SEN Magazine - SEN86 - JAN/FEB 2017

Jan • Feb 2017 Issue 86

Who needs assistive technology?

Transforming classrooms (and lives) with AT

Staying on track Supporting transition to adult life

Autism assessments

What are they and what do they look for?

Down syndrome • autism • hearing impairment • CReSTeD • schools for SEN pathological demand avoidance • engaging difficult-to-reach pupils • outdoor activities dyslexia • SEN in India • Bett preview • recruitment • CPD and much more…

This issue in full Jan • Feb 2017 • Issue 86

Welcome The transition to life after school is one of the most important and potentially challenging times for all young people. For those with SEN, though, the uncertainties and difficulties associated with this new phase in life can be greatly exacerbated.

syndrome (p.34), is enjoying his independence and contributing to society, while Bambi Gardiner’s daughter has embraced her dyslexia (p.54) and found her own way of learning.

In this issue of SEN Magazine, Tracey Francis examines the post-school experiences of young people with Asperger’s, ADHD and/ or Tourette’s syndrome in countries across Europe. Made possible by a Fellowship from the Winston Churchill Memorial Trust, Tracey’s work looks at the issues faced by young people with SEN in Italy, Norway and the Czech Republic, and how they might inform our own transition planning (p.26).

Elsewhere, you will find articles on SEN in India (p.30), outdoor activities (p.38), outdoor education (p.43), assistive technology (p.44), engaging difficult-to-reach pupils (p.48), pathological demand avoidance (p.52), dyslexia (p.54), CReSTeD (p.59), hearing impairment (p.64), autism (p.72), recruitment (p.84) and more.

Also in this issue, two mothers reveal how their children have come to terms with life beyond the school gates and are thriving as young adults. Sarah Lockwood’s son, who has Down

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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In his regular SEN legal Q&A (p.22), SEN expert solicitor Douglas Silas explains what support pupils with SEN are entitled to expect from their school.

For the latest from SEN Magazine, join us on Facebook or Twitter.

Peter Sutcliffe Editor editor@senmagazine.co.uk

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: 1 February 2017

06

SEN news

14

What's new?

20

Point of view

22

SEN legal Q&A

26

Post-16

30

SEN in India

34

Down syndrome

38

Outdoor activities

43

Outdoor education

44

Assistive technology

48

Engaging pupils in learning

52

Pathological demand avoidance

54

Dyslexia

59

CReSTeD

64

Hearing impairment

70

Book reviews

72

Autism

83

BETT preview

84

Recruitment

86

About SEN Magazine

87

CPD, events and training

96

SEN resources directory

98

SEN Subscriptions

CONTRIBUTORS Sharon Bullock Mark Chapman Tracey Francis Bambi Gardiner Nicky Harvey JoAnna Hunt Saba Khan Sonu Khosla Sarah Lockwood Mary Mountstephen Ian Noon Claire Noordally Antony Ruck Nick Russell Sally Russell Suzanne Sapsed Douglas Silas Katie Skinner Beth Swait

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 ISSN: 1755-4845

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

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In this issue

Down syndrome

26

34

30

Staying on track

64

Helping deaf pupils to learn

72

The long road to inclusion

Assessing for autism What are autism assessments and what do they look for?

78

Living life to the Max

Ray of sunshine A child’s journey to finding an environment supportive of his autism

How Down syndrome, independence and contributing to society can all go together

38

83

Building outdoor attitudes

Bett preview Everything you need to know about the UK’s biggest education technology event

The power of outdoor activities to inspire and unite children

43

The benefits of outdoor education Why learning outdoors is becoming so popular for kids with SEN

44

Regulars 6 14

Who needs assistive technology?

Transforming classrooms, and lives, through technology

48

20

Engaging the unengagable Practical ideas for teachers to use with difficult-to-reach children

52

22

A tipping point for PDA?

70

The shift in the diagnosis of pathological demand avoidance

54

What's new?

The latest products and ideas from the world of SEN

Point of view

Have your say!

SEN legal Q&A

What can pupils with SEN expect from their school?

Book reviews

The impact of inclusion on mainstream teacher recruitment

87

CReSTeD feature The Council for the Registration of Schools Teaching Dyslexic Pupils

Follow SEN Magazine on

SEN news

84 Recruitment

Harnessing dyslexia How one young woman overcame hardship to find her own way of learning

59

84

Recruitment

The role of Teachers of the Deaf

What does the future hold for SEN provision in India?

34

72

Autism

Supporting young people with SEN as they prepare for adult life

Jan • Feb 2017 • Issue 86

96

Visit us at:

CPD, training and events

Your essential guide to SEN courses, seminars and events

SEN resources directory

www.senmagazine.co.uk

Join SEN Magazine on

26 Post-16 38 Outdoor activities

44 Assistive technology

54 Dyslexia

In the next issue of SEN:

ADHD • multi-sensory therapy • music/performing arts • accessible vehicles respite care • Tourette’s syndrome • learning outside the classroom • transition recruitment • World Autism Awareness events • CPD • and much more…

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SEN NEWS

Schools should do more to prepare young people for work Patchy provision is hitting the most vulnerable Ofsted finds little evidence that enterprise education is working The nation’s future economic prosperity is being put at risk because the majority of England’s schools are failing to give sufficient priority to enterprise education and work-related learning, according to a new Ofsted report.

The survey, Getting ready for work, finds that only four of the 40 secondary schools visited by inspectors were demonstrating an effective approach to this aspect of the curriculum, despite the Government’s commitment to take forward the recommendations made in Lord Young’s 2014 report into these matters.

The survey also finds that poor coordination between schools and businesses and the absence of any overarching government strategy are leaving large numbers of young people, particularly the disadvantaged, unprepared for the world of work.

Enterprise education involves teaching pupils the knowledge they will need to be future employees and potential employers by providing opportunities to raise their awareness of problems and solutions in the context of business and enterprise. It also involves teaching young people to make informed choices about their finances.

“The future success and prosperity of the UK in a post-Brexit world will increasingly depend on our ability to harness homegrown talent and to encourage the creativity and innovation of our young people”, said the out-going Chief Inspector at Ofsted Sir Michael Wilshaw. “That will mean making sure that pupils from all backgrounds have access to an education that prepares them well for the next stage of their lives, be that higher education, entering employment or setting up their own business.”

The report found that the extent to which schools used their curriculum to prepare pupils for the world of work was largely dependent on whether school leaders considered it to be a priority. Schools often cited pressures on finance and curriculum time as reasons for not prioritising enterprise education. In the schools where there was limited focus on enterprise learning, school leaders told inspectors that they see themselves as accountable for outcomes narrowly focused on examinations.

This was particularly acute in the schools visited that had most recently been judged as “requires improvement” or “inadequate”.

Ineffective and uncoordinated Even where schools were delivering enterprise education, it was often unclear whether this was having any impact on pupils’ knowledge, understanding and skills. Pupils who spoke to inspectors during the visits frequently said that their experience tended to be a series of one-off events that lacked any sense SENISSUE86

Schools are not equipping pupils for the world of work, says Ofsted.

of progression. In 32 of the 40 schools visited, there was no monitoring to check whether opportunities to gain enterprise knowledge or employability skills were taken up by different groups of pupils.

