-exist, careful diagnosis needs to be made to ensure correct therapies are introduced.

APD refers to how the central nervous system uses auditory information: “What we do with what we hear” (Stecker and Henderson, 1992). It is important to remember that APD is specifically an auditory deficit and “does not increase the likelihood that a child would have a language or reading disorder” (Sharma, Purdy and Kelly, 2009). Disagreements on the nature of APD persist, The British Society of Audiologists (BSA) have

Further research is needed to obtain widely established criteria in diagnosing APD

changed their stance and now says “there is no evidence that it is produced by a primary, sensory disability” (March 2011).

Bellis believes that APD can only be infallibly diagnosed by an audiologist but nevertheless acknowledges that a multi-disciplinary team approach is critical, with input from the teacher, psychologist, and speech and language therapist. Tests have been administered by these professionals and have pointed to some children having an “auditory processing type of disorder”. While I am comfortable with this approach, it is not always easy to achieve because of the lack of suitably qualified personnel, time and funding. I agree with DeBonis (2015) who suggests that merely presenting a variety of sounds by an audiologist in a soundproof room is insufficient evidence to make a diagnosis. Pupils should participate in tasks aimed to test their linguistic system and executive functioning.

Classroom signs of APD

Simple classroom adjustments can make a big difference for children with APD.

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It is important not just to confine intervention to a blanket type remediation strategy • difficulty discriminating between similar sounding speech sounds • repeatedly asking for repetition or clarification • difficulty with oral and written expression • poor message interpretation • difficulty making inferences • poor reading comprehension • sequencing problems • paucity of vocabulary • forgetting information despite over learning • requiring increased processing time to respond to questions.

Children who come under the umbrella of “language impairment” can equally exhibit these types of difficulties.

Dawes and Bishop stated this view in 2009: “A child who is regarded as having a specific learning disability by one group of experts may be given an APD diagnosis by another”.

Should a diagnosis of APD be made, however, it is important not just to confine intervention to a blanket type remediation strategy. It is essential to adopt an individualised approach, as APD manifests in a range of areas.

Difficulties can be present in one or more of these areas: • auditory discrimination – difficulty comparing and distinguishing separate sounds.

For example, eight and eighteen may sound alike • auditory figure ground – inability to disregard background noise, making focusing on a speaker a problem • auditory memory – forgetting information despite over learning • auditory sequencing – difficulty in recalling the order of sounds and words.

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The right support There are a number of key strands involved in assisting a pupil with APD, many of which are common to supporting any child with a specific learning difficulty.

Teacher strategies: • remember that extra processing time is needed • maintain structure and routine so directions are predictable • frequently summarise and emphasise key information, vocabulary and topics • chunk information into manageable units • present directions in short segments, using visual cues if possible • provide written homework instruction • make sure the pupil is seated in an advantageous position in the class, for example, away from a noisy corridor • write key words on the whiteboard • if possible, allow the student to become familiar with classroom material before it is taught • provide a quiet area for independent learning.

Classroom modifications A quiet environment is essential for all pupils, especially those with any degree of learning difficulty. Competent class control to ensure internal noise is kept to a minimum is essential. Use of various modifiers such as sound field systems, hush-ups placed on chairs and acoustic boards are all useful. There is a tendency to prescribe individual FM systems which enable the speaker’s voice to be heard, via an amplifier, close to the ear of the listener. However, research by Lemos (2009) concluded, “strong evidence supporting the use of personal FM for APD intervention was not found”. This also has the added disadvantage of reinforcing the child’s difficulty and risking isolation from peers

Individual strategies Direct intervention programs promise great improvements in listening and concentration. Despite the attraction of an “easy fix”, though, it is questionable whether they (a) have any positive effect on children’s overall language and learning abilities, (b) take into account the individual’s needs and (c) make learning transferable to the classroom.

I have found that interventions concentrating on individual need, although time consuming, provide a valuable alternative. These would include practice in: • following instructions • remembering information from text • drawing from a description • working memory • the use of word maps • identifying the main idea in a piece of text • recall from listening exercises • inferencing • using prompt cards/story bubbles for story writing.

At present there is no gold standard for diagnosing APD. The condition can be confused with other difficulties such as dyslexia, ADHD and ASD. Not all pupils with APD will present with the problems discussed above in all areas and an individualised approach to helping pupils should always be adopted.

Further information

Catherine Routley worked for many years as a teacher of the hearing impaired and for ten years as Manager of the Sensory Education Service for a local authority. In 2014, she set up Auditory Actions which provides consultancy and courses for professionals working with pupils with language processing difficulties, sensory processing difficulties and hearing impairment: www.auditory-actions.co.uk

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Inclusive attractions Trizia Wells offers ten top tips to help you select an inclusive venue for your school trip

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ast year’s school trip may seem like a distant memory but it won’t be long before staff are planning their pupils’ excursions for the year ahead.

Like a gleam of light during the dark days of winter, the school trip is eagerly awaited by the children, but often dreaded by their teachers. Whether it’s a visit to a theme park, a farm, a museum or a stately home, the planning and organisation involved in ensuring a successful day can be enough to deter any teacher. There are risk assessments, staff ratios, volunteer parents, budgets and photo permissions. On top of all that, a teacher whose class has additional needs has also to consider accessibility. How can they ensure that Jade, who has behavioural difficulties, will enjoy the day as much as Shane, who uses a walking frame? What about Poppy, who needs one-to-one personal care? All of a sudden, organising the

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What will they do if one of your children has a meltdown? trip just took on the dimensions of a military campaign.

While it’s the law that disabled visitors should enjoy equal access to leisure, as any parent or carer of a disabled child knows, true inclusion is about attitude more than anything else. A physical environment may still present challenges, but a “how can I help?” attitude from a visitor destination can go a long way towards redressing them.

How can you tell if a chosen destination has a can do attitude? Try these top ten tips and find a school trip destination that is memorable for all the right reasons.

1. Information There are many sources of information for the customer, including review websites, destination websites, promotional literature and adverts. Remember that information should travel in both directions along the superhighway! How can a destination meet the needs of your group if they haven’t taken the trouble to find out what they are? So, take note of how your telephone or email enquiry is handled.

2. Access champion Ask to speak to the access or inclusion manager. They should ask questions about the range of needs within your group and what you would like to get out of the day. They’ll know what’s

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Increasingly, attractions offer ways of managing over stimulating environments

By working closely with teachers, venues can help visits be successful for all.

on offer within the setting and suggest alternatives and adaptations if necessary. Ask for the name of a person you can contact on the day with any problems.

3. Training Ask about training for front of house staff. It’s the people you meet on the day that you’ll be relying on to make sure things go smoothly. What will they do if one of your children has a meltdown? Check review sites to find out if destinations lived up to their promises.

4. Representation of disability Look at the organisation’s print, digital, online and film media. How are people with disabilities and SEN portrayed?

Has the organisation worked with SEN and disabled communities on joint projects?

An organisation which takes a proactive approach to working with disabled groups will also welcome them as customers.

5. Chill out!

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destination doesn’t have a dedicated quiet space, ask the inclusion manager if there are other areas you can take a child to in the middle of a meltdown.

6. Changing facilities Are there any? You can check online listings of changing facilities to see if the destination or a facility nearby is included, and check the destination website for details. If you’re still in the dark, ask staff at the venue for a photograph of facilities and exterior access.

Appropriate changing facilities mean you can spend as long as you like at your destination.

7. Eating Look for photographs of your lunch space; ask the inclusion manager to send you some if necessary. Can the furniture be moved to accommodate wheelchairs? Are there other spaces where you can eat your packed lunch?

8. Feedback Let the trip destination know how your visit went; they will want to know what they’re doing right and where there is room for improvement. There are many trip review websites online which are great for finding out what other visitors thought, and you can help by sharing your experience afterwards.

visual destination guide, ask the venue to send you photographs of the different areas so that the children are familiar with the environment before they go. Talk about the journey there and back.

10. Extra activities Visitor attractions often run additional events. Ask if any of these will take place during your visit and if your children can participate, even if they are older than the intended audience?

Their response to such a query will tell you a great deal about how the destination views their customers with disabilities and SEN. An organisation which ticks the first three boxes on this list is one that wants to meet the needs of their customers with special needs and disabilities.

They may not have all the answers, but they’ll be willing to explore solutions and they’ll welcome suggestions; after all, they’ll be benefiting from insider knowledge.

So, if you’re a teacher whose class includes a child with SEN or disabilities, keep these top ten tips in mind when you begin researching your school trips for 2017. You’ll be well on the way to organising a memorable day out which is enjoyed by every child in your group, while saving yourself a whole lot of stress too.

Further information

Trizia Wells, a former teacher, is the Inclusion Manager at Eureka! The National Children’s Museum, which welcomes over 30,000 school visitors every year: www.eureka.org.uk

9. Preparation Discuss the visit with your class.

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SCHOOL VISITS Advertisement feature

Free* introductory weekends with the Lake District Calvert Trust Are you an SEN teacher or a SENCO and want to see how a residential outdoor activity course could work for your school or college?

Then you might want to take up our offer of a free* multiactivity introductory weekend to experience first-hand how our educational courses offer life-changing experiences for those with physical, learning and sensory disabilities.

• Experience a range of outdoor activities delivered by our dedicated and specialist instructors.

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• Enjoy delicious home cooked food with all meals from Friday evening through to lunch on the Sunday prepared on-site.

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If you would like to know more (including qualification criteria and all terms and conditions) please call the enquiries team on: 017687 72255 or go to: www.calvert-trust.org.uk/lake-district/intro-weekend *A £50 per person holding deposit is required at point of booking. This is fully refundable following participation in the introductory weekend.

The dates for this year’s intro weekend are Friday 20 to Sunday 22 November and limited spaces are still available.

**Accommodation for the introductory weekend is in shared twin-bedded rooms. This is based on an expectation of 2 attendees per organisation. Single rooms are available at a non-refundable supplement of £44.00 per person.

Titanic Belfast new product offering in the bag Titanic Belfast’s retail offering adds a new product line in partnership with Ulster Supported Employment Ltd (USEL), a leading provider that helps people with disabilities and health related conditions into employment in Northern Ireland, as part of its Year of Access.

The visitor attraction is working with the organisation’s trading brand, the Vintage Satchel Company, which delivers direct employment to people with disabilities in North Belfast, to sell authentic local products.

Denise Kennedy, Head of Retail and Merchandising, said, “We are delighted to stock the Vintage Satchel Company’s products at Titanic Belfast. Having produced satchels for over 50 years, they are unique examples of local craftsmanship.”

This is just one of the activities Titanic Belfast is undertaking as part of its Year of Access, which aims to highlight the issue of disability access in its many forms and encourage industry improvements. www.titanicbelfast.com SENISSUE84

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SCHOOL VISITS Advertisement feature

The benefits of outdoor learning for people with disabilities Ask any adult what their fondest memory of school is and most will come back with an exciting story about a residential trip – how they explored, played, took risks, tried new things and made new friends. At the time, you don’t realise how these experiences shape who you become later in life.

The Government is committed to making such opportunities available to everyone, no matter what their background, ability or needs. In their recent white paper Educational Excellence Everywhere, the Department for Education outlined the need for every child to have experiences that equip them with “the knowledge, skills, values, character traits and experiences that will help them to navigate a rapidly changing world with confidence”1.

High-quality residentials play an important part in this aim with impacts being seen immediately2,4. The research project Learning Away demonstrated the impact that residential learning can have on learner engagement, achievement and relationships.

They found that “a residential learning experience provides opportunities and benefits/impacts that cannot be achieved in any other educational context”2. These traits not only open doors to employment and social opportunities but underpin academic success, happiness and wellbeing1,4.

It can be argued that these benefits are even more profound and life-changing for the 0.9 million children (seven per cent)3 in the UK who are disabled. High-quality residentials provide “opportunities for students with disabilities to be engaged in physical activities”2 which are greatly needed as 86 per cent of families with disabled children go without leisure activities3. Add to this the fact that 65 per cent of families caring for disabled children report feeling isolated frequently or all of the time3 and the need for truly inclusive outdoor provision is clear.

Inspiration through adventure “George” was one such student for whom a brilliant residential had a profoundly positive benefit. Therry, a teacher who frequently brought students on residential courses to Bendrigg Trust, an outdoor charity specialising in activities for disabled and disadvantaged people, tells his story:

year-old young man, George, with cerebral palsy, epilepsy and profound visual and auditory impairments. This was to be his first time away from his family and home. He blossomed with his responses and became so smiley and noisy showing us there were ways around, through and over the barriers we previously had believed to be there in the school environment.

Once free of his wheelchair and secure in his climbing gear, George felt his way carefully up the climbing wall requiring minimal support from Bendrigg staff but making his own choices, as his fingers and feet found bumps, hollows and things to push and pull on. He was able to fly along the zip wire with happy howls of delight and his eyes, which we understood to provide him with no vision, sparkled. We know that Bendrigg worked its magic in ways no-one could have imagined and we are so grateful that George was able to have this experience. I wish it was possible to bottle this ‘Bendrigg magic’ from start to finish so everyone could see, and truly believe what each individual can achieve”.