Opportunities for pupils to take part in meaningful work-related learning or work experience were also limited at Key Stage 4.

Some schools offered work experience to a small group of pupils, often selected on the basis of not achieving well in academic subjects. Where this was the case, school leaders frequently suggested that arranging work experience for all pupils was too time-consuming and impractical to administer on a large scale.

Business involvement in some of the schools visited relied too heavily on the personal networks of teachers and parents. Some arose solely because the pupils’ parents were well connected, potentially resulting in disadvantaged pupils missing out.

The report also found that a lack of coordination across local areas has created an environment for schools and businesses that business leaders described as “chaotic”. Business leaders consulted for this report raised concerns that there is little coherence to provision and a lack of strategy by government, business organisations or individual schools.

Although schools appear to be more likely to promote apprenticeships than in recent years, parents and pupils are concerned about the quality and reputation of apprenticeships.

Some parents and pupils were worried about the current state of the apprenticeship market and were reluctant to pursue a route that they thought would narrow their options in the future.

The report, Getting ready for work, is available on the Government’s website: www.gov.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

Commission sets priorities for children’s mental health An independent commission has called for Theresa May to set a new Prime Minister’s Challenge on children and young people’s mental health. Based on the Dementia Challenge which established dementia as a top priority for David Cameron, the Challenge would set out an ambitious programme of changes covering research and prevention, early intervention and improving access to quality services.

The report of the Education Policy Institute Independent Commission on Children and Young People’s Mental Health, Time to Deliver (see SEN Magazine issue 84, Sept./Oct. 2016), represents the culmination of the Commission’s work over the last year, reflecting on progress made in transforming services following the Government’s investment of £1.4 billion, announced in 2015. Based on its research, the report sets out a number of new findings, and proposes a series of recommendations which it urges the Government to adopt.

The report says the Government’s decision not to ring-fence the funding for children’s mental health is putting the young people’s mental health transformation process at risk.

In the first year, of the expected £250 million, only £143m was released, and of that only £75m was distributed to clinical commissioning groups. While it is unclear how much of this has reached frontline services, mental health providers have indicated that they have not yet seen this increased investment. For 2016/17, £119 million has been allocated to clinical commissioning groups, but this has not been ring-fenced, meaning there is a risk that it will be spent on other priorities.

The Commission calls for the retention of children and young people’s mental health as a national priority over the next five years and beyond.

Research supports previous findings that workforce difficulties are a key barrier to the implementation of the vision set out in the Government’s Future in Mind strategy. 83 per cent of trusts which responded said they had experienced recruitment difficulties, with a similar number of trusts saying they have 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.

A significant hindrance to progress is the lack of engagement between health services and schools. The report highlights the difficulties faced by health staff in attempting to work with the education sector – with schools similarly expressing frustration at obtaining support for their pupils from specialist mental health services.

Collaboration is key to supporting young people with mental health issues.

Prime Minister’s Challenge The Commission says a Prime Minister’s Challenge on Children’s Mental Health should be adopted as a key priority for the Government. This would set out an ambitious reform programme covering research and prevention, early intervention, and improving access to quality services. It would include the establishment of a Mental Health Research Institute, to fund research into understanding mental health and new treatments, and an easyto-understand web-based parenting guide for all parents.

The Commission’s proposed programme would also involve a strategy to empower young people to live safe digital lives. This should focus on developing young people’s resilience and critical thinking skills in the face of online threats, given the impossibility of eliminating all online risk.

In terms of early intervention, the report calls for Kite-marked, easily accessible, early intervention services in every area and a national programme on mental health and wellbeing within schools – with trained teachers and a trained mental health and wellbeing lead guaranteed in every school, college and university.

It also calls for high-quality statutory PSHE in all schools and colleges, with dedicated time for mental health.

To improve access to high quality services, the Commission says that areas should not receive their annual share of the additional £1.4bn unless they can demonstrate that they have robust plans to improve care and all the additional funding is being spent on children’s mental health and not offsetting cuts elsewhere. It also wants to see a “new and ambitious goal that no one should wait more than eight weeks for routine treatment” and an end to the practice of making a young person leave their support services to move onto adult services on their eighteenth birthday.

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

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SEN NEWS

Fathers play crucial role with children with autism Healthcare policy should place more importance on fathers of children with autism and take into account their differing needs, says a new study.

The new research, led by Carol Potter, a Senior Lecturer in the School of Education and Childhood at Leeds Beckett University, is one of the largest studies to have been undertaken with fathers of autistic children.

The project examined 306 online questionnaires completed by fathers (biological, adoptive, foster or step-fathers) of children with a diagnosis on the autistic spectrum in the UK. Twenty-five of these men were later interviewed to explore issues in more depth.

“Fathers can often be seen as the ‘invisible parent’ and, as such, are rarely included in research or family support provision, with services being generally much less aware of either their contribution to family life or their needs for support”, says Carol Potter. “This may be especially the case in relation to fathers of children with disabilities. This is unfortunate because research over the last 30 years has found that positive father engagement, alongside the input of mothers, leads to a range of educational and psychological benefits for children."

The study investigated father engagement in the care, play and education of their children with autism, finding that many men were significantly involved in these areas, most usually in close collaboration with mothers. Half of the fathers were mainly, or equally, responsible for their children’s daily care routines, including morning and bedtime routines as well as managing sleeping problems.

Work and play

More fathers spent time engaged in play than any other activity, although just under half had received no relevant training in this key area. Three quarters of men played or spent leisure time with their children every day or several times a week. Some of the most frequent play and leisure activities reported were rough and tumble play, looking at books, computing and going for walks.

Many fathers also played a significant role in their children’s education and learning, with nearly 40 per cent having helped with homework “many times” during the previous year and more than half attending a number of school meetings during that time.

Six in ten fathers were satisfied or very satisfied with levels of involvement with their children while one in five were not.

By far the most significant obstacle to involvement generally and in relation to education, in particular, were the demands of employment.

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Fathers were asked if having a child with autism had affected their employment in any way. Nearly half had changed their working pattern to some extent (to part-time work, shift work or self-employment) so that they could be more involved in the everyday care of their children, while four in ten men reported some loss of income, often due to opting to work fewer hours to take on greater caring responsibilities.

When asked about stress, more than half of fathers reported feeling stressed for “quite a lot” or “most of the time”. The major causes of stress were worry about the future, managing children’s behaviour, not getting a break, concern about family finances, not enough services, and lack of rest caused by children’s sleeping problems. Two of the main approaches to coping with stress were cited as “focusing on the positives” and “coming up with ideas for what to do”.

By far the greatest source of help for most fathers (over 80 per cent) came from their partners, with other support coming from children’s grandparents and other children in the family. Just under half of fathers received no support from paid workers and eight in ten fathers believed that professionals working with their children did not sufficiently recognise the importance of their parenting contribution.

Despite sometimes challenging experiences, fathers identified a number of positive aspects to their parenting role. Fathers valued the individual personal qualities of their children with autism and the often strong emotional bond they experienced with them, as well as their own nurturing role.

The study, Father involvement in the care, play and education of children with autism, was funded by the Leverhulme Trust.

It is published in the Journal of Intellectual and Developmental Disability and is available on the publisher’s website: www.tandfonline.com

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SEN NEWS

Over 4,500 EHC plans delayed by councils Figures from 135 councils have revealed widespread delays by local authorities in delivering education, health and care (EHC) plans to young people with SEN. Local authorities are legally obliged to put in place, where required, an EHC plan for young people in further education and training who had a Learning Difficulties Assessment (LDA).

The deadline for transferring all existing LDAs to EHC plans for 19 to 25 year olds was 31 August 2016 but in July, the Department for Education wrote to local authorities saying: “there may be some exceptional circumstances where local authorities, despite their best efforts, are unable to complete the full transfer process for a few individual young people by 1 September 2016.” The letter went on to say: “These cases should be the exception not the rule, and cases where an EHC assessment is still underway by 1 September should be particularly exceptional.”

Despite the fact that delays were only acceptable in “exceptional circumstances”, a large number of authorities appear to have interpreted the letter as a general extension of the deadline until 31 December 2016.

As a result, over 4,500 EHC plans had not been delivered by 31 August 2016, according to a Freedom of Information request made by law firm Simpson Millar. In fact, some local authorities had not delivered a single of the required EHC plans – sparking heavy criticism from Imogen Jolley, Head of Education and Community Care at Simpson Millar.

“The assessment and planning reforms for children and young people with special educational needs were announced years ago, and the deadline for making sure EHC plans were in place was well-known to local authorities”, she says. “Yet, according our data, only 13 authorities managed to provide all the required plans on time. Ten local authorities told us that they failed to deliver a single final ECH plan for this group of young people before 31 August.”

In 11 councils, more than 100 young people were still waiting for their EHC plan after the original deadline.

“No legislation was passed to allow the Department for Education to grant an extension to local authorities in this matter, which effectively makes it unlawful”, says Thomas Mitchell, specialist education law solicitor at Simpson Millar. “The local authorities that have not met the original deadline could all face Judicial Review proceedings.”

News deadline for next issue: 1/2/17 Email: editor@senmagazine.co.uk

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Infant social attention study may shed light on autism New research suggests that, by six months old, babies whose parents feel uncomfortable in social situations are less interested in faces and other people. The findings may be helpful in discovering more about the underlying causes of autism, a neurodevelopmental condition, with symptoms including impairments in social interaction and communication.

The study, published in the Journal of Child Psychology and Psychiatry, was conducted by researchers from Birkbeck, University of London’s “Babylab”, the University of Washington (Seattle), and Seattle Children’s Research Institute.

It shows for the first time that six- and 12-month-old infants who are developing normally and are considered to be at low risk of developing autism pay less attention to faces and display a reduced brain reaction to other people if their parents also report less comfort in social situations.

Previous research has shown that levels of sociability are passed down genetically, and other studies have shown similar social attention patterns in infants of the same age with a family history of autism who later develop autism, and in older children and adults who have autism. The fact that the infants in this study also displayed reduced attention to faces and reduced brain reaction to social situations but are unlikely to develop autism shows that while reduced social attention may underlie and contribute to autism vulnerability, there are other key genetic or environmental factors which also need to be present for autism to develop.

“This study provides the first evidence that infant social attention is related to parental sociability in a group at low risk of developing autism”, said Dr Emily Jones from Birkbeck’s “Babylab”. “Understanding infant social attention could be key to understanding the development of autism-related traits and could help us discover new genetic risk factors for low social interest in later life.”

Dr Sara Jane Webb, from the University of Washington, said “Measuring the social attention of infants has great potential to inform our understanding of the genetic and environmental factors that are related to good and poor social outcomes in children.”

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SEN NEWS

“Scandalous” development gap separates children with SLCN from their peers The Department for Education early years statistics released in November show that 27 per cent of children with speech, language and communication needs (SLCN) achieved a good level of development at age five, compared to 75 per cent of their peers with no SEN. These results show a gap of 48 per cent between those with and without SLCN. Describing this difference in development as “scandalous”, Children’s Communication charity ICAN says that the statistics reinforce the view that children with SLCN need more support to narrow the gap between them and their peers.

Primary teachers feel unprepared for digital future Primary school teachers in the UK feel strongly that tech literacy will underpin their pupils’ futures, according to a new study from BT and Ipsos MORI. 78 per cent think it is as important as reading and writing, and 92 per cent say tech skills will be needed for all careers from now on.

Although 97 per cent believe it is their role to prepare kids for a digital future, only 25 per cent strongly agree that they are equipped to do so.

The research has also found that 41 per cent of teachers are not yet confident with the principles that underpin tech literacy. These include problem-solving, logic, sequencing, and perseverance – core abilities young people need to make the digital world work to their advantage.

Writing in the foreword to the report, Minister of State for Digital and Culture Matt Hancock said: “Digital skills are as important as numeracy and literacy in the modern world and we must ensure that our children are given the opportunity to develop the understanding they will need as they grow up. We have an opportunity, indeed an obligation, to make sure that tech literacy begins at an early age.”

BT CEO Gavin Patterson added: “Given the ubiquity of tech in our lives and work, it’s vital that teachers can give their pupils a strong grounding in key computational thinking concepts – because that’s what will allow young people to fulfil their future potential.”

The Barefoot Computing Project, which was developed by the British Computing Society, the Department for Education, Raspberry Pi and BT, gives primary school teachers free classroom resources and training workshops on using the key concepts that underpin tech literacy. There are also tailored resources for pupils with SEN. Barefoot has so far reached more than 28,000 teachers. The study found that teachers who have been through the project are more confident than their peers: 84 per cent said they understood computational thinking, compared to a baseline of 57 per cent among their peers.

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Prevalence statistics from clinical studies show that ten percent of all children have a long-term, persistent SLCN, which equates to 1.4 million children across the UK. Schools report SLCN to be the most common type of identified SEN for pupils in primary schools. Children with SLCN struggle to communicate and need on-going support from trained staff in order to learn and achieve their full potential, the charity says.

“The ability to communicate and use language to both learn and enjoy daily life is crucial. A child with good language at five will have better literacy, mental health and employment at age 34”, says I CAN Advisor Mandy Grist. “We know that poor communication and language skills at an early age can have a lifelong impact. That’s why it is vitally important that school staff and nursery practitioners have the skills to be able to identify and appropriately support children with SLCN. Without good quality early years education and support, children and young people are at risk of poor attainment and diminished life chances.”

Gesturing boosts children’s creative ideas New research led by Dr Elizabeth Kirk at the University of York reveals that encouraging children to move their hands while thinking increases their creative ideas.