Bendrigg Trust believes in the impact that high-quality residential courses can have for young people with a disability, combining activities that they never dreamt possible with a welcoming and inclusive home-from-home. From learning to make your own bed to taking your first journey in a canoe, Bendrigg believes in giving young people skills for life, an increased motivation and appetite for learning and broadening horizons, often opening up a whole new world of opportunity. www.bendrigg.org.uk References 1. Educational Excellence Everywhere (2016) Department for Education.

2. Learning Away Final Evaluation Report (2015) York Consulting.

“The youngest student we ever had with the team was an eightWWW.SENMAGAZINE.CO.UK

3. Smith, D., Disability in the United Kingdom 2016 (2016) Papworth Trust.

4. High Quality Outdoor Learning (2015) English Outdoor Council.

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TES SEN SHOW 2016 Advertisement feature

7 and 8 October 2016 Business Design Centre, London Information, inspiration and innovation to bring learning alive for pupils with SEN The TES SEN show is back this October and it’s bigger and better than ever, so make sure you join us at the Business Design Centre on 7 and 8 October 2016.

Learn from professionals with SEN expertise; within the inspiring CPD seminar programme 32 leading SEN experts will come together to debate the issues, offer insight into the latest SEN research, and provide up-to-date training opportunities and practical ideas to take back to your classroom.

Discover tools and strategies to support a range of special needs and inspire your pupils! We have sessions on the role and responsibilities of the SENCO and advice and support in how to carry out their role in the most effective way. Come along to Sheilagh Blyth’s session and learn 20 different approaches to helping a child learn to write. These will be quick five to ten minute fixes that can be applied in any classroom setting. We also have a session presented by the chief executive of nasen, Adam Bossidon, where he will consider what is working well, what needs to improve and what difficult challenges lie ahead.

Explore thousands of SEN resources The exhibition, running parallel to the seminar programme, will host over 140 suppliers, offering thousands of resources and services – assessment materials, visual aids, audiobooks, software, educational toys and games, multi-sensory supplies, maths and literacy resources, and so much more. Visitors will get the chance to try products for themselves, view demonstrations of the latest tools and benefit from free samples and exclusive show discounts.

With so much on offer, you’re certain to find a wealth of fresh, exciting and creative special educational resources and suggestions for classroom activities and lesson plan ideas – in fact everything you need for the new academic year!

Seminar highlights include: • Using creative approaches to encourage difficult conversation – Dr Pooky Knightsmith, director, The Charlie Waller Memorial Trust • The benefits, drawbacks and omissions of the SEND reforms – Dr Rona Tutt OBE, speaker and writer • SEND across the UK: the good, the bad and the ugly – Dr Adam Boddison, chief executive, nasen • The changing population of special schools – Malcolm Reeve, executive director of SEND and inclusion, Academies Enterprise Trust • Not another bear hunt! Ambitious sensory story telling for all – Joanna Grace, founder and manager, The Sensory Project • Autism, sport and physical activity – Amy Webster, Active for Autism coordinator, The National Autistic Society • Supporting dyslexia! – Carol Allen, ICT and inclusion advisor • Classroom strategies to help children with poor concentration – Cathy Parvin, director, Dyspraxia Education.

With 48 seminars over the two days, you’re bound to find some that inspire you. Plus, we are offering SEN Magazine readers the chance to save 20 per cent on the price of seminars! Simply enter the code SENMAG when booking your seminars to receive your discount. (Offer valid until 30 September 2016. Seminars cost £15 +VAT).

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Register for free entry today TES SEN Show is more than just an exhibition; it is also an excellent networking and learning opportunity. That’s why the show has become the UK’s must-attend SEN event.

This important free-to-attend event has all the resources, ideas, advice and CPD training to provide teachers, SENCOs, support staff and parents with the tools and skills to help all pupils achieve.

Whether you are responsible for one or many pupils with SEN, you will find the support and the resources you require at the TES SEN Show 2016.

Make sure you don't miss out on this vital event. Get your free fast-track entry pass and book your CPD seminars online. Don’t forget to use the special reader offer code SENMAG to receive 20 per cent off CPD seminars (valid until 30 September 2016): www.tessenshow.co.uk SENISSUE84

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SEBD: CHALLENGING BEHAVIOUR

Firm foundations Jacqui Shurlock looks at how to provide the right support for children with learning disabilities whose behaviours challenge

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n 2011, Panorama exposed the abuse of vulnerable adults at Winterbourne View hospital. Ever since, the use of inpatient settings for people with learning disabilities who display challenging behaviour has been widely criticised. A recent report by NHS England, Building the Right Support, sets out an action plan to develop better community services and start closing down these units.

But there is another question we should now be asking: what about building the right support for people from day one, so that they never get to crisis point in the first place?

The post-Winterbourne View work has focused primarily on adults. But it’s worth remembering that receiving the wrong support during childhood can set individuals with complex additional support needs on the wrong path from early on in their life. Schools, families, professionals and commissioners all have a role to play in ensuring that children with learning disabilities go on to enjoy the fulfilling adult lives to which they are entitled.

Understanding the cause of challenging behaviours is key The first thing to realise is that children with learning disabilities, particularly those with severe learning disabilities, are much more likely to develop behaviours that challenge than their peers. These behaviours may include aggression, destruction, self-injury and other dangerous or highrisk behaviours, such as running away.

The second thing to realise is that understanding the cause of challenging behaviours is key. When you understand the function of a child’s behaviour (whether it is to escape a noisy room, to try to communicate an unmet need such as thirst or pain, or to express anxiety or concern) it is possible to find other ways to meet that need. As Professor Peter McGill says, “Children without learning disabilities display challenging behaviour during

Evidence-based parenting programmes can help reduce the risk of challenging behaviour.

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the ‘terrible twos’, but then develop communication and social skills which enable them to get what they want and need. Many children with learning disabilities do not develop these skills and are left with the same needs as other children but are much less able to get them met.”

Vulnerable children According to figures published in the 2015 Learning Disability Census, last year 165 children with a learning disability were living in inpatient units.

Many other children with learning disabilities were experiencing greater risk than their peers of social exclusion, institutionalisation, deprivation, physical harm, abuse and misdiagnosis.

The path which leads to these distressing and expensive outcomes is now well-trodden. Its steps are familiar to parents up and down the country: • lack, or complete absence, of local behaviour support when their child is small • stress and emotional challenge for the whole family over many years • the child being sent to live in high cost services, often far from home • the child transitioning into an adult life that is restricted and doesn’t offer them the same life opportunities enjoyed by everybody else.

In addition, substantially more children than this are boarding in residential special schools, many of which are located in a different local authority area to the child’s home.

Fortunately, a path to better outcomes exists too. Evidence-based early intervention, delivered locally, has WWW.SENMAGAZINE.CO.UK

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the potential to reduce challenging behaviour and to improve wellbeing.

Though early intervention remains far from a universal reality in the UK today, we now know the kind of interventions and steps that need to be put in place from early on in the child’s life. These steps include: 1. establishing a person-centred approach, right from the start, supported by a key worker and a team around the child 2. identifying problems early and responding rapidly using an integrated, multi-disciplinary approach to ensure all needs are met 3. providing evidence-based parenting programmes to help parents to support their child 4. establishing a local positive behavioural support service, working across homes and school 5. developing a local approach to crisis prevention so children can stay nearby if there is a crisis.

The fourth step on the list, in particular, suggests how different groups of people, including teachers and schools, can work in partnership with parents and professionals to lead children down this path to better outcomes.

This is achieved by everyone involved learning how to understand the cause or function of behaviour and then responding accordingly. As Professor Eric Emerson says: “There is strong evidence that some of the key factors causing challenging behaviour can be changed, and when changed can lead to marked reductions in challenging behaviour.”

Effective collaboration Evidence-based early intervention is crucial. A case study developed by the Paving the Way project illustrates the benefits of a support service working across homes and school. Bristol Positive Behaviour Support Service (PBSS) supports children and young people with learning disabilities and behaviour described as challenging, WWW.SENMAGAZINE.CO.UK

We are still waiting for national guidance on reducing restrictive physical interventions with children who are at high risk of a breakdown of their school placement.

The first step is an initial assessment. Once the PBSS team have identified the child and family’s needs and the functions (meaning) of the behaviours of concern, they design an intervention programme.

The programme aims to develop new skills which will allow the child greater independence, social participation and quality of life, and decrease challenging behaviours. Where possible, the PBSS team supports children in the classroom alongside their peers while implementing the intervention. They can also provide training and supervision to staff or family members to help them support the child consistently.

As a result of the team’s support, all 12 children supported over five years in the case study learned new skills and made developmental progress, usually in relation to communication. The PBSS enabled ten of the 12 children to stay permanently in their local school, whilst the other two children stayed for longer than had been expected.

Teachers have a huge amount to contend with, and many people teaching or supporting children with learning disabilities will not have experience of PBS. I would like to see much more support and training for those supporting children with learning disabilities whose behaviours challenge, so they are able to help deliver the best possible outcomes for the children in their school. It is essential that teachers and staff are properly trained, supported and supervised to deal with behaviours that challenge when they do arise.

Five years on from Winterbourne View, we are still waiting for national guidance on reducing restrictive physical interventions with children (equivalent guidance exists for adults).

This is in spite of evidence of overreliance on restrictive interventions in learning disability services and in mental health services, and anecdotal evidence of restrictive interventions used regularly within some schools.

Guidance is promised soon, but in the meantime school staff and others are unclear about what is acceptable and what is not.

Early intervention also has the potential to deliver significant financial savings in the long-term. A financial review of the PBSS in Bristol calculated that, over four years, the PBSS produced savings of £1.8 million. In an era of budget cuts, high-cost out-ofarea services that often deliver poorer outcomes for children are making less sense now than they ever did.

Of course, the significant monetary cost of our current way of doing things is dwarfed by the price paid by the children themselves – a price which too often includes restrictive interventions and being stuck on a trajectory towards a restricted adult life. Evidence-based early intervention has the potential to reduce challenging behaviour and facilitate better outcomes for children and their families. Studying what works, learning from families and sharing the knowledge are the first steps on that path.

Further information

Jacqui Shurlock is the manager of Paving the Way, a joint project between the Challenging Behaviour Foundation and the Council for Disabled Children: www.pavingtheway.works

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Behaviours that challenge are often one of the biggest obstacles preventing children accessing the school curriculum. School-wide implementation of positive behaviour support (PBS) focuses interventions on specific children, groups of children and across the school system. This approach leads to reductions in behaviours that challenge, making learning accessible for all children. School wide PBS is used across the US and is a positive approach used increasingly in the UK. Redstone provides: ✓✓ Consultancy to implement school wide positive behaviour support. ✓✓ Development of bespoke training packages, with options for train the trainers. ✓✓ Support with restraint reduction planning. ✓✓ Functional behaviour assessments. ✓✓ Person centred, positive behavioural interventions and support for implementation.

Teenagers reveal suicidal feelings online An online resource which gives young people confidential advice and support has revealed that feeling suicidal is one of the top worries that many 14- to 16-year-olds face.

Insight4Life, which operates its Zumos programme in schools across the country, offers youngsters a range of expert information on the various problems that are worrying them.

One of the most accessed areas of its website is from young people who are coping with feeling they want to kill themselves.

Many youngsters also admitted to self-harming, suffering with eating disorders and having to cope with bullying.

Zumos’ figures reflect the latest figures released by the Office for National Statistics, which have highlighted an increase in youth suicide.

Services are provided across the Midlands and the North UK for children and young people with intellectual disabilities, autism and SEBD.

At the same time, the University of Manchester has carried out research which breaks down the reasons for these suicides, which cover everything from youngsters suffering from acne, to fear of exams and bullying.

Further information: www.redstonepsychology.co.uk Email: info@redstonepsychology.co.uk

www.insight4life.co.uk

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High anxiety How does anxiety affect children and what can schools do to help?

Amy Phipps and Sandra Dunsmuir explain all

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here is a growing concern about the mental health and wellbeing of children and young people, with recent statistics suggesting that one in ten children need support for mental health difficulties. Whilst schools are an ideal setting to identify and respond to concerns about the mental health of children, teachers often report that they feel inadequately prepared to recognise and support children with mental health difficulties. This article will focus on the topic of anxiety, one of the most common mental health difficulties in school-aged children and adolescents.

It will present some findings from a recent research project, provide some information about how to recognise the signs and symptoms of anxiety and consider the benefits of a school-based anxiety prevention programme.

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What is anxiety?

Anxiety is something that all children will experience from time to time. It is a normal response to situations that we find threatening. Similar to a smoke alarm, anxiety can be incredibly useful when it works properly. This is because anxiety helps to prepare the body to respond appropriately to danger – to either “fight or flight”.

When faced with a perceived threat, the brain communicates with the rest of the body that danger is imminent and the body responds with a number of physiological changes. The heart beats faster so that blood can be carried to where it’s most needed. The liver releases extra sugar for energy and the body starts to sweat to prevent overheating. This response is helpful and adaptive if faced with a real danger such as an attacker, fire or wild animal.

Similar to a smoke alarm, anxiety can be incredibly useful when it works properly

For some children, however, their smoke alarm is much more sensitive and goes off when danger is much less imminent – for example, a friend’s birthday party, attending school or speaking aloud in class. This can be extremely scary and exhausting for children and their families. >>

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What causes anxiety?