Asking children aged eight to 11 to describe different uses for everyday objects, researchers measured how often children gestured against the number of ideas generated. Presented with images of items such as a newspaper, pencil or tin can, it was found that the more children gestured spontaneously when thinking, the greater the number of ideas they came up with.

The majority of children’s gestures conveyed the performance of an action on the object, such as rolling a newspaper with two hands.

A second study tested whether actively encouraging children to gesture would help them think of more creative ideas. The results revealed that encouraging gesture significantly boosted the number of uses children generated.

Helping them to convey their thoughts, children who were encouraged to “use your hands and think what else it can be” came up with approximately 38 ideas, whereas those who were not actively encouraged generated around 25.

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SEN NEWS

Dyspraxia linked to poor social skills and emotional problems

Poor eye health affects learning and future prospects

Children with developmental coordination disorder (DCD), which is also known as dyspraxia, suffer much higher levels of emotional distress than their classmates and are frequently anxious and downhearted, according to new research.

Around five to six per cent of children are thought to be affected

by DCD, a condition which has a significant impact on all aspects of daily life. “Difficulties with motor skills and coordination make even routine tasks such as brushing your teeth, climbing stairs and using cutlery tricky for a child with DCD”, says researcher Professor Elisabeth Hill from Goldsmiths, University of London.

Negotiating daily living becomes much more challenging for these children once in the classroom. “Fastening buttons after PE, sitting still, navigating other children and obstacles in the classroom, copying from a whiteboard, carrying a tray at lunchtime – all of these activities are more tiring and difficult for children with poor motor skills and coordination,” says Dr Emma Sumner, co-researcher on the project.

In addition to their issues with motor skills, the new research shows that young children with DCD aged seven to ten years have poorer social skills than their peers, and can struggle emotionally.

Nearly 60 per cent of children with DCD find it hard to make friends and are less willing to play with their classmates. “In our survey, teachers reported that these children found it much easier to get on with adults and struggled to form bonds with their peers,” says Dr Sumner.

Over one and a half million UK school children have an undiagnosed problem with their vision that could affect everything from their health to their future employment, says a Green Paper by Boots Opticians.

Initial findings from the survey, completed by primary school teachers across England, also suggest that two-thirds of children with DCD are more anxious, tearful, downhearted, nervous of new situations and less confident than their classmates.

The findings of the new research are in keeping with the team’s previous study which identified a link between motor skills and social skills.

Professor Hill stresses that coordination and movement are fundamental to a child’s early development. The study found that children who stood and walked independently sooner were rated as having better communication and daily living skills at ages seven to ten. “… as soon as a child can raise their head independently and look around, or stand and attract adult attention, then they have far more opportunities to interact with the world and gain social skills,” says Professor Hill. “Children with DCD are generally slower to achieve these important early motor milestones or miss them completely – indeed 23 per cent of our sample never crawled at all. This delay may underpin many of their later social difficulties.”

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The high street chain is calling on all sectors responsible for children’s health, education and sport to work together to help tackle this issue.

Vision problems don’t just affect children’s eyesight; as 80 per cent of learning comes through sight it can have a direct link to literacy and attainment, and in turn this can affect one’s employability later in life. Poor eye health can also exacerbate other public health issues such as childhood obesity and children’s ability to be active and engage in physical sports.

Despite evidence that childhood myopia is on the rise, having doubled since the 1960s, the Green paper says too few children get the help they need. Research has found that a quarter of parents said their child had never had an eye test and many parents mistakenly believe their children are still receiving eye tests at school.

The Seeing the future report, says there is a fundamental need for broader action. It calls upon local authorities and national bodies to improve education and information for parents and carers. It says there is a need for better training on the importance of eye health for all professionals working with children.

School governors should also maximise the resources and external support available to promote eye health, such as free vision check tools. It also calls for mandatory commissioning of a fully funded screening programme for all children aged four to five. More services that are currently delivered in secondary care should move into the community, the report argues, so that only children with the most complex needs are referred onwards, speeding up diagnosis and treatment.

“We know that so much more can be done to reach and diagnose more children, thus giving them a better start in life”, says Ben Fletcher, Managing Director of Boots Opticians. “Having good vision can help children to perform better at school and become more involved in sports and grow in confidence.”

For the latest news, articles, SEN resources, CPD and events listings, visit: www.senmagazine.co.uk SENISSUE86

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EQUALS

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DBS CHECKS

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PLAY/ TRAMPOLINING

SEN LAW Advertisement feature

Rebound Therapy and Sunken Trampolines Rebound Therapy is an exercise therapy used by schools across the world to provide opportunities for movement, therapeutic exercise and recreation for people with special needs.

Traditional trampolines provide a platform for this form of therapy. However, safety and ease of use issues often discourage many schools and facilities from implementing this highly beneficial form of exercise. Sunken Trampolines have worked with schools and carers to provide a safer and more amenable asset for their institution, helping them add Rebound Therapy to their portfolio of treatments.

Installing trampolines in assembly rooms and sports halls, as well as providing full design and fit out of Rebound Therapy rooms, Sunken Trampolines have become the leading provider of safer more accessible bounce.

For further information on how a Sunken Trampoline and Rebound Therapy can benefit your organisation, contact either Joel or Angus at Sunken Trampolines. www.sunkentrampolines.co.uk 07801 573278 (Joel). 07765 256537 (Angus). sales@sunkentrampolines.co.uk

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WHAT’S NEW?

What’s new?

Free CPD opportunities at Education Show

School audio systems

by Royal Appointment

The Education Show returns to the NEC, Birmingham from 16 to 18 March 2017, offering visitors access to an extensive programme of free continuing professional development (CPD). The show is free to attend and its peer-led programme brings together expert teachers from across the UK to share their experiences, ensuring visitors get as much out of the event as possible.

Family company Connevans Limited of Merstham, Surrey have been awarded a Royal Warrant of Appointment as Manufacturer and Supplier of Audio Equipment to Her Majesty Queen Elizabeth II.

The three-day event will also provide teaching professionals with the opportunity to touch and test hundreds of resources and products from over 300 exhibitors, all offering a wealth of knowledge and experience in their field.

For more information, visit: www.education-show.com

Celebrating best practice and innovation in SEND education Three Ways School, an Ofsted-rated outstanding special school, is hosting a SEND showcase in Bath on Friday 10 February.

Supported by ASDAN, a curriculum development organisation and awarding body, the event will celebrate best practice in the sector and include a wide range of practical workshops and networking opportunities.

Keynote speaker Elizabeth Jarman will provide an overview of her Communication Friendly Spaces approach, considering the impact of noise, colour, light, storage and space on maximising the effect of learning environments.

For more information and to book your place, visit: www.asdan.org.uk/send-showcase or email: events@asdan.org.uk

The Autism Show 2017 – online ticket office is now open The Autism Show, the national event for autism (including Asperger syndrome), has opened it's online ticket office early to enable visitors to pre-book their tickets well in advance of the events in June and July this year.

The show runs in London, Birmingham and Manchester, attracting over 10,000 parents, carers, and professionals looking for the latest autism information, practical advice, products and services on the condition.