The cause of anxiety is likely to differ from individual to individual. There is some evidence, however, that anxiety can be caused by both genetic and environmental factors. Some children are more likely to develop an anxiety disorder because it runs in their family (that is, they have a genetic predisposition). For other children, stressful life events such as the death of a loved one, parental separation or moving house can be the cause. Some children grow up in an environment where others are fearful and anxious which “teaches” the child that the world is a dangerous and threatening place.

Sadly, some children grow up in an environment where danger is actually imminent (for example, in a home where there is domestic violence) which can result in them being in a constant state of fear and anxiety as well. It is important to work individually with

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Anxious children will often engage in desperate attempts to avoid the situations that cause them distress each child, and their family, to try to understand the cause of their anxiety.

How common is it?

Research suggests that approximately two to four per cent of children will meet the criteria for an anxiety disorder (Costello et al., 2003). However, the number of children identified as having anxiety seems to be on the increase. At University College London (UCL), we recently ran a research project in which 182 children from Year 5 (aged nine to ten years) completed a questionnaire called the Spence Children’s Anxiety Scale (SCAS). The SCAS has statements such as “When I have a problem, my heart beats really fast” and “I can’t seem to get bad or silly thoughts out of my head”. Children are asked to rate these statements on a three-point scale ranging from 0 (“Never”) to 3 (“Always”).

We found that 38 per cent of children had scores that were clinically concerning and would require further investigation from professionals to see whether they met the criteria for an anxiety disorder. Interestingly, only 18 per cent of children were identified as concerning by teachers. This indicates that teachers may not identify all children who selfreport with clinically concerning levels of anxiety. Why is this?

The “internal” nature of anxiety can make it difficult to detect.

Many anxious children will also fit the profile of an ideal pupil: docile, quiet, and compliant.

Whilst they may not challenge the teacher’s authority or be

disruptive, anxious children are likely to be very distressed, which means that spotting them is very important.

When should we worry about the worriers?

Children are often exposed to situations that make them feel nervous or afraid.

For example, a first day at school, a maths test or a dentist appointment.

The majority of children will be able to manage these situations with gentle reassurance from adults. For a smaller number of children, these situations will activate their internal smoke alarm and cause the following changes in thoughts, feelings and behaviours: • thoughts – anxious children may view particular situations as more threatening and dangerous than other children. They may have persistent negative thoughts such as “I’m going to get sick and die” (health anxiety) or “People are thinking bad things about me” (social anxiety). It can be helpful for ask children to keep a thought diary and rate how frequently particular thoughts occur and how much they believe their thoughts on a scale of one to ten • feelings – some children may be able to report that they feel worried, scared, frightened or nervous. It can be helpful to ask children to rate the intensity of this feeling on a scale of one to ten • behaviour – given that the experience of anxiety can be incredibly uncomfortable, anxious children will often engage in desperate attempts to avoid the situations that cause them distress. They may refuse to participate in activities that other children enjoy, pretend to be ill so that they do not have to attend school or avoid social interactions with others. This can reduce anxiety in the shortterm but reinforces the fear in the longer-term.

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If these changes occur when there is no apparent danger, persist over time and interfere with the child’s daily life then it may be useful to seek professional support from the child and adolescent mental health service (CAMHS) or educational psychology service (EPS).

It may also be worth considering a school-based intervention.

How can schools support children with anxiety?

Over the last decade, there has been an increasing interest in school-based anxiety prevention programmes. There are a number of reasons for this. First, children spend a considerable amount of their time in school and often have excellent relationships with school staff – an important pre-requisite for being able to talk about thoughts, feelings and behaviours. Second, mental health programmes that are delivered in schools (for example, to a whole class of children) can reduce stigmatisation, enhance peer support and increase the opportunity for social learning, prompting and rewarding by the peer group. Third, and perhaps most importantly, there is growing evidence that appropriately trained teachers can deliver mental health programmes effectively and prevent anxiety disorders from arising in school-aged children (Barrett and Turner, 2001).

Many of the anxiety prevention programmes used in schools draw on a cognitive-behavioural therapy (CBT) approach. This approach is based on the idea that our thoughts about a particular situation can affect how we feel and behave. For example, if a child is asked to read aloud in class and has a thought such as “everyone is going to laugh at me”, they might feel very anxious and behave in a disruptive way so that they can avoid the task completely. Many anxiety prevention programmes aim to challenge children’s negative thoughts as well as encouraging them to face their fears.

This can be achieved, for example, by using a graded exposure approach.

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There is growing evidence that appropriately trained teachers can deliver mental health programmes effectively This involves educating children that overcoming fear is best achieved by gradually confronting it, then working with them to identify a fear hierarchy where exposure to feared situations, activities or objects is ranked according

Top tips for supporting anxiety: • support the child, and their family, to understand their anxiety. The smoke alarm analogy is a useful one • help the child to notice their anxiety-related thoughts (such as, “People are thinking bad things about me”). It can be helpful to ask children to write their thoughts down on paper and rate how much they believe their thoughts on a scale of one to ten

to difficulty, starting with the ones the child considers most achievable (Graham, 2004). For example, a child who has a fear of reading in class may rank reading alone as an achievable first step. The child could then work towards reading with a family member, being asked a question about a book in class, reading in a small group and then reading aloud in the classroom.

Importantly however, this technique is not likely to be effective when used in isolation. Many anxiety prevention programmes last between eight to 12 weeks so that children can learn all of the necessary skills to recognise, understand and take control of their anxiety.

References

Barrett, P., and Turner, C. (2001). Prevention of anxiety symptoms in primary school children: Preliminary results from a universal school-based trial. British Journal of Clinical Psychology, 40(4), 399-410.

Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., and Angold, A. (2003).

Prevalence and development of psychiatric disorders in childhood and adolescence.

Archives of general psychiatry, 60(8), 837844.

Graham, P.J. (2004). Cognitive Behaviour Therapy for Children and Families (2nd Edition). Cambridge, UK: Cambridge University Press.

• encourage the child to verbalise how they are feeling.

For younger children, use drawing or play to support this • consider implementing a school-based anxiety prevention programme. These programmes can be delivered by appropriately qualified mental health professionals as well as teachers who have received specific training in the approach • if you have serious concerns about the mental health of a child or young person, seek professional support from the child and adolescent mental health service (CAMHS) or educational psychology service (EPS).

Further information

Dr Amy Phipps is an Educational and Child Psychologist working in the Royal Borough of Greenwich.

She recently completed the Doctorate of Child and Educational Psychology (DECPsy) at University College London (UCL).

Dr Sandra Dunsmuir is the Director of the Educational Psychology Group at UCL: www.ucl.ac.uk/educationalpsychology

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STIMMING

All in a flap We all do it. So why, asks Alex Lowery, do people get so worked up about stimming?

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feel passionate about autism. I really want everyone in the UK to understand autism and to welcome people with autism, like me, into our society.

Society is far more aware of autism than it was 30 years ago. Due to an increase in diagnosis, most people I speak to seem to know at least one person with autism. However, this doesn’t change the fact that many people still don’t understand autism, or they have a set idea of autism in their head, which doesn’t fit for everyone.

One aspect of autism that is often misunderstood is stimming, which is short for “self-stimulating behaviour”.

Stimming is basically a series of movements. Everybody – even those who aren’t affected by autism – stims.

Many people tap their feet, twiddle bits of hair or bite their nails. These are all forms of stimming.

This is the same for autistic people, but it’s just far more exaggerated.

Many people with autism do things like hand flapping, pacing and rocking back and forth. The general public often misunderstands these movements.

They can find them frightening or something to laugh about. Personally, I don’t blame people who stare, because very noticeable stimming is unusual, and I feel that it is human nature to stare at anything that is out of the ordinary.

However, it is clear that people don’t get it. When I was doing work experience in my father’s office at the age of 16, I started stimming in the office and all the staff were very concerned. There was also a time when I stimmed behind a caravan on holiday and a nearby man thought I might have been having a seizure. He came up to me really worried and asked if I was OK. I’ve heard of cases where people are terrified when someone stims and may SENISSUE84

Shock and surprise are common responses to people stimming in public.

even call the Police if the stimming is extreme. Even people who are aware of stimming often view it as something negative. There are behaviourists who believe it should be controlled 24 hours a day.

I’ve heard of cases where people are terrified when someone stims Changing attitudes On the very first talk I gave about autism, I asked the audience what they knew about the condition and someone responded with: “I have nephews with autism who always flap their hands. I know that the hand flapping is one of the negative aspects of autism”. This is another example of how stimming is often viewed as a bad thing.

If you ask me, stimming isn’t negative. It has its purpose. Personally, I tend to stim when I’m thinking very hard about something I’m interested in and when I’m processing what’s happened in the day. It’s part of the

way I cope with stress and anxiety. I try (with varying degrees of success) to control it in public because I know that society won’t be that accepting of it, and when I’m stimming I may not be aware of safety and can jump and bump into things; just recently, I apparently jumped too close to the edge of a train platform.

It is important to raise awareness to help the public not only to become more aware of stimming, but to learn to accept it as something that people do.

We need to try to make people aware that autism is a hidden disability, and this can mean that our behaviours can be interpreted the wrong way.

I’m not just talking about stimming, but social difficulties and all these other difficulties individuals with autism face.

Further information

22-year-old Alex Lowery, who was diagnosed with autism at the age of four, is a public speaker, author, trainer and autism campaigner: www.alexlowery.co.uk

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The right fit Eileen Sheerin looks at how to find the school that will best meet your child’s needs

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he biggest decision you will ever make is to have a child; after that, perhaps the most important thing you will be faced with is making the right choice of school for that child.

As a parent, you probably know your child better than anyone else; you have lived with them from the minute they first came into the world. So you should be the one to understand what they need. In choosing a school for your child you need to think about the following questions which look at your child’s needs: what are their interests?

What is the most important outcome for you and, crucially, for the child? How do they mix with other children? Do you agree with the proposed school’s policies? What results do they get?

There are questions, questions and more questions. The process can be daunting but you need to stand your ground and look for the best fit for your child. Of course this can be very difficult but by focussing on what is important to your child and your family, it will become easier.

If your child has been assessed and given an education, health and care (EHC) plan, this can cause a mixture

of relief (that at last there are some answers) and worry (about how they will cope with school, independence and later life). Selecting a school for any child is tough enough, but to choose one for a child with SEN is harder still, so here are some things to look for.

Ask lots of questions about the school and how they work with the needs of individual children

Specialist provision or mainstream?

Some mainstream schools can and do cope very well with particular special needs, and some have a unit within the school that works specifically with children with SEN. Visit the school and speak to parents if possible. Don’t just choose a school because it is close to home or because you don’t want to segregate your child from their local peer group.

Ask lots of questions about the school and how they work with the needs of individual children. You may wish to question the school on issues such as: will my child have a designated support worker? Will they have access to the full curriculum? Do the children with SEN integrate with students from the main school at any time of the day?

What happens at unstructured times such as lunchtime or break? What

allowances does the school make for assessment or exams? Will they have extra time, a scribe or a reader for their exams?

There are no right or wrong answers to these questions; it is down to you to determine what answers you expect and how to interpret the ones you get.

If you decide you want a specialist school, do the research. For a child with autism, for example, look for schools in your area or beyond that have a strong track record of working effectively with children on the autistic spectrum. If your child has attention deficit hyperactivity disorder (ADHD) or behaviour issues, look for the schools that are used to supporting children with these conditions.

Types of schools There are a number of different types of schools and school placements, including: Maintained (state) schools These are run by local authorities.

Non-maintained (independent) schools Independent schools require local authorities or parents to pay fees for the child's education. Many nonmaintained special schools are set up and run by charities.

It’s important to find a school where your child feels they can flourish.

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Out-of-county placements An out-of-county placement is when a child attends a school not run by their local authority – either a nonmaintained school or a school run by another authority. In either case, the child's own local authority must pay the fees.

Residential schools These provide accommodation for children during the school week and, in some cases, at weekends. Local authorities are most likely to agree to fund residential provision if children have severe or multiple SEN that cannot be met by day provision and support from other agencies. For some pupils (for example, for children looked after by the local authority) placements may be funded jointly by the local authority and health or social services.

Special schools Normally, these schools are only for children with statements of SEN or the new EHC plans, although sometimes children may be admitted before the EHC plan is complete. Most are for children with particular types of SEN or disabilities. Increasingly, special schools also act as resource centres supporting mainstream schools.

Talk to some of the staff and students to see if they are happy and well motivated

Specialist units These units are for children with, for example, multi-sensory impairments; they are attached to mainstream or, more commonly, special schools.

Children may spend all of their time in classes within the unit, or spend part of their time in other classes within the school, usually with support.

What will suit your child?

Look around and try to decide which type of school will bring out the best in your child. If a particular setting seems to meet your criteria: • read the school’s latest Ofsted report to see what Government inspectors have to say about it • visit the school and look at it with an open mind • look closely to see if the students are happy and learning.

The carpet maybe thread-bear

but if the school gives you a feeling of being supportive and caring, that might be much more important for your child • examine the school’s policies on bullying, behaviour, teaching and learning, and safeguarding • talk to some of the staff and students, if possible, to see if they are happy and well motivated.

• decide whether you feel your child will fit in.

You know what is best for your child and they are entitled to the best education they can access. Visit a number of schools that you are interested in, make a short-list of two or (no more than) three, then take the person who is going to spend so much of their time there and listen to them.

Some authorities may want your child to go to their mainstream provision but if this is not suited to your child, speak out because you have rights.

Choosing the right school for your child is one of the most difficult decisions you will make as a parent, especially if your child has SEN. Some parents believe that attending a state school will give a child with SEN the support they need; others feel that a private education will suit them better.

If you choose to go down the private route, look at your child's strengths and weaknesses and see how the school will address them. Visit the school, talk to parents in a similar situation, and try to discover how the school deals with kids who perform either above or below average.

Further information

Eileen Sheerin is Headteacher at Together Trust’s Ashcroft School, a special school in Cheshire: www.togethertrust.org.uk The school should have a good record of supporting pupils with your child’s learning challenges.

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Cruckton Hall

Cruckton School offers education on a residential or day basis to boys aged seven to 19 years who have been diagnosed with an autistic spectrum disorder, providing a warm, structured, caring learning environment. The school specialises in educating boys with Asperger’s syndrome and associated co-morbid presentations, vulnerabilities and/or challenging behaviours and providing continuing support throughout the boys’ school career, into further education and beyond.

Cruckton Hall’s strengths lie in its consistent record of success, in both academic and social spheres, the quality and experience of the staff team and the positive measurable outcomes for all the students.

Placements may be on a day basis, weekly, termly, full 52-week residential, for respite care overnight, at weekends and during school holidays.

Please contact: T: 01743 860206 F: 01743 860941 Cruckton Hall School, Cruckton, Shrewsbury, Shropshire SY5 8PR www.kisimul.co.uk email: referrals@kisimul.co.uk

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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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CHOOSING THE RIGHT SCHOOL OR COLLEGE

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CHOOSING THE RIGHT SCHOOL OR COLLEGE

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CHOOSING THE RIGHT SCHOOL OR COLLEGE

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We’re recruiting!

Every Young Person is unique!

At The Children’s Trust School we provide day and residential education for pupils with profound and multiple learning difficulties, aged three to 19 years old from our beautiful, 25-acre site in Tadworth, Surrey.

That’s the philosophy at Our Place Schools - a beautifully situated care and education facility in Bransford, Worcestershire.

As a non-maintained special school, we aim to provide high-quality education and expertise to meet each pupil’s individual special educational needs, priding ourselves on seeing the “whole” child and delivering integrated, holistic, education, therapy and care. We offer individualised learning opportunities relevant to each pupil with services including play and music therapy, physiotherapy, occupational therapy, speech and language therapy, paediatric nursing and access to health services, including GPs, consultants and clinics such as orthotics.

The residential provision is in a fully converted 1920s house, which helps to maintain a welcoming and homely atmosphere.

We’re recruiting for experienced SEN teachers and specialist teaching assistants. See our advertisement in this edition of SEN Magazine (page 78), visit: www.thechildrenstrust.org. uk/school or call: 01737 365810 for further information.

Just contact us: E: meetus@ourplaceschools.com T: 01886 833378 www.ourplaceschools.com

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Set against a background of the picturesque Malvern Hills, Our Place provides a caring and safe environment for 8 children up to the age of 19 of mixed gender with special educational needs (including Autistic Spectrum Disorders) and associated challenging behaviours.

The surrounding grounds have several areas of interest and stimulation including a sensory garden, patio area, craft centre, vegetable and fruit patch, water play area, play equipment, all weather paths, coppice and nature area with lots of places for our children to play and explore in complete safety.

If you would like to meet us, we will provide a complete tour of the facilities and lunch afterwards.

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BOOK REVIEWS

Book reviews

by Mary Mountstephen

Phonological Skills and Learning to Read U. Goswami and P. Bryant

Dyslexia, Literacy and Inclusion: Child-Centred Perspectives S. Macblain, L. Long and J. Dunn

Routledge: Psychology Press £31.99 ISBN: 978-1-138-90748-5

Sage Publications £24.99 ISBN: 978-1-4462-9843-5

The work of Professor Goswami is well known in the field of learning differences and she is Director of the Centre for Neuroscience in Education, which carries out research into the basic parameters of brain development in the cognitive skills critical for education. Her co-author is an Honorary Research Fellow at Oxford University.

In this Classic Edition of their book, they set out to revisit their original research ideas and assess how well they have stood the test of time.

This is a readable overview of the field that provides a fascinating insight into the ways in which researchers plan and analyse their work in relation to significant topics such as how children learn to read.

Chapters include: Phonological Awareness and Reading, How Children Read Words, How Children Read and Write New Words, Do Children Learn to Read in Different Ways From Each Other? and Theories About Learning to Read.

The book explores the significance of different stages of learning to read and some possible underlying causes of reading difficulties. They point out that children who are taught about rhyme are more successful than those who are not given this training, and they provide a clear overview of research relating to the links between reading and spelling.

This book would be of interest to those working in the field of reading and literacy skills and who would like to extend their knowledge and understanding of this field from a research perspective.

The authors of this work are university-based experts in child development and learning differences in England and Northern Ireland, with Macblain and Long also having a background as educational psychologists.

The aim of the book is to place dyslexia, or developmental literacy difficulty, within a context of inclusion and diversity.

It is designed for students, practitioners and lecturers in higher education institutions from a wide range of associated disciplines including, for example, speech and language therapy and psychology.

Each chapter follows a common format, opening with a list of aims, and including information and exercises for the reader to complete while reflecting on the content.

This is followed by a brief summary of the chapter content, recommended reading and comprehensive referencing.

Part 1 outlines the “changing nature of childhood”, pupils’ perspectives of dyslexia, and related background information on emotional intelligence and holistic approaches and interventions.

In Part 2, the authors focus on aspects of best practice in raising literacy standards and the need to create culturally responsive curricula that follow children’s interests. This is then related to the challenges facing those responsible for teacher training, both at the initial level and as mentors in practice.

This is a well-written book that focuses on early years and the primary sector and provides much information and guidance, as well as raising important issues about how dyslexia can be reframed in the twenty-first century.

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BOOK REVIEWS

Teaching Fairly in an Unfair World K. G. Lundy Pembroke Publishers Limited £23.99 ISBN: 978-1-55138-231-9

The author has been involved in teaching an inclusive curriculum through the arts for over 30 years and she has been part of joint ventures between arts and education faculties at university level.

The book encourages teachers to evaluate their core teaching beliefs and to consider ways in which they can create respectful, inclusive learning environments where students are given a voice to help them better understand issues of social justice and develop a stronger sense of themselves.

Lundy opens with a story that illustrates how students may express views that are unintentionally hurtful to others.

She then describes how the situation was managed, which leads on to providing a list of characteristics of “teachers who teach fairly”. She describes the characteristics of schools that are visibly inclusive and equitable and makes a valid distinction between “equity” and “equality”.

The book includes many examples of poetry and creative writing and explains how graphic novels, for example, can be used in a variety of contexts to develop literacy skills and to promote deeper understanding of the emotions and feelings in a text.

The book closes with a section titled “50 Teaching Strategies to Use in an Inclusive Classroom” that would be relevant for those working with older students. The author also provides a photocopiable observation checklist, enabling users to collate information about inclusive aspects of a school or setting.

This is a thought provoking and interesting read.

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Late, Lost, Unprepared: A Parents’ Guide to Helping Children with Executive Functioning J. Cooper-Kahn and L. Dietzel Woodbine House Press £18.99 ISBN: 978-1-890627-84-3

The authors of this useful book have extensive experience as clinical psychologists and the focus is strongly on providing practical, down-to-earth advice for those living and working with disorganised children.

The book is structured into two main sections, with Part 1 providing an overview of the concept of executive functioning, its impact and related assessment information.

In the second part, chapters are devoted to strategies such as helping children control impulses, helping children handle working memory issues, helping children plan and organise, and helping children monitor their behaviour.

Each chapter opens with a definition of the main topic and a common format makes the book easy to negotiate and follow. The presentation is very clear, with the reader’s attention drawn to specific tips, case studies and ways of modelling appropriate behaviours and situations.

Although this is not a new publication, its content is highly relevant and would be very useful for school staff working with parents to improve a child’s ability to develop and maintain strategies to avoid inevitable frustration on all sides.

The book concludes by stressing the need for a delicate balance between support and skill building with children whose performance can be inconsistent. The authors refer to the concept of “islands of competence in an ocean of inadequacy” and stress the need to develop resilience and self-belief.

This is a useful, practical resource.

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An autism success story Charlotte Aldred explains how focussing on her autistic son’s strengths has helped him to flourish

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ur son John, who was born almost 11 weeks early back in the 1970s, received a statement of special educational needs when he was seven.

In many ways he was an able child but testing on the WISC-R, an intelligence test for children, showed that John had a verbal IQ 45 points higher than his performance IQ, indicative of a specific learning disability.

Although John received no diagnoses at the time, these days he would probably be diagnosed with an autism spectrum disorder (ASD), attention deficit disorder, dyspraxia and possibly dyslexia. Despite these challenges, John, now aged 40, has developed into a happy, fulfilled and independent adult. He lives in his own home, which he paid for himself, and

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loves his job and hobbies. We are delighted that he has found his own niche in the world and achieved his potential but there was no “magic cure” and, crucially, we didn't try to make him “normal”. I believe that encouraging and developing our son's strengths, rather than focusing on his difficulties, was key to this successful outcome.

One of John's strengths was his extraordinary powers of focused concentration on a narrow range of interests

Special interests

John explained recently: “Only with much concentration and time can hidden patterns emerge, and the feeling when they slot into place inside your head is so wonderful that I wouldn't give them up for anything; it’s the highest joy in my job and spare-time activities, and I can't see anything displacing it from that position. An interest must be complex enough that its driving principles are not immediately evident, but not so

One of John's strengths was his extraordinary powers of focused concentration on a narrow range of interests. Some people call these obsessions. Intense preoccupations have been an intrinsic part of John's life since he was very small; we didn't interrupt these activities if at all possible, as we felt that the ability to concentrate was something to be encouraged. As

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I didn’t realise, when I introduced John to computing, the extent to which it would contribute to his happiness

John finds it much easier to interact online than in one-to-one situations.

complex that its driving principles are completely obscured (as, for example, in social interactions). Obviously this sweet spot moves over time.”

Because I thought John might enjoy computing (as he was far more interested in machines than people) I started teaching him how to program on a Sinclair ZX81 computer with the help of some books on programming for children. As John typed in some commands on the keyboard, these were echoed back on the television screen in front of him. According to him: “Just the ‘echoed back’ part had me hooked... It was like handwriting, only it didn't hurt; it was nearly effortless and it looked a lot more readable.”

I can still remember John's amazement and pleasure when, at the age of seven, he typed in his first simple program and the computer worked out the right answer. For the first time in his life John was in control. Until then, his poor motor coordination and social skills meant that everything was a struggle. Many people on the autism spectrum who find it difficult to cope with the inconsistencies of the world around them would agree with John when he says that “Computers are an oasis of consistency and controllability in a chaotic and unpredictable world.”

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eye coordination and his poor writing.

However, according to John, his hand-eye coordination for tasks other than computing wasn't helped at all.

His writing remained slow, painful to produce and difficult to read. It was fortunate that he was allowed to use a computer during his A level exams.

For a child with poor coordination and handwriting, the ability to produce written work on a computer is absolutely vital, as this helps to level the playing field.

Social difficulties I didn’t realise, when I introduced John to computing, the extent to which it would contribute to his happiness. If you're unfortunate enough to be in a position where your abilities are very patchy, you will be continually aware of your failings and your feelings of self-worth can easily take a severe knock. John left school at 18 with his self-esteem at rock bottom; however, he began to feel much better about himself when studying computer science at university, finding at last that he was spending his time doing things he was good at. The positive feelings that accompany mastering a skill and continually trying to improve are very valuable and provide an important confidence boost.

As a child, John found it very difficult to cope with group situations such as

those to be found in a classroom.

Although children and adults on the autism spectrum enjoy their own company and have difficulties with social communication, they are often quite sociable and want to have friends. It's tragic that many of them find themselves lonely, isolated and misunderstood. Fortunately, John’s passion for computing meant that, from the age of nine or so, he always had a few really good friends who shared his interests. I never worried whether John was involved in heavy computer projects with these individuals or whether he was playing games; I was so pleased that he was really happy and having such fun.

For many years, it seemed as if John was incapable of belonging to a group. In reality, he just hadn't found a compatible one. Since the 1990s, the internet has turned out to be a wonderful way for him to find and communicate with people holding similar interests to himself. It has satisfied the human need to belong to a group of like-minded individuals, something that would have been almost impossible to achieve otherwise. It has meant that John has never felt lonely.

A different style of working The internet has proved to be the perfect medium for a person happy with words and language but poor at face-to-face communication. He has as much time as he likes to read what others have said and make a considered and thoughtful response, which can be edited before it's sent. >>

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Moreover, the sensory issues of too much background noise (which John finds very distracting) disappear when he is sitting in his own home engaged in an email conversation.