You can book your tickets now and save 20 per cent at: www.autismshow.co.uk SENISSUE86

The Royal Warrant is a mark of recognition for the work, products and service that Connevans provides.

Specialists in sound and assistive listening for schools, Connevans has a complete range of audio systems for schools, from portable PA systems for sports days, to hall sound systems for school shows and assemblies, and gentle sound reinforcement for the classroom.

For more information about Connevans and their products, visit: www.connevans.co.uk

Online Down syndrome training New online training is available for staff working with children with Down syndrome. It provides convenient and costeffective access to up-to-date information and practical guidance for parents, teachers and therapists supporting children with Down syndrome aged from four to 16 years.

The training offers an ideal introduction to Down syndrome and wide-ranging advice for teachers and teaching assistants working in both mainstream and special primary and secondary schools.

The training is provided by Down Syndrome Education International, a recognised leader in research and education for children with Down syndrome: www.dseinternational.org/services/training

Brand new SEN range from music experts Drums for Schools have a new SEN range suitable for all ages and abilities and designed to get everyone actively engaged, first making and controlling sounds and then making music together. The kits and instruments are affordable, inclusive and accessible and, because they come with clearly written teaching support and access to the company’s experts, any practitioner or parent can start making a difference right away.

The instruments stimulate both the senses and the imagination and generate an immediate response. They can be played straight from the box and you don’t even need SEN or music training. drumsforschools.com/sen WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

EQUALS Semi-Formal (MLD and SLD) Curriculum EQUALS has announced the availability of the first four Schemes of Work within its brand new Semi-Formal Curriculum, specifically designed and written for learners of all ages with severe learning difficulties.

These first four schemes cover My Communication, My Play and Leisure, My Independence and My Thinking and Problem Solving.

For more information and free sample downloads, go to the EQUALS website at: www.equals.co.uk or telephone the EQUALS office on: 0191 272 1222.

Post-16 and beyond This is the time of year when decisions about post-16 placements (or for young people beyond this age) are made. There is now a legal deadline of 31 March for local authorities (LAs) to say where they should transfer to in September. This should, theoretically, allow time for disputed cases to be appealed.

However, in practice, things are often complicated. Specialist SEN solicitors, Douglas Silas Solicitors can help, including with appeals, if necessary.

Douglas says: “Post-16 placements and appeals are tricky for unrepresented young people or their parents, so we help them navigate successfully.”

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

New SEN Assessment Toolkit from GL Assessment To ensure busy SENCOs have the tools they need to help identify and support children with barriers to learning, GL Assessment have created the SEN Assessment Toolkit.

It includes a wide range of assessments, covering dyslexia, literacy, numeracy, and mental health and wellbeing. Described as a “one-stop-shop” for SEN assessments, GL Assessment are confident that whenever a teacher identifies a pupil with a difficulty, the Toolkit will provide them with the means to carry out further investigation and plan classroom interventions.

Learn more about the toolkit at: gl-assessment.co.uk/SENToolkit or email: info@gl-assessment.co.uk

Autism Expo from Anna Kennedy The AKoAutismExpo will take place on 11 March 2017 at Brunel University, Eastern Gateway, Uxbridge Middlesex.

The show runs from 9.30am until 5.30pm.

Annakennedyonline is dedicated to promoting the inclusion and equality of children and adults with an autism spectrum condition 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 an autism spectrum condition.

For more information, visit: http://akoautismexpo.co.uk

Top appointment at Immersive Interactive Immersive Interactive have recently appointed Jon Bradley as Video Production Specialist to drive the development of engaging, sensory content for Immersive Interactive rooms around the country.

The new offering of immersive experiences combines cutting edge technology from 360 video, animation, immersive audio and interactive surfaces to deliver enjoyable life skills scenarios, games, and education. The latest addition of a barbershop scene, allows children to role play as barbers and customers with a “virtual haircut” soundtrack.

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

Anniversary celebrations for Fullerton House Fullerton House School love to share their successes and celebrations and regularly invite friends and family to their many events. Recently, they celebrated the twenty-fifth anniversary of their official opening by marking the occasion with an afternoon of fun, food and music.

Ofsted’s recent Care inspection at Fullerton rated the school as “Good” for both Education and Care.

If you’d like to arrange a visit to Fullerton House, call Freephone: 0800 055 6789 to arrange a suitable time. You can find out more about their services on their website: www.hesleygroup.co.uk

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WHAT’S NEW?

Bursary subsidised Lake District breaks The Lake District Calvert Trust are in the fortunate position of having a healthy discretionary bursary fund which they need to use up in 2017.

All visits are already subsidised by about 30 per cent, but additional support could help you maximise attendee numbers, or help provide the catalyst to get your outdoor learning residential trip off the ground.

Allocation is dependent on meeting a range of criteria, with priority given to off-peak periods, and especially weekends. To find out if your school qualifies, call the Lake District Calvert Trust on: 017687 72255.

New play therapy training venues Play Therapy UK has announced three new venues for play therapy training: Trafford Hall (Chester), The Beeches (Bournville, Birmingham) and Golden Jubilee Conference Centre (Glasgow).

These are in addition to ten other venues located throughout the UK. All venues offer the Post Graduate Certificate in Therapeutic Play Skills run in partnership with Leeds Beckett University.

It is the only course providing entry to the Play Therapy UK Register of Play and Creative Arts Therapists accredited by the Professional Standards Authority.

Venues also offer a one-day Introduction to Play Therapy course, which outlines the skills needed for working therapeutically with children. www.playtherapy.org.uk

www.calvert-trust.org.uk/lake-district/bursary-funding-2

Promoting safety with internet enabled door sensors We all have an increasing dependence on the internet as we order our shopping, do our banking and socialise with people all over the world.

Medpage’s new range of Wi-Fi connecting sensors also shows us how the internet can be used to help keep people with SEN safe.

The Medpage door sensor, for example, can inform you via your Smartphone of the time and date a door is opened and closed with a message and alarm. It can even be used on a fridge and is ideal for families of children with SEN.

Elbow drummer opens Prior’s Court Music Circle Richard Jupp, the drummer from rock band Elbow, joined students and staff to open a new outdoor Music Circle in the grounds of Prior’s Court, a special school for young people with autism and complex needs.

“It was an honour to be invited to spend time jamming with the students and exploring rhythms and beats”, said Richard.

After a day’s creative workshop at the school, musicians from Accoustic Arts designed a series of large scale percussion instruments to create an interactive musical activity that would also support students’ communication and sensory needs. www.priorscourt.org.uk

www.medpage-ltd.com/wi-fi-door-window-sensor

Trade focus for Naidex 2017 University of East London The University of East London offers a wide range of undergraduate and postgraduate SEN courses. Students learn about every aspect of special education in line with government policy, including autism, speech, language and communication, challenging behaviour, disabilities, dyslexia, therapeutic teaching and learning, as well as alternative educational provisions.

The courses provide a firm grounding in understanding a range of special needs, equipping students with the skills they need for the work place.

To find out more about SEN courses at University of East London, visit: uel.ac.uk/sen or contact Applicant Enquiries.