In fact, John's social skills improved enormously during his twenties and thirties, which he says is largely due to “lurking” on the net. This enabled him to read the exchanges between other people in a quiet and stress-free environment. On the internet, John is no longer at a social disadvantage; his weaknesses are hidden and his strengths maximised.

I believe that everyone on the autism spectrum should be encouraged to find like-minded people on the net so that they don't have to feel like social outcasts all the time. However, precautions may need to be taken against cyber-bullying and a passion for computing must not be allowed to stop the child participating in normal family life. It is also important that these, often socially naive, individuals are made aware of computer safety, so they don't become victims of predatory paedophiles or criminals who can use an autistic person's computer skills to engage in a variety of unlawful activities.

Understandably, for someone with ASD, John doesn't like certain features of the technology, such as web cameras (where his difficulties reading body language would show) or chat rooms and instant messaging websites,

Computers offer predictability and control.

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which rely on instant responses, where his slower processing speed would become apparent. He also has no use for virtual worlds, where he believes his poor social skills would be as much of a handicap as they are in the real world.

Using his skills John’s computer expertise has meant that he has been employed continuously since he left university, working at something he really enjoys. Even in times of high employment, anyone who is able to work at something they love is very fortunate indeed. Out of necessity, many people have to work in jobs they don't like. When the employment market becomes difficult, then having any job, not just one that utilises one's training and skills, can become problematic. This is particularly the case for those on the autism spectrum, as good communication skills are required to manoeuvre one's way through the interview process. It was certainly John's technical knowledge, rather than his people skills, that helped him find his first job.

Nowadays, John works for a large computer company in conditions that are ideal for someone on the autism spectrum; he works from home. All his communication, except for a weekly phone conference, is text based via the internet and he doesn't have to cope with the distracting noise of an office or the stress of commuting.

As well as a job and companionship, John has derived many other benefits from his computer expertise. By using the computer as an aid to help him overcome his poor short-term memory and hopeless organisational abilities, he is able to put some order into his life, thereby reducing his anxiety levels and the number of associated panics. He has been intellectually challenged and, via the internet, been able to satisfy his insatiable thirst for knowledge.

Computer programming has enabled John to utilise his creative abilities to the full, thereby avoiding frustration and a host of secondary problems. When he releases a new computer program

He has been employed continuously since he left university, working at something he really enjoys into the free software community where it can be of use to others, he feels that he has “made a difference”, which is a very satisfying experience.

I believe that one of the most important lessons to be learned from John's story is that the intense and narrow focus displayed by so many children on the autism spectrum is a strength that should be encouraged.

There's no doubt in my mind that exploiting John's ability to focus so intensely on something that interested him, introducing him at an early age to a topic (computer programming) that I thought he would enjoy and then allowing him as much time as he needed to indulge his passion, was the best course of action I could have taken. Computing provided John with a creative outlet, a perpetual intellectual challenge, some companionship and a career. It has enabled him to indulge his love of complex systems and pattern spotting, a characteristic strength of many people on the autism spectrum. I can't imagine what life would have been like for John without computers. They have played to his strengths, enabled him to be part of a social group of likeminded individuals and provided him with a challenging and enjoyable way of earning a living.

Further information

Dr Charlotte Aldred, a parent and former scientist, is the author of Different or Disabled? A Positive Approach to Parenting a Child on the Autism Spectrum, which is available from Amazon: www.CharlotteAldredBooks.com

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Premier Solutions

Leading Suppliers and installers of multi-sensory equipment for Hydrotherapy Swimming Pools, Sensory Rooms and Calming Rooms with interactive Special Needs Applications.

Please contact Premier for your free quotation. www.premiersolutions.co.uk

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Portable room which can move from room to room if you do not have the allocated space for a sensory room or a budget for a permanent installation.

Tel +44 (0)115 939 4122

Impact absorbing padding for walls and floors

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AUTISM Advertisement feature

Why Kids Must Move Imagine your child or a child you teach with autism, ADD/ADHD mastering math skills as he bounces on a trampoline surrounded by nature, or learning physics while they play with their favourite cars outside. Being able to completely tailor a child's education according to his or her needs in an environment that suits them but still having them learn the whole National Curriculum. This is possible with a method that was developed in conjunction with several universities worldwide and experts in the field and it’s called The Movement Method.

The Kids Must Move team train parents, teachers, and therapists in kinetic learning, a set of easy to follow guidelines that will allow a child to thrive.

The key is movement and the brain, understanding of how the two are linked.

Rupert Isaacson, autism parent and author of The Horse Boy and The Long Ride Home, says science reveals that children learn better when they are able to move and explore, learning without stress. His 14-year-old son with autism is now two grades ahead academically. He believes that all learning, from the most basic communication right up to higher academics, can be taught more effectively utilising movement and the child’s own interests making all motivation intrinsic within the activity.

After connecting with other parents, specialists and most importantly adults on the spectrum for more than a decade, Isaacson, Jenny Hewitt and several well-known authorities, such as Arabella Carter-Johnson (author of Iris Grace) have joined

together to develop Kids Must Move – the online course that enables us to educate children in an innovative and fun way.

As Dr Temple Grandin says, “novel teaching methods that work!”

The Science behind it “When we exercise, there is increased blood volume in a region of the brain called the dentate gyrus, it’s deeply involved in memory formation. Studies indicate that exercise while problem solving stimulates the brain’s most powerful growth factor – brain derived neurotrophic factor – which is responsible for creating new brain cells and encouraging neurons to connect with one another. The cerebellum, responsible for motor control becomes stimulated by movement and produces Purkinje cells that act as a communication network within the brain. These in turn connect to the pre-frontal cortex, which governs reasoning, planning and emotional control. Finally, the vestibular system in the inner ear is activated, an area that deals with balance and attention. So the child is suddenly in the ideal position to not just receive information, but to retain it.

Movement, especially rocking and balancing stimulates the learning centres of the brain, leading not just to receptiveness to communication, math, art and science, but also to an increase in flexibility, emotional control and life skills. Laughter also plays a big part; when we laugh the production of cortisol is decreased and the production of oxytocin is increased within our bodies. Cortisol, otherwise known as the stress hormone, blocks learning by narrowing focus, oxytocin does the exact opposite – broadening a person’s awareness so that their brain has the capacity to take in new information, they feel safe and this has a dramatic positive impact upon their learning” (Jenny Hewitt).

In addition to the online course there will be a new training centre opening next year in Leicestershire – The Little Explorers Activity Club. Arabella will hold workshops, host working students, and there will be play dates for the children with trained mentors, outreach to schools and family activity days.

"This will without a doubt change the way we educate, the way we interact and think about those on the autistic spectrum,” says Arabella Carter-Johnson.

For more information on the course and the academic modules, go to: www.kidsmustmove.com

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AUTISM Advertisement feature

Wilsic Hall School: providing outstanding education and lifechanging opportunities Wilsic Hall School is a specialist residential school, offering flexible education and care for up to 52 weeks per year, for people aged 11 to 19. The people supported by the service have complex needs including behaviour that may challenge and a learning disability, often in association with autism.

Based in a beautiful rural setting, with ready community access, the people at Wilsic Hall School live in high-quality accommodation within the 14 acres of school grounds. Wilsic offers a range of homely flats, semi-detached and detached houses where people have their own space to relax and have fun.

Hesley Group’s unique approach, dedicated staff and a compelling belief that what they do makes a difference to people’s lives goes a long way. But sometimes others can say it so much better and at Hesley they’re always proud to share their feedback and success stories.

Recent Ofsted inspections have proven that they really do what they say they do when it comes to the care and education Hesley offers within their service at Wilsic Hall School, rating them an “Outstanding” school for education and awarding “Good” as their rating for care.

Pursuing a lifelong dream A recent success story tells of how a young adult living at Wilsic Hall School has recently taken a huge step forward in achieving one of his dreams with the support he received from his committed staff team.

Ashley’s ambition was to have a career working with animals.

After successfully holding a position as a Volunteer at Heeley City Farm for a couple of years, he took the decision to branch out into animal rescue and apply for a position working within the The Royal Society for the Prevention of Cruelty to Animals (RSPCA).

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Having sent for, completed and returned an application form, Ashley received correspondence from the RSPCA, telling him that he would need to complete online training courses leading to nationally recognised certificates approved by The Royal Society for the Prevention of Accidents (ROSPA). He subsequently successfully completed courses in Manual Handling, Fire Training and General Health and Safety Training, and in doing so, fulfilled the requirements set out by the RSPCA for him to access induction training with them.

Following the completion of his induction training, Ashley was offered a post working as an Animal Care Volunteer, which he gladly accepted. He loves his job and has a great understanding of the responsibilities it brings with it. He described his first day as “amazing” and said he is looking forward to next time.

If you would like to arrange a visit to Wilsic Hall School or speak to someone about a potential referral, please contact Mark Ritchie on: 07876 707374 or email: mark.ritchie@hesleygroup.co.uk Alternatively, call the freephone referrals line: 0800 055 6789 or email: referralenquiries@hesleygroup.co.uk

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Equine Assisted Therapy & Learning

For further information, please contact us about our sessions and courses: 01666 860068 www.reinandshine.co.uk johannamcdonald@reinandshine.co.uk 1 Buryhill Farm, Brydon, Wiltshire, SN5 0AH

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“Your INSET was invaluable to us and several pieces of advice that you gave us came in very useful on Friday, when one of our students with Autism became very upset...” Teacher

Celebrate autism heroes The Autism Hero Awards have been created so that we can showcase the excellence taking place in the world of autism. We hope that the awards will also celebrate achievements and enhance autism awareness and acceptance within society.

This celebration will be taking place at the prestigious Amba Marble Arch, Bryanston Street, London W1H 7EH on Saturday 1 October 2016. Doors open at 6.30pm and ticket prices are £45 each, or £400 for a table of ten, for this spectacular night.

The evening will commence with a red carpet welcome drink on arrival, followed by a delicious three-course meal. There will be a DJ and entertainment, with carriages at 12.30am. Black tie is optional.

Proceeds from the evening will be donated to the Anna Kennedy Online charity to continue its dynamic work in raising autism awareness within society.

Anna Kennedy Online is dedicated to promoting the inclusion and equality of children and adults with a disability throughout society. The charity promotes its mission of disability equality by developing and sponsoring training, by raising awareness of the challenges faced by people with disabilities and also by its advocacy efforts with and on behalf of people with disabilities.

To visit Anna Kennedy Online, go to: http://annakennedyonline.com More information on the Autism Hero Awards is available from: http://autismheroawards.com WWW.SENMAGAZINE.CO.UK

Dr Martin Simmonds, People’s Hero Award winner 2015, receives his Award from Anna Kennedy.

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ASPERGER’S SYNDROME

Embracing the difference Jack Howes describes how being diagnosed with Asperger’s changed his life for the better

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s I write this, I am on the Eurostar from St Pancras International to Lille, embarking on a solo holiday. A three day solo trip may seem like a small thing to whatever a “normal” person is but for me, it’s a hell of an achievement and something I’m incredibly proud of myself for doing.

That is because I am an autistic person. In the summer of 2012, I was diagnosed with Asperger’s syndrome after a childhood defined by alienation from my peers, having drastically

different strengths and weaknesses to everyone else, and committing a lifetime’s worth of faux pas.

It’s not just that I’m autistic though.

I was born with a cleft lip and palate and while surgery was immediately undertaken to correct my upper lip, I was still left with a cleft lip that I’ll have for the rest of my life, which brought along a whole stream of issues. The biggest of these issues was that my speech was significantly impaired. After I started off in a mainstream nursery and was simply unable to communicate with anybody, the nursery I attended and my parents realised it wasn’t working. So from the ages of four till eight, I attended two special needs schools in London.

A special place

Jack Howes.

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Special needs school for a sports obsessed kid like me was a hoot, a pip and a dandy. Playtimes seemingly lasted forever, there were weekly trips to the local library and at one of the schools, we regularly went to Valentine’s Park in Ilford, plus the school had its own adventure playground and swimming pool. When we did have formal literacy and numeracy lessons, I was the cleverest one there. I’m incredibly thankful and grateful for what special needs education did for me.

At this stage, I didn’t know I was autistic and had frankly never even heard of autism. No-one mentioned it to me and though I did seem to be different to other people, I just assumed I was different in the same way everyone is different to everyone else.

I just assumed I was different in the same way everyone is different to everyone else

There were always signs though. I was cripplingly shy at social gatherings.

I played for two football teams and never made a friend on either. I was terrified of being told off at school and would cry at the merest hint of a teacher having a go at me. The only teacher who ever did admonish me for doing a task wrong was a supply teacher, meaning for years after I was phobic of supply teachers and would feel sick with nerves all day if we had one. Sometimes I’d literally pray for my normal teacher to be in school that day, even though I grew up in a strongly atheist household.

Secondary school went badly: I was bullied for a while and routinely called a retard and a spastic. When you’re at secondary school, with self-consciousness at its height and teenagers jockeying to head up their own social circles, you’re punished for being different. They prey on the weak; at least that’s what it felt like for me.

Throughout college, I still didn’t know I was autistic. However, after about three months at university, I finally pieced it together. I was reclusive and – being surrounded by smiling, happy young people who presented at WWW.SENMAGAZINE.CO.UK

ASPERGER’S SYNDROME

least the facade of enjoying themselves – I found it pretty hellish.

Positive thinking After countless internet searches wondering why I behaved like I did, I read about Asperger’s syndrome. Just reading about it, realising I had most of its effects and there was nothing fundamentally wrong with me, the relief was indescribable. I was formally diagnosed in the summer of 2012 and, from that day forth, I have sought to work on my weaknesses and now have far greater knowledge of how my brain works and the things I have to improve on. Without wanting to blow my own trumpet, today I have a full-time job, a social life I’m happy with and enough money and curiosity about the world to type this as my train shoots its way through the Channel Tunnel.

I try to encourage such positivity because too much of what is said and written about autism is negative – how autistic people can’t socialise and are all nerds with glasses who live with their parents, don’t have a love life and spend their time watching anime clips on YouTube and playing computer games. People might not say that explicitly, at least in print, but

Asperger’s syndrome: changes to criteria Asperger’s syndrome was replaced with the collective term “autism spectrum disorder” in the most recent edition of the American Psychiatric Association’s Diagnostic and Statistical Manual (DSM – 5), published in 2013.

While the DSM is very influential, it is not the main set of criteria used in the UK where there has been no change to the way autism and Asperger’s syndrome are diagnosed.

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Characters with autistic traits have become icons, with a real whiff of sexual attraction about them beneath the surface it is the sort of image too often perpetrated by people who should know better.

So, let’s talk about the positives of being autistic! Many people with Asperger’s have fantastic memorising skills, amazing levels of focus and concentration, and great creativity. Also, in my opinion, they have tremendous levels of compassion. Autistic people are often branded with the charge that they don’t or can’t experience emotions. Balderdash! It’s because, in my view, the emotions would be so overwhelming to them that their brain, as a defence mechanism, prevents them from experiencing them. When I heard Joe’s mum say just this in the BBC’s recent drama The A Word, my heart soared. I felt, as those other popular TV characters Mulder and Scully might have said, that the truth was out there.

producers to stop merely hinting that a character might be on the autistic spectrum and flat out say that they are autistic. That’s something to fight for in the future.

Veteran politician Neil Kinnock once said about being the first Kinnock in “a thousand generations” to go to university: “Does anybody really think that they (his ancestors) didn't get what we had because they didn't have the talent or the strength or the endurance or the commitment? Of course not. It was because there was no platform upon which they could stand.”

For those with autism, and those with other SEN, his words ring true.

With the right opportunities, with our life experiences and our talents, we could offer so much and achieve great things. We need to allow those who are different to live the life they choose, not just to dream dreams and face constant rejection and discrimination from employers, people in the street and those in the media who dictate agendas.

We have so much potential and it’s right there, ready to be unlocked.

A changing world This is an exciting time for the autistic community. There have never been more autistic characters on out television and cinema screens. With Saga Noren in the Scandinavian drama The Bridge and Benedict Cumberbatch’s portrayal of Sherlock Holmes, characters with strong autistic traits have become icons, with a real whiff of sexual attraction about them.

Having sexually attractive autistic characters in our popular culture is a positive and important step; it represents huge progress on the familiar portrayal of all people with autistic traits as social inadequates.

Of course, what would be an even more positive step is for TV executives and

Further information

Jack Howes, who was diagnosed with Asperger’s syndrome in his early twenties, works as Data Operations Officer as the National Autistic Society: www.autism.org.uk

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RECRUITMENT

Adjust the job It’s time to address the cause of the teacher shortage, not just its symptoms, writes Lord Jim Knight

T

here is finally a growing and public recognition of teacher shortages in England. For schools looking for teachers in specific shortage subjects and regions it will certainly feel like a fullblown crisis.

The data shows that the situation has been getting worse for some time.

Except for art and design, the latest TES Teacher Recruitment Index shows it’s now harder to recruit teachers in all subject areas than it was in 2012.

It’s the same in the SEN sector too.

A survey by the National Association of Head Teachers found that 27 per cent of NAHT members had difficulty recruiting teachers for SEN positions in 2015.

The trouble is that all this talk of a teaching crisis only makes the situation worse. Recent research from TES found that the negative noise surrounding the shortages may be self-perpetuating, with almost a third of teachers saying talk of a recruitment crisis makes them feel more likely to leave the profession.

As an industry we need to get ahead of the conversation, champion the profession and work on solutions to

There are fewer flexible working positions on offer in teaching than in other professions some of the fundamental problems, namely the retention of teachers. The profession has become a leaky bucket and if we can’t stem the flow, we will never get back to where we need to be.

Work-load and a desire for better work-life balance are cited as a major cause for the outflow of talent, but there is also increased competition for our best teachers, with more and more going to work abroad. The research shows us that ten per cent of all teachers are seriously looking or certain to be teaching abroad in the next three years. Former Ofsted Chief Inspector Sir Michael Wilshaw drew attention to this trend, saying in a speech in March that the “exponential growth in international schools abroad” was “pouring petrol onto the fire” of teacher shortages.

Turning it around What are the solutions? Pay is not a defining factor. More flexible teacher training and development will be important here and around the world.

Most importantly right now, more parttime and job share working could be a powerful lever for tackling retention and for bringing back the large number of lapsed teachers at home and abroad.

The research found that 77 per cent of teachers who have left the profession would only consider returning for a part-time or a job share role. However, there are currently fewer flexible working positions on offer in teaching than in other professions, with just 23 per cent of teachers working parttime, compared to 27 per cent across the wider UK workforce – so supply of flexible teaching roles remains an issue and one that school leaders need support to tackle.

It may be surprising that this needs to be said, but involving more actual teachers in this conversation around shortages and solutions like part-time working would be a big step forward too. Teachers want to play a more active role in decisionmaking. Over two-thirds (67 per cent) of those surveyed said they would feel more optimistic if they were treated as partners in the debate, rather than objects of discussion.

This is an open invitation that should not be ignored.

Further information

Lord Jim Knight is Chief Education Adviser at TES Global: www.tesglobal.com Better part-time and job share opportunities could encourage more people into teaching.

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RECRUITMENT

Veredus Interim Management-paying special attention to your needs

Veredus has an outstanding reputation in recruiting interim senior leaders to the SEN sector. The types of roles that our interim managers undertake include: • Covering vacant senior roles while permanent recruitment is undertaken • Managing change programmes and projects including new models of governance • Providing coaching and mentoring to improve the performance of existing teams, particularly in settings that are in Ofsted category We are also keen to expand our network of interim managers due to an increased demand for certain skills, particularly in the areas of behaviour and autism.

WWW.SENMAGAZINE.CO.UK

www.veredus.co.uk

If you would like to join our market-leading network of interim managers, or to hear more about how our interim managers can help improve, stabilise or transform your school, college or provision then please contact Paul Horgan (South) or Laura Bingham (North) quoting SEN03: e: paul.horgan@veredus.co.uk t: 020 7932 4233 m: 07833 481 211 e: laura.bingham@veredus.co.uk t: 03300 249 786 m: 07725 617 695

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ICT

Tech support Bill Champness looks at how to find the perfect ICT partner for your school

S

chools in the UK spend £900 million a year on education technology (www. gartner.com). The British Educational Suppliers Association says schools have £619 million in budgets for ICT, with £95 million spent on software and digital content.

That’s a lot of money being spent on computers in the classroom, but one thing you can be sure of, no matter how much is spent, is that at some point all of these systems will require maintenance and support.

Educators are specialists in many things but, unless they are teaching ICT, it’s unlikely that they are IT experts.

That can mean that when faced with the inevitable technology related hiccup, things can grind to a halt – disrupting not just teaching, but also lesson plans and the students. Additionally, in many schools, once an investment has been made in ICT equipment, it will be some time before this is replaced – making timely, and thorough, repairs even more critical.

This makes finding the right ICT partner integral to providing consistent, high quality ICT supplies to both staff

You should be able to customise equipment to suit your needs and pupils. But with so many ICT providers to choose from, how do you choose the one that will become your school’s trusted advisor?

Obviously, any potential contract will have to go through the school’s own procurement process – covering cost, quality, warranties and delivery timescales, but it’s also important to consider the following:

Word of mouth Nothing is as valuable as a good recommendation and this is often an excellent starting point when initiating the process. Don’t be put off if smaller companies don’t have as many references as larger ones; it doesn’t mean they don’t provide an excellent service to a smaller client base.

Are they listening?

Make sure that any potential supplier is listening to your requirements and coming up with a solution that will work for your school, rather than trying to convince you of how much you need their top sellers.

Point of contact Knowing who to contact, and that they will know and understand you and your school, can make a huge difference when it comes to arranging new equipment or repairs quickly.

Make it personal Service is a key element in a school’s ICT plan.

WWW.SENMAGAZINE.CO.UK

You should be able to customise equipment to suit your needs, be it

increased memory or specific features that may not come as standard.

Continual improvement As well as providing timely maintenance and repairs, your ICT partner should also be able to advise on how to make cost-effective improvements where necessary.

Chris Stankus, Software Development Manager at Carmel College, Merseyside, believes his positive working relationship with his IT supplier has been key to the College achieving its ICT goals: “Our aim is that students have a positive experience and are able to go about their work in a frustration-free manner where we actively try to maintain the best possible availability for our users.

That means reliable machines, but also a quick turnaround on resolving any issues.”

Making sure you find an ICT partner that will take the time to ensure they fully understand your school’s requirements – and that means getting into the guts of how the equipment is used, by whom, and for what purpose – will pay long-term dividends.

Using refurbished equipment is also an excellent way of keeping costs down, particularly when it comes with a warranty, rather than always buying new. Contrary to what some might think, refurbished machines do not mean lower quality. In fact, they can mean that you are able to afford better quality, more reliable machines at a fraction of the new price.

Further information

Bill Champness is Managing Director at Hardware Associates: www.hardwarespares.com

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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.

CPD, TRAINING AND EVENTS First Aid Training

HEADS in partnership with Blue Tiger Training offer a wide range of accredited first aid training courses on a national basis. www.headstraining.co.uk

Sensory Massage

In the spring term 2017, HEADS will be facilitating a Sensory Massage training course. The course will help improve your understanding and awareness of touch and its positive nurturing effect on people with PMLD. www.headstraining.co.uk

Intensive interaction

Teaming up again with Concept Training, HEADS are running a one-day course exploring a practical introduction to implementing interaction methods within day-to-day work with people with PMLD. www.headstraining.co.uk

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.SENMAGAZINE.CO.UK

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 A resource pack to enable you to deliver autism seminars in your local area. A cost effective way to help you support families. www.autism.org.uk/familyseminarpack

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CPD, TRAINING AND EVENTS Network Autism: free online discussion group on SEN reforms

Study Specific Learning Difficulties with Middlesex University

Take part in the new policy group dedicated to SEN reforms, read the latest research and collaborate with others.

MA Leading Inclusive Education

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.

Middlesex University

www.mdx.ac.uk

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

Assessing for Access Arrangements New postgraduate course London or Cumbria based; September start. www.patoss-dyslexia.org

Various dates

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. Fun, informative workshop designed to provide a deeper understanding of the needs of learners, and the skills to create appropriate interventions. www.peoplefirsteducation.co.uk

Various Dates

Helping Learners who are Able/Gifted/Talented A day-course of strategies for teaching and support staff to engage, teach and include those who are able/gifted/talented.

Fun, informative workshop designed to provide a deeper understanding of the needs of learners, and the skills to create appropriate interventions. www.peoplefirsteducation.co.uk

Various Dates

Dyslexia Day Course Strategies for the effective inclusion of learners with dyslexia, for educators and support staff. Fun, informative workshop designed to provide a deeper understanding of the needs of learners, and the skills to create appropriate interventions. www.peoplefirsteducation.co.uk

Various dates

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. This fun, informative and effective workshop provides each delegate with a deeper knowledge and understanding of the needs of learners with ADHD/ADD and provides the skills necessary to create appropriate interventions. www.peoplefirsteducation.co.uk

Various Dates

Autism/Asperger Syndrome Training - Day Course Strategies for effective inclusion of learners with autistic spectrum disorders; a day course for teachers and/or support staff, designed to enable successful inclusion of learners with autism and Asperger’s syndrome. www.peoplefirsteducation.co.uk

Various dates

Promoting Positive Behaviour Day Course A day course for educators and/ or support staff, designed to enable successful inclusion of individuals and groups whilst fully meeting the needs of their peers. www.peoplefirsteducation.co.uk

Various Dates

Bespoke Inset Training Days Inset training catered to your organisation’s specific needs.

Highly successful, personalised SEN training to a range of environments. www.peoplefirsteducation.co.uk

Various Dates

Helping Learners with Autism, Asperger Syndrome and ADHD A day-course of tried and tested strategies for teaching and support staff working with learners with autism, Asperger syndrome, ADHD and related conditions. Fun, informative workshop designed to provide a deeper understanding of the needs of learners, and the skills to create appropriate interventions.