Tel: 020 8223 3333 or email: study@uel.ac.uk

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For 2017, Naidex has a new focus on trade, providing the industry’s answer to more targeted selling and a stronger ROI within independent living, rehabilitation and disability.

With three official trade and business stages and a stronger gathering of decision makers than ever before, NaidexTrade is designed for any business that needs to take its sales, exposure and brand to the next level.

The event will also feature the Naidex Professional Zone (fully CPD accredited and focusing on OTs), NaidexSport (live demos, interactive features and workshops), NaidexVision led by the RNIB, NaidexTech, NaidexHome and Design, NaidexMobility and NaidexChildren.

To register for your free ticket, visit: www.naidex.co.uk WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Your views sought on autism and periods

Latest issue of magazine for people with learning disabilities

Robyn Steward has launched a project to make learning about periods more autism friendly. She has set up a survey and is inviting anyone with a view on autism and periods to complete it online.

Teachers, parents, siblings, and autistic people are all encouraged to take part.

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.

A frequent media commentator on autism, Robyn Steward is the Author of The Independent Woman’s Handbook to Super Safe Living on the Autistic Spectrum. Robyn, who has Asperger’s syndrome, runs training for professionals working in education, children services and adult social care.

Featuring simple language and visual cues, this edition gives readers a news round-up of stories including the American election, issues with prisons in the UK, an update on Brexit, Andy Murray, Leonard Cohen and more.

To download a copy and sign-up for future editions, visit: www.unitedresponse.org.uk/press/campaigns/easy-news

To complete the survey, visit: www.robynsteward.com/periods

Student success at St John’s School for the Deaf Jay joined St John’s primary department aged four.

His language levels were significantly below his peers and he struggled to understand in larger groups.

This year he has gained a place at York University to study for a degree in business management, having achieved the highest possible grades in his extended diploma.

Jay’s parents commented: “This is testament to all the hard work and determination that Jay has put in… It clearly demonstrates the quality and perseverance of the teachers at St John’s and their teaching methods.”

For more information, contact Mandy Dowson: info@stjohns.org.uk 01937 842144

Short break foster carers needed in Warwickshire Warwickshire Fostering Service is looking for Family Link foster carers who can provide a short break for a young person with a disability. This short-term care provides the young person with new friends and experiences, whilst their parents get some much needed time for themselves and the rest of their family.

As Sue, a Family Link carer. says: “You will get plenty of support and advice; it’s a really worthwhile thing to do with so many rewards and it can work alongside a busy life.”

For more information, visit: www.warwickshire.gov.uk/fostering or call: 01926 746956.

New versatile Buddy Grass Sofa

Acoustic solutions from PC Werth

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.

You cannot underestimate the importance of the teacher being heard clearly in the classroom.

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.

PC Werth provide a range of acoustic treatments to help reduce noise intensities to the levels your staff and pupils will thank you for. These cost-effective solutions come in different colours, patterns and shapes. The panels can also serve as a pin board for the classroom.

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.

PC Werth experts can advise on bespoke and lowmaintenance solutions tailored to your budget. Sometimes even one panel makes the differencee!

www.timotayplayscapes.co.uk 01933 665151

For more information, call: 020 8772 2700, email: sales@pcwerth.co.uk or visit: www.pcwerth.co.uk

WWW.SENMAGAZINE.CO.UK

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SEN RESOURCES/SERVICES

SEN LAW

Advertisement feature

Support, motivate and inspire young people to make a difference The Challenge is the UK’s leading charity for building a more integrated society and the largest provider of National Citizen Service (NCS).

We ensure all young people have the opportunity to contribute fully in the programme, regardless of any support needs, such as: • a history of offending and/or challenging behaviour • being from a care background • additional learning needs • physical disabilities.

Our Support Worker and Personal Coach roles provide one-to-one support to young people, whilst our specialist Mental Health Advisor and Learning Behaviour Mentor roles work alongside the staff and young people to add valuable knowledge and experience. In 2017 we are looking for dedicated individuals who can deliver in these roles and assist young people to help them build their confidence and gain skills to successfully complete the NCS programme.

Find out more and apply at: ncsthechallenge.org/jobs WWW.SENMAGAZINE.CO.UK

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POINT OF VIEW

Point of view: charity coordinator

A journey towards inclusion JoAnna Hunt provides a US perspective on the challenges of creating inclusive learning environments

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n 2004, my nephew was diagnosed with severe attention deficit hyperactivity disorder (ADHD).

Doctors currently suspect that he is on the autism spectrum. Although he is an incredibly intelligent young man, he’s spent his entire academic experience struggling to be understood.

His condition makes him extremely literal; he cannot understand anything that’s not black and white. When he’s physically moving, tapping, bouncing or walking, he finds it easier to focus on what someone is saying to him. This can make him appear more distracted when in fact he’s working very hard to concentrate. He’s most successful when teachers give him clear and simple instructions or allow him get up and move during lessons. I’ve spent the last 12 years watching the impacts his challenges have had on his education.

In another four years he’ll, hopefully, be heading off to greater opportunities in higher education. But, will higher education be ready for him?

Impact on learning For the last two years, I’ve been researching the impact of various special educational needs (SEN) on learning. Here are a few of the key things I’ve learned: 1. Most conditions don’t impair a person’s academic capability, they just change the way that person accomplishes learning.

2. Students with SEN want to continue their education, it’s just a lot harder for them to be successful in today’s models.

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3. Disabilities are not always easy to spot. The majority of cognitive impairments are invisible and often go unnoticed by peers and teachers because students have learned how to cope.

There were many eye-opening moments for me during this research. Here are the top four insights I gained about students with diverse physical and cognitive needs: 1. The fundamental goals of all students, regardless of ability, are the same: to learn in order to live meaningful, independent and successful lives.

2. Social perceptions and support have a big impact on the ability of any student to meet these goals.

3. Our society is still reactive rather than proactive about SEN support, especially in education.

4. The problem is not just the lack of awareness, it’s a lack of imagination around how to make the education system work in favour of these students.

The majority of cognitive impairments are invisible and often go unnoticed by peers and teachers more inclusive models. When you think about integration, you think about students with all abilities being in the same learning environments. But they’re still focused on doing the same work in the same way. When you shift to inclusion, you’re empowering students to learn and communicate in ways that more directly meet their unique needs, yet still showcase their understanding of the material. This flexibility leads to increased student success for all students. It’s this shift in mindset that gives me hope that by the time my nephew gets to higher education, he’ll be set up for success in an environment that truly understands him.

Work in progress What all of this means to me is that there is still work to be done within existing higher education models. As educators, it is our responsibility to create environments where all students can succeed. However, I believe things are starting to move in the right direction already.

One of the key trends I’ve seen emerging in education is a shift away from integrated experiences towards

Further information JoAnna Hunt is Accessibility Manager at Blackboard Inc., an education technology company based in Washington, DC, USA: www.blackboard.com

WWW.SENMAGAZINE.CO.UK

POINT OF VIEW

Point of view: mother

Groundhog birthday Suzanne Sapsed explains how her daughter’s special day presented oddly familiar dilemmas for their family

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e recently celebrated Ella's eighteenth birthday. On this “coming-of-age” day most young people look to the future and wonder what might be in store: perhaps a home, a car, a wedding or holidays without parents. Our Ella's birthday was very different.

Ella is a real miscellany. She has Floating Harbor syndrome, a very rare condition which impacts mostly on bone growth and language development.

She also has autism and two forms of epilepsy. For the last few years the seizures have been well controlled but recently she has developed tremors, so her neurologist is playing with her medication, although we’ve been warned that this may cause her tonic clonic seizures to return.

Ella has amazing fine motor skills but her gross motor skills are not great and she needs someone's arm to hold onto when she's walking short distances. Ella cannot manage much walking because of her calves and feet. Having said that though, it does not stop her dancing to music. What’s more, even though she still cannot write her name or count to ten, she knows all the words and sings along to her favourite tunes.

Sometimes, when we're just sitting together it is easy to forget just how complex her needs are and just how much support she is going to need throughout her life. And let's not get started on her challenging behaviour and the bruises I have in relation to that.

History repeating In the run up to her eighteenth we prepared ourselves for the question we WWW.SENMAGAZINE.CO.UK

While my lips are smiling, my inner voice is screaming

get from friends and family every year: “What does Ella want for her birthday?” I smile and tell them I’ll think about it. But while my lips are smiling, my inner voice is screaming: I don't know; same as last year. And the year before that. And… Our Ella does not change much, so toys are everlasting. She does love her peg board but there are only so many pegs you can hoard. My husband Jeff and I are convinced that a thousand years from now people will still be finding brightly coloured, little plastic pegs in our garden. Ella’s initial excitement at receiving jewellery lasts about ten minutes, before it is put on a shelf never to be worn again. She has enough toiletries to make a surfeit of skunks smell divine.

“But what about clothes?”, people might ask. Oh, how lovely it would be to be able to say “yes”. Where our Ella is concerned, though, nothing is easy and her sensory issues have increased as she has got older. A pretty top might be nice, but she doesn't like stretchy material; or anything itchy; or capped sleeves. No straps; she doesn’t do strappy. “What about other clothes?” No tights; no socks other than ankle socks; no leggings; no tight trousers; and no trousers that are fitted tightly around the ankles. No waistbands, just elasticated waists; no skirts at all. So cotton tees and tracksuit bottoms would be great.

And then her birthday arrives. Ella receives similar presents to the ones she’s received for the past 15 years and she gets so excited opening every present and every card. And I am humbly reminded that the present issue is not hers, it’s all mine. Her face beams when she gets to blow out the candles while we sing Happy Birthday. My heart warms every year.

Ella will never worry about ageing or what the future holds; how wonderful is that? But we do. Where do we all go from this eighteenth birthday as she leaves children's care and enters adult services? We've been told we need to look at her technically being able to make her own choices now she is legally an adult. A new minefield awaits.

Further information Suzanne Sapsed is a full-time foster carer and mother. She blogs at: www.suzannestribe.co.uk

What’s your point of view?

Email: editor@senmagazine.co.uk

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SEN LEGAL Q&A

What can pupils with SEN expect from their school?

Specialist SEN solicitor Douglas Silas explains the requirements on schools to support pupils with SEN What are a school’s duties regarding SEN provision?

According to the SEN and disabilities Code of Practice (CoP), every school is required to identify and address the SEN of the pupils that they support.

Maintained mainstream schools, which include academies and pupil referral units (PRUs), must: • use their best endeavours (do everything they can) to make sure that a child with SEN gets the support they need • ensure children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN • designate a teacher to be responsible for coordinating SEN provision • inform parents when they are making special educational provision for a child • prepare an SEN information report and accessibility plan.

Teachers should use appropriate assessment to set targets which are deliberately ambitious

How do schools assess needs?

Are there any curriculum stipulations?

All pupils should have access to a broad and balanced curriculum.

The National Curriculum Inclusion Statement says that teachers should have high expectations for every pupil, whatever their prior attainment.

Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset.

What are the areas of SEN that they need to identify?

The CoP states that there are four broad areas of needs that should be planned for: • communication and interaction • cognition and learning • social, emotional and mental health difficulties • sensory and/or physical needs.

Schools should be alert to any pupil making slower progress than expected.

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needs can also be a feature of a number of other areas of SEN, and children and young people with an autistic spectrum disorder may have needs across all areas, including particular sensory requirements.

It adds that the purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In practice, children or young people often have needs that cut across all these areas, and needs may change over time. For example, speech, language and communication

The CoP advises that class/subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils and try to identify pupils making less than expected progress which: • is significantly slower than that of their peers starting from the same baseline • fails to match or better the child’s previous rate of progress • fails to close the attainment gap between the child and their peers • widens the attainment gap.

Also, it can include progress in areas other than attainment, such as where a pupil needs to make additional progress with wider development or social needs. Whilst some children with SEN can be identified at an early age, other children and young people’s difficulties only become evident as they develop, so teachers should be alert to emerging difficulties and respond early. The CoP recognises that parents also know their children best and it is important that all professionals listen and understand when parents express concerns about a child’s development.

What is SEN support?

SEN support should take the form of a four-part cycle known as a “graduated approach”, which draws on more WWW.SENMAGAZINE.CO.UK

SEN LEGAL Q&A

detailed approaches, more frequent review and more specialist expertise in successive cycles.

The four stages are: assess, plan, do and review. They can be summarised as follows: Assess The class/subject teacher, working with the SENCO, should carry out a clear analysis of the pupil’s needs. They should also draw on: • other subject teachers’ assessments • the individual’s development in comparison to their peers and national data • the views and experience of parents • the pupil’s own views • advice from external support services (if relevant) • any concerns raised by a parent.

Plan Where it is decided to provide a pupil with SEN support, the parents must be formally notified and the teacher and the SENCO should agree with the parent and the pupil on the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. All teachers and support staff who work with the pupil should also be made aware of their needs and it should be recorded on the school’s information system.

Do The class/subject teacher remains responsible for working with the child on a daily basis, but interventions may involve group or one-to-one activities, so they should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCO should support them in the further assessment of the pupil’s strengths and weaknesses and advising on the effective implementation of support.

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The class/subject teacher, working with the SENCO, should carry out a clear analysis of the pupil’s needs Review The effectiveness of support/ interventions and their impact on progress should be reviewed in line with the agreed date.

What funding is available to schools?

The CoP states that all mainstream schools (including local academies) are provided with resources to support those with additional needs and are usually determined by a local funding formula. School and academy sixthforms receive an allocation based on a national funding formula. Schools have an amount identified within their overall budget, called the notional SEN budget.

This is not a ring-fenced amount, and it is for schools to determine their approach to using their resources to support pupils with SEN, including any resources targeted at particular groups, such as the pupil premium. The responsible local authority should provide additional topup funding where the cost of the special educational provision required to meet the needs of an individual pupil exceeds the nationally prescribed threshold.

What is the role of the SENCO in schools?

The SENCO has day-to-day responsibility for the operation of SEN policy and coordination of specific provision made to support individual pupils with SEN. The SENCO also provides professional guidance to colleagues and will work closely with staff, parents and other agencies.

The key responsibilities of the SENCO may include:

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• overseeing the day-to-day operation of the school’s SEN policy • co-ordinating provision for children with SEN • liaising with the relevant designated teacher where a looked-after pupil has SEN • advising on the graduated approach to providing SEN support • advising on the deployment of the school’s delegated budget and other resources • liaising with parents of pupils with SEN • liaising with professionals from outside agencies, including early years providers, other schools, educational psychologists, and health and social care professionals • being a key point of contact with external agencies, especially the local authority and its support services • liaising with the potential next providers of education for the pupil to ensure the child or young person and their family are informed about options, and a smooth transition • working with the Headteacher and governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements • ensuring the school keeps the records of all pupils with SEN up to date.

What are the school’s equality and inclusion duties (including medical conditions)?

Schools must have regard to general duties to promote disability equality.

All schools have duties under the Equality Act 2010 towards individual disabled children/young people. They must make reasonable adjustments, >>

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SEN LEGAL Q&A

including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. These duties are anticipatory. Schools also have wider duties to prevent discrimination, promote equality of opportunity and foster good relations.

There is also a duty on maintained schools and academies to make arrangements to support pupils with medical conditions. Individual healthcare plans will normally specify the type and level of support required to meet medical needs of such pupils.

Where children and young people also have SEN, their provision should be planned and delivered in a coordinated way with the healthcare plan. Schools are required to have regard to statutory guidance entitled: Supporting Pupils at School with Medical Conditions.

What are schools’ duties in respect of use of data and record keeping?

Schools already use information systems to monitor progress/ development of all pupils. Details of SEN, outcomes, teaching strategies and involvement of specialists should be recorded as part of this overall approach. Provision made for pupils with SEN should be recorded accurately and kept up to date, particularly for any Ofsted inspection, which will expect to see evidence of pupil progress, a focus on outcomes and a rigorous approach to the monitoring and evaluation of any SEN support provided. Schools should record details of additional/different provision made under SEN support and share this information with parents.

Provision maps are an efficient way of showing all provision that the school makes which is additional to/different from the school’s curriculum.

Do schools have any requirements to publish SEN information?

The governing bodies of maintained schools and proprietors of academy schools must publish information on SENISSUE86

Schools have wider duties to prevent discrimination, promote equality of opportunity and foster good relations their websites about the implementation of their SEN policy, which should be updated annually. Schools should ensure that the information is easily accessible by young people and parents and is set out in clear, straightforward language. It should also give details of the school’s contribution to the local authority’s local offer and must include information about: • the kinds of SEN that are provided for • policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENCO (mainstream schools) • arrangements for consulting parents of children with SEN and involving them in their child’s education • arrangements for consulting young people with SEN and involving them in their education • arrangements for assessing and reviewing children/young people’s progress towards outcomes • arrangements for supporting children/young people in moving between phases of education and in preparing for adulthood • the approach to teaching children and young people with SEN • how adaptations are made to the curriculum and the learning environment of children/young people with SEN • the expertise/training of staff to support children/young people with SEN, including how specialist expertise will be secured • evaluating the effectiveness of the provision made for children and young people with SEN

• how children/young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN • support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying • how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families • arrangements for handling complaints from parents of children with SEN about the provision made at the school.

Data collected through the School Census, is also required to produce the national SEN information report.

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 [updated for 2016/17], 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.

WWW.SENMAGAZINE.CO.UK

NAIDEX Advertisement feature

2017 The all-new Naidex will return to NEC Birmingham over the 28 to 30 March 2017 and will be packed with the broadest range of education, interactivity and innovation ever seen in the brand’s history.

As the country’s most established event for the independent living industry, Naidex 2017 will attract over 12,000 trade, consumer and health professional visitors across its three day run – each one attending the event to find and source the very latest innovative technology, products, equipment, and services that are shaping the future for people with physical disabilities or special educational needs.

For the very first time in 2017, the award winning PRYSM Media Group will be organising the event, injecting diverse content, world-class experts and case studies, top new features and leading business and trade content into the show. Renowned for shows that are packed full of expert-led education, interactivity, industry-leading insight and unique levels of creativity, PRYSM have promised to make March’s edition the most immense spectacle in the brand’s long and distinguished history.

Looking to the future The changes in the way the show looks and feels will immediately be apparent to attendees. There will be a heightened level of attention towards future innovations, the ideas that are changing accessible living, transformative equipment, and the most modern tools that are breaking new ground in assisting the population who have a physical disability or special educational needs. There’s also a new commitment to presenting products and equipment for children and young people and innovation in mobility, which includes the chance for attendees to try out new devices, and special interactive zones for products and services WWW.SENMAGAZINE.CO.UK

specialising in sport and activity, travel, hospitality, entertainment, nutrition and health, and business start-up.

Trade visitors, health professionals and consumers will have the greatest opportunity yet to access the richest wealth of groundbreaking technological solutions and innovative concepts, products, and services from around the world, presented by the industry’s leading suppliers, including Ottobock, ReWalk Robotics, RGK Wheelchairs, and Sunrise Medical Limited.

The event’s seminar schedule provides an unparalleled level of education, guidance and inspiration, and each session is delivered by an expert recognised for their influential work and achievement in their field. The range of the topics our schedule covers is fantastic; every facet of the industry is analysed and brings with it a mass of detail, be it developments in assistive technology, business start-up inspiration or case studies in workplace discrimination, inspirational journeys and new and exciting concepts.

Naidex 2017 will be at the NEC Birmingham from 28 to 30 March 2017. For all the information you need on the show, simply visit: www.naidex.co.uk and book your free ticket today.

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POST-16

Staying on track Tracey Francis asks young people with SEN about the support they need to prepare for adult life

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irik was 19 when he organised a two-week polar trek with a friend. On skis and carrying tents, with no mobile signal, they navigated northern Norway in winter, catching and cooking their food as they went. Digging survival holes in the snow, gauging avalanche risk and telling safe ice from unsafe were all in a day’s work.

Six months previously, Eirik had left school having narrowly missed gaining the necessary qualifications for college entry: he had concussion following an altercation with another student, and didn’t complete exams successfully. He has Asperger’s syndrome and is reflective, intelligent, skilled, knowledgeable about the natural environment and great to talk to. But despite all these advantages he is not in a “positive destination” in the form of further education, training or employment, and is struggling to find work. With no clear pathway, he is drifting, and his family are becoming increasingly concerned for the future.

For young people with learning difficulties who are clear about what they want and have the right qualifications, identifying next steps after leaving school can be more straightforward, although their ability to complete a course or training programme may still be limited by individual support needs. But for those who find themselves with few qualifications and no plan, the years immediately after school can be like a journey without equipment, map or directions. For Eirik, trekking through the Arctic wilderness has proved