Various September

Access Arrangements Refresher 21 Sept: Birmingham 28 Sept: Leeds www.patoss-dyslexia.org

We take every care when compiling the information on these pages. However, details may change, and we recommend that you contact the event organisers for up-to-date information before you make arrangements to attend.

www.peoplefirsteducation.co.uk

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CPD, TRAINING AND EVENTS Various Sept and Oct

Access Arrangements Introduction 20 Sept: Birmingham 27 Sept: Leeds 4 Oct: Bristol www.patoss-dyslexia.org

Various Sept to Nov

Autism Interventions With Instant Impact: Ensuring Progress For All Pupils 9 Sept: Birmingham 12 Sept: London 19 Sept: Manchester 14 Oct: Wakefield 18 Nov: Newcastle

A full-day training course presented by Chris Williams, for SENCOs, teachers (primary/ secondary/special), parents and carers. This high-impact practical course provides a structured approach with a wealth of high-impact activities.

It features tablet technology to support a clear, distinct and accessible pedagogical process which is aligned with a robust evidence base.

14 to 16 September

GESS Indonesia Jakarta Convention Center, Indonesia

Building on the global brand and expertise to serve Indonesia’s booming education industry, GESS exhibitions and conferences enable educational suppliers and solutions providers to access important decision makers in the education sector. www.gessindonesia.com

15 September

The Expo Cardiff

The Expo returns to Cardiff for its 5th year and includes three events: The Social Health Care Expo, The Lifestyle and Mobility Expo, and The Autism Expo. The events will include workshops, seminars and exhibitors www.TheExpoUK.co.uk

15 September

10.00 - 17.30

www.disabledliving.co.uk/Kidz/Scotland

10 September

Nurturing Touch: How to Incorporate Positive Touch Experiences into Children's Lives Through Games, Action Stories and Child/Peer Massage Cost: £150 The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org www.childmentalhealthcentre.org

21 and 22 September

DNEX Newcastle Racecourse

info@childmentalhealthcentre.org

This annual independent living exhibition is hosted by Disability North. This free exhibition provides information, advice and equipment for disabled people, older adults, carers and health and social care professionals on a range of disability related issues. DNEX 2016 will be co-located for the first time with Disabled Living Foundation's Moving & Handling People North: the two-day CPDaccredited learning event for healthcare professionals.

www.childmentalhealthcentre.org

www.disabilitynorth.org.uk

10 September

Helping Children and Teenagers with Stress, Anxiety and Everyday Worries Conference 10.00 - 17.00 Cost: £174 The Centre for Child Mental Health

020 7354 2913

WWW.SENMAGAZINE.CO.UK

Marsham Court Hotel, Bournemouth Professionals £90 per day including lunch and refreshments.

Parents £50 per day including lunch and refreshments.

Day 1: Dr Andrew McDonnell & Bo Hejlskov Elvén will focus on management.

Day 2: a.m. behaviours that challenge us. p.m. Judith Ragan OBE and Paul Isaacs will focus on the Contact: Linwood School Alma Rd Bournemouth BH9 1AJ

CLOSING DATE: 21/10/16.

Linwood School Alma Road Bournemouth BH9 1AJ. 01202 525107

Royal Highland Centre, Edinburgh

Training day

September 2016

Behaviours that challenge us Mental Health and Autism

Kidz to Adultz Scotland One of the largest, free UK exhibitions dedicated to children and young adults with disabilities and special needs, their families and the professionals who work with them. Over 100 exhibitors offering advice and information on funding, mobility, seating, beds, communication, access, education, toys, transport, style, sensory, sports and leisure and more. Running alongside the event are free seminars for parents and professionals. Topics include: Moving and Handling, Sleep Issues, Continence Issues, Direct Payments, Parental Experiences, Transition, Legal Advice and more.

www.interventionswithimpact.co.uk

Thursday 10th and Friday 11th November 2016 Promoting Positive Approaches to Pupils with Autism

Autism

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

3 DAY TRAINING COURSE - £391 January 23-25 2017 June 23-25 2017 Course led by: Prof Gary Mesibov Div. TEACCH

This induction training is most appropriate for educators, therapist, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com SENISSUE84

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CPD, TRAINING AND EVENTS 22 September

5 October

Autism and gender dysphoria Birmingham

This three-hour masterclass, organised by The National Autistic Society, will be facilitated by Dr Wenn Lawson.

Wenn will explore autism and gender dysphoria, referencing both academic knowledge and understanding along with his own personal story and anecdotal accounts. www.autism.org.uk/gendercourseC

28 September

PECS to Speech Generating Devices Cardiff

Learn to identify students ready to make the progression to an SGD. The course will teach you how to select a device, prepare the learner and trouble shoot. A full-day interactive workshop.

01273 609555 www.pecs-unitedkingdom.com

October 2016 4 October

Understanding autism and introduction to the SPELL framework London

This one-day introductory course builds your knowledge of autism and how to support autistic children and adults. SPELL is a framework for understanding and responding to autistic people’s needs. It will allow you to develop better practice and use evidence-based strategies to support autistic children and adults. This course is for anyone who works with autistic children or adults and wants to know more about autism and supportive approaches. www.autism.org.uk/SPELLcourseC

Supporting Multilingual Dyslexic Learners Using Morphology to Develop Vocabulary London www.patoss-dyslexia.org

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.

7 October

Understanding and supporting individuals on the autism spectrum with eating challenges

Children’s Mental Health and Wellbeing

Manchester

integrating services, improving

This one-day course, organised

provision and the role of schools

by The National Autistic Society,

in mental health and wellbeing.

will focus on understanding and

Speakers will include Natasha

supporting individuals on the

Devon (Mental Health Champion,

autism spectrum with eating

Department for Education),

challenges.

Professor Stephen Scott

www.autism.org.uk/training

(Chair of the Association for

London

This seminar will look at

Child and Adolescent Mental

7 to 8 October

Health and Professor of Child

TES SEN Show

Health and Behaviour, King’s

Business Design Centre, London

College London) and Dr Davina

Make sure you don’t miss out on

Deniszczyc (Medical Executive

this vital event; register for your

Director of Nuffield Health) and

free fast-track entry badge for

many others

Pathological demand avoidance syndrome

access to over 200 exhibitors,

www.westminsterforumprojects.co.uk

Birmingham

demonstrations, free workshops,

Information on PDA is extremely limited. This National Autistic Society’s conference provides a rare opportunity to learn about the disorder. This is a very popular event, so early booking is recommended.

and money-saving offers!

www.independentlivingscotland.org

6 October

www.autism.org.uk/PDA2016C

7 October

thousands of SEN resources, live

www.tessenshow.co.uk

8 October

RNIB College Loughborough Family Open Day

11 to 13 October

Beyond the Basics: Advanced Applications of TEACCH A three-day seminar for those who have completed the Five-Day TEACCH course

Have a fun day out and find

wishing to develop TEACCH

out what the College has to

practitioner skills and build the

offer young people with vision

competencies to consult, mentor

A Day with World-Leading Expert Dr Bessel Van Der Kolk: Healing the Traumatised Mind, Brain and Body – Effective Evidence Based Interventions

impairment and additional

Conference

www.priorscourt.org.uk

The Centre for Child Mental Health

Understanding challenging behaviour in autistic children

020 7354 2913

This conference focuses on

info@childmentalhealthcentre.org

positive support and classroom

www.childmentalhealthcentre.org

approaches, how sensory and

SoSAFE! Social and Sexual Safety/Safeguarding

10.00 - 16.30 Cost: £174

disabilities!

10am to 2pm www.rnibcollege.ac.uk

11 October

toileting issues can impact on behaviour, and how to tackle problematic sexual behaviour. It

follow us on www.twitter.com/senmagazine

features Gina Davies, Specialist Speech and Language Therapist and Sleep Counsellor, and Lynne Moxon Consultant Psychologist.

This event is for education

join us on www.facebook.com/senmagazine

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and train other professionals in the TEACCH philosophy.

Prior’s Court Training and Development Centre

01635 245911 training@priorscourt.org.uk

12 October

Plymouth

The SoSAFE! Programme is a visual teaching tool which enables learners to develop their abilities in managing and communicating about their relationships. The program covers all degrees of interaction,

professionals from mainstream

from a student’s expectations of

schools, special schools and

strangers, to the intricacies of an

local authorities.

intimate relationship.

Book through:

01273 609555

www. Autism.org.uk

www.pecs-unitedkingdom.com

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS 15 October

About Autism

The Floral Pavilion, New Brighton

Wirral's first exhibition dedicated to providing information for parents, carers, professionals and people on the autistic spectrum. contact@aboutautism.co.uk

17 to 21 October

Five-Day TEACCH Course

Inspirational and intensive course combining active learning sessions and supervised experience working with students with autism in a structured setting. Suitable for SEN professionals and practitioners.

Prior’s Court Training and Development Centre

01635 245911

training@priorscourt.org.uk www.priorscourt.org.uk

25 October

Supporting Professional Practice Meeting the Quality Assurance Framework and Developing Students' Academic Writing in Higher Education London www.patoss-dyslexia.org

November 2016 1 November

Autism friendly design conference

7 November

Kidz to Adultz up North Manchester 9.30am to 4.30pm www.disabledliving.co.uk/Kidz/North

9 and 10 November

EduTECH At EduTECH Asia 2016 over 2,000 policy makers and educators from across Asia will be gathering. Hear from 100+ inspirational speakers and explore the latest education technology solutions. www.terrapinn.com/edutech-asia

10 November

Mental Health and Wellbeing 2016 conference London

Gain the confidence, skills and techniques to make a real difference to students affected by mental health difficulties. www.healthinschoolsuk.com

12 November

Henshaws Specialist College Open Day Harrogate

Explore the College’s specialist facilities for living and learning on a campus tour, with a chance to speak to specialist staff and current students. Learn how Henshaws could support you to make your goals a reality. For more information and to book:

01423 886451 info@henshaws.org.uk

Manchester

This National Autistic Society’s conference will explore the concepts that demonstrate good practice in the design of buildings and technology.

It will also give insights into understanding sensory issues .

The conference will be of interest to anyone involved in designing and planning environment in schools and services. www.autism.org.uk/design2016C

3 November

Policy priorities for SEND - implementing local area inspections, raising educational outcomes and extending support for families Central London

This CPD certified seminar will discuss how effectively local areas are meeting their obligation towards children with special educational needs. www.westminsterforumprojects.co.uk

WWW.SENMAGAZINE.CO.UK

Hadrian Education and Development Services “Working in Partnership with Hadrian School”

14 November

Understanding and supporting an autism spectrum disorder Bromley

This Lorna Wing Centre’s course is designed for professionals who are not clinically qualified to carry out diagnoses but where it is important that they have a good understanding about it. It is recommended for SENCOs, teachers and other school staff. www.autism.org.uk/LWCcourseC

15 and 16 November

Makaton Training Level 1-4 Newcastle

This two-day course on is ideal for staff new to makaton. The course is delivered by Hadrian schools SALT Jill Welsher, who has over 25 years experience in SEN. www.headstraining.co.uk

Hadrian Education and Development Services (HEADS) is a registered company Limited by Guarantee that was established in 2007. HEADS work in partnership with Hadrian School, Newcastle upon Tyne to offer: • • • • •

Quality SEN Training Advice/Consultancy and Support Quality Publications Networking and Signposting An excellent range of Facilities and Resources

HEADS course portfolio for 2016/17 is available on our website: www.headstraining.co.uk

Forthcoming courses at Hadrian School, Newcastle upon Tyne Rebound Therapy for SEN Tutor: Chris Rollings 17/18 November 2016 - Rebound Therapy for SEN 31 January & 1 February 2017 - Rebound Therapy for SEN 15/16 May 2017 - Rebound Therapy for SEN 24 March 2017 - Rebound refresher training 27/28 April 2017 - Rebound Therapy for SEN, Open College Network Level 2 - Calthorpe Academy, Birmingham (www.equals.co.uk)

Various Training Dates for 2016/2017 at Hadrian School, Newcastle upon Tyne 19 October 2016 - Behaviour Support Training, Tutor: Chris Rollings 15/16 November - Makaton Level 1-4, Tutor: Gill Welsher 10 November 2016 - Elements Sports, Tutor: Anne Cradock 11 November 2016 - SpLD/DCD by Concept Training 18 November 2016 - ADHD Training, Tutor: Peter Imray 17 March 2017 - Confident Parenting for Professionals, Tutors: June Ball & Kate Sword 18 May 2017 - Mental Health Awareness by Traincon

Please visit www.headstraining.co.uk for all course dates If you would like to book a place on any of the above courses please visit our website or call 0191 273 4440 Alternatively you can email: david.palmer@hadrian.newcastle.sch.uk

Introduction & Application to the

SCERTS Model

2 DAY TRAINING COURSE - £260 January 26-27 2017 June 26-27 2017 Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder

Course led by: Emily Rubin MS, CCC-SLP Director

This training is appropriate for: educators, therapists, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com SENISSUE84

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CPD, TRAINING AND EVENTS 17 November

Kidz to Adultz North EventCity, Manchester

This is one of the largest, free UK exhibitions dedicated to children and young adults with disabilities and special needs, their families and the professionals who work with them. Over 120 exhibitors are expected, offering advice and information on funding, mobility, seating, beds, communication, access, education, toys, transport, style, sensory, sports and leisure and more. Running alongside the event are free seminars for parents and professionals. Seminars will include issues such as: moving and handling, sleep issues, continence, direct payments, parental experiences, transition, legal advice and more. www.disabledliving.co.uk

17 November

Using technology to transform teaching and learning in special schools London

A whole-day event packed with innovative ideas, expert tips and success stories on using technology to help students access the curriculum and find their voice. ÂŁ99

01604 671691 www.cricksoft.com/CPD

21 and 22 November

PECS Level 1 Training Workshop London

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

23 November

The Academies Show Birmingham NEC

The Academies Show provides visitors with access to the latest policy updates, best practice case studies and networking opportunities, with tailored content for those from academies, converting schools and the wider education sector.

www.academiesshowbirmingham.co.uk

23 November

PECS in your Curriculum London

A practical workshop which will help you maximise teaching time for learners with autism and complex communication difficulties. Develop effective learning environments, which emphasise functional communication, and learn how to use reinforcers effectively in the classroom.

01273 609 555

www.pecs-unitedkingdom.com

23 and 24 November

The Occupational Therapy Show Birmingham NEC,

This is the largest event in the UK just for occupational therapists. It provides attendees with access to over 100 OT focused and interactive lectures, seminars and practical workshops, and over 60 hours of CPD accredited education.

Visitors can learn from worldrenowned speakers and experts, and update and refresh their learning across physical, mental health and learning difficulties, children and families and innovation. They can also research and source new products and services through a network of 300 trade exhibitors and suppliers. www.theotshow.com

We take every care when compiling the information on these pages. However, details may change, and we recommend that you contact the event organisers for up-to-date information before you make arrangements to attend.

www.pecs-unitedkingdom.com

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CPD, TRAINING AND EVENTS 23 and 24 November

PECS Level 2 Training London

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

24 November

Efficient Partnership Working to Improve SEND Outcomes

29 November

The changing landscape for children’s services – accountability, best practice and opportunities for innovation Central London

The event will assess the initial impact and implementation of government’s accountability measures for children’s services, which will see failing services taken over by high-performing local authorities, experts and charities, if they do not show signs of improvement six months on from an inspection. It is timed to follow the recommendations of the Education Select

London

Committee’s inquiry into

Work effectively with agencies and parents, manage limited funding and overcome local barriers to ensure your pupils gain the required support.

children’s social work, launched

www.oeconferences.com/SEND16

25 November

in January. Guests of Honour will be Graham Archer (Director, Children's Services, Department for Education) and Lisa Pascoe (Deputy Director, Social Care Policy, Ofsted). www.westminsterforumprojects.co.uk

The Teaching Excellence Framework - implications and implementation Central London

Conference with Chris Millward (HEFCE) and Dr Jules Holroyd (University of Sheffield), Dr Liz Marr (The Open University), Bill Rammell (University of Bedfordshire), Sir Anthony Seldon (University of Buckingham), Dr Geoff Stoakes (Higher Education Academy), Chris White (Bellenden Public Affairs) and a senior speaker confirmed from the QAA. www.westminsterforumprojects.co.uk

25 November

Autism and social skills conference London

This National Autistic Society’s conference will look at how unwritten social rules can be anxiety inducing for autistic people. It will discuss the effectiveness of existing social skills development programmes and apps. www.autism.org.uk/socialskills2016C

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December 2016 1 December

Understanding stress and anxiety in autism, and their impact on behaviour London

This one-day, CPD certified course, organised by The National Autistic Society, will look at how you can help autistic children and adults to reduce stress and anxiety, how to understand their behaviour and how to support them during difficult times. www.autism.org.uk/behaviourcourseC

8 to 10 December

Learning and Teaching Expo 2016 Hong Kong Convention and Exhibition Centre

Free admission for education professionals. Online registration at: www.LTExpo.com.hk

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CPD, TRAINING AND EVENTS January 2017 23 to 25 January

SCERTS Three-Day Course London

This course will be delivered by Emily Rubin, co-author of the SCERTS Model. The SCERTS Model is a research-based educational approach and multidisciplinary framework that directly addresses the core challenges faced by children on the autism spectrum and related disabilities, and their families. SCERTS focuses on building competence in social communication, emotional regulation and transactional support as the highest priorities that must be addressed in any program. www.autism.org.uk/scerts

25 to 28 January

BETT Excel, London

The UK’s biggest education technology show, Bett is your annual opportunity to experiment with the latest technology, hear from inspirational figures and experts in the industry and meet suppliers, experts and practitioners from the UK and around the world. www.bettshow.com

26 January

Disabled students at university – facilities, support services and the impact of funding changes Central London

This CPD certified seminar will discuss the steps that can be taken to address further challenges for disabled students in higher education. www.westminsterforumprojects.co.uk

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February 2017 7 February

Providing school places and improving school buildings in England: policy, funding and best practice Central London

Taking place at a time of significant pressure on school places at both primary and secondary level in England, this timely seminar will examine the future of the schools estate and key issues around capital expenditure in education.

Sessions will discuss challenges raised by the need for additional capacity across England's schools, the extent to which Government's capital funding allocations such as Basic Need funding have addressed this, and case studies of steps being taken by local authorities and schools. Senior speakers are confirmed from the Department for Education, the Education Funding Agency and the Royal Institute of British Architects (RIBA). www.westminsterforumprojects.co.uk

16 to 19 February

International Health Policy Conference 2017 London School of Economics

The inaugural International Health Policy Conference at the LSE will to bring together academics and policymakers from a wide range of disciplines to take a multidisciplinary approach to key health and social care issues.

It is envisaged that a range of disciplines will be represented within the following themes (including, but not limited to, health economics, political science, law, demography, epidemiology, sociology, and psychology): Theme 1: International health systems.

Theme 2: Social care and mental health. Theme 3: Regulation and assessment of health technologies. Theme 4: Behaviour. Theme 5: Population studies. www.lse.ac.uk

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20 to 24 February

16 to 18 March

Five-Day TEACCH Course

Education Show 2017

Inspirational and intensive course combining active learning sessions with supervised experience with students with autism in a structured setting.

Suitable for SEN professionals and practitioners.

NEC Birmingham

Prior’s Court Training and Development Centre

Around 10,000 visitors are expected to attend the 2017 Education Show. Roughly 300 companies and organisations exhibited at this long-running show for education professionals in 2016. www.education-show.com

01635 245911 training@priorscourt.org.uk

June 2017

www.priorscourt.org.uk

March 2017

8 June

Kidz to Adultz South 10 March

Phonics Training for KS2 Newcastle

Debbie Hepplewhite will be facilitating a one-day workshop looking at questions and issues and practical methods of delivering KS2 phonics. www.headstraining.co.uk

14 to 16 March

GESS Dubai Dubai World Trade Centre

GESS Dubai is the largest education event not just in the UAE but across the Middle East. The event brings all levels of educationalists together to see the latest educational technologies in action, source new products and participate in conference topics about the future of education. www.gessdubai.com

16 March

Kidz to Adultz Middle Ricoh Arena, Coventry

This is one of the largest, free UK exhibitions dedicated to children and young adults with disabilities and special needs, their families and the professionals who work with them. Over 120 exhibitors are expected, offering advice and information on funding, mobility, seating, beds, communication, access, education, toys, transport, style, sensory, sports and leisure and more. Running alongside the event are free seminars for parents and professionals. Topics should include: moving and handling, sleep issues, continence, direct payments, parental experiences, transition, legal advice and more.

Rivermead Leisure Complex, Reading

This is one of the largest, free UK exhibitions dedicated to children and young adults with disabilities and special needs, their families and the professionals who work with them. Over 120 exhibitors are expected, offering advice and information on funding, mobility, seating, beds, communication, access, education, toys, transport, style, sensory, sports and leisure and more.

Running alongside the event are free seminars for parents and professionals. Topics will include issues such as: moving and handling, sleep issues, continence, direct payments, parental experiences, transition, legal advice and more. www.disabledliving.co.uk

29 June

Health Plus Care Excel, London

Health+Care is the largest national integrated care conference, enabling health and social care professionals to forge new partnerships and productive ways of working in challenging times. With four shows in one, it is the only event to bring NHS, care providers, public health and local authorities together representing the largest annual gathering of commissioners, providers and their suppliers in one place.

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

www.disabledliving.co.uk

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CPD, TRAINING AND EVENTS

Features include:

Book your place in the Nov/Dec issue!

Reach over 36,000 readers!

PMLD Safeguarding Creative arts Professional support for teachers Kids to Adultz North preview Complementary therapy Spina bifida and hydrocephalus Epilepsy Wheelchairs/mobility Attachment Parents’ rights SEN legal Q&A Autism Dyslexia + CPD, recruitment and more…

Limited advertising space available. To secure your place contact Denise.

Call: 01200 409808 Email: denise@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

Support and advice on bullying:

www.bullying.co.uk

Childline

Advice and support for those suffering

National Attention Deficit Disorder from bullying: Information and Support Service www.childline.org.uk (ADDISS) Resources and information for ADHD: Cerebral palsy www.addiss.co.uk

Autism/ASD

Scope UK

Help, advice and support for children and adults affected by cerebral palsy:

www.scope.org.uk

Dyslexia IDL Literacy and Specialist Dyslexia Support IDL provides a unique, specialist dyslexia intervention programme, which is highly effective for improving reading and spelling:

www.idlcloud.co.uk

Dyspraxia Dyspraxia Foundation UK Dyspraxia advice and support:

www.dyspraxiafoundation.org.uk

Epilepsy

Down syndrome Down’s Syndrome Association (DSA) Asperger Foundation UK (ASF) Support for people with Asperger’s syndrome:

www.aspergerfoundation.org.uk

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:

www.downs-syndrome.org.uk

The Down’s Syndrome Research Foundation UK (DSRF)

Charity focussing on medical research into Down syndrome:

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

www.dsrf-uk.org

Dyslexia

Autistica

Epilepsy Action

Charity raising funds for medical research into autism:

FASD The FASD Trust www.fasdtrust.co.uk

www.autistica.org.uk

The National Organisation for Foetal Alcohol Syndrome UK

National Autistic Society (NAS)

Support for those affected by foetal alcohol spectrum disorder:

Help and information for those affected

by ASD:

www.autism.org.uk

Research Autism

Charity focused on researching interventions in autism:

www.researchautism.net

Bullying Anti-Bullying Alliance (ABA)

Charity dedicated to reforming attitudes and policy towards bullying:

www.anti-bullyingalliance.org.uk

British Dyslexia Association (BDA) www.nofas-uk.org Information and support for people affected by dyslexia:

General SEN

www.bdadyslexia.org.uk

Crick Software

Clicker is one of the most widely-used literacy tools in the UK for learners with dyslexia. Clicker 7 makes it easier than ever for teachers to provide personalised support throughout the writing process, from planning through to proofing.

Contact Crick Software to arrange a free demonstration.

www.cricksoft.com/uk/products/clicker

Dyslexia Action

British Institute for Learning Disabilities Charity for learning disabilities:

www.bild.org.uk

Cerebra UK Charity for children with brain related conditions:

www.cerebra.org.uk

Child Brain Injury Trust

UK bullying prevention charity:

Charity providing services to those affected by dyslexia:

Supporting children, young people, families and professionals when a child has acquired a brain injury:

www.beatbullying.org

www.dyslexiaaction.org.uk

www.childbraininjurytrust.org.uk

Beat Bullying

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SEN RESOURCES DIRECTORY

General SEN Department for Education (DfE) The UK Government’s education department:

www.education.gov.uk

Mencap Learning disabilities charity:

www.mencap.org.uk

National Association for Special Educational Needs (NASEN) Organisation for the education, training, advancement of those with SEN:

www.nasen.org.uk

Learning outside the classroom Council for Learning Outside the classroom (CLOtC)

Awarding body for the LOtC quality badge:

www.lotc.org.uk

Crick Software

www.cricksoft.com/clicker

SEN.fyi Everything you wanted to know about SEN – all in one place! Download free to smartphone or tablet for iOS or Android.

www.SpecialEducationalNeeds.co.uk

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

National Literacy Trust (NLT)

Literacy charity for adults and children:

www.literacytrust.org.uk

Music Holistic Music for Children

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 PMLD Network

Information and support for PMLD:

www.pmldnetwork.org

Rebound Therapy

Home education The Home Education Network UK National organisation for home educators:

www.thenuk.com

Law

ReboundTherapy.org

Shine Information and support relating to spina bifida and hydrocephalus:

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 Information and advice on Tourette’s:

www.tourettes-action.org.uk

Visual impairment National Blind Children’s Society Support and services for parents and carers of blind children:

www.nbcs.org.uk

The UK governing body and international New College Worcester consultancy for Rebound Therapy National residential school and college www.reboundtherapy.org for young people who are blind or partially sighted, also offering training SEN law and support for professionals:

Douglas Silas Solicitors

www.newcollegeworcester.co.uk

www.SpecialEducationalNeeds.co.uk

Royal National Institute of Blind People (RNIB)

Specialising exclusively in SEN cases:

Independent Parental Special Education Advice

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Spina bifida

Literacy Clicker is the child-friendly talking word processor that is helping thousands of pupils with SEN to access lesson content, demonstrate their knowledge and achieve success. Clicker 7 makes it easier than ever for teachers to provide personalised literacy support across the curriculum.

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Legal advice and support for parents:

Support and advice to those affected by visual impairment:

www.ipsea.org.uk

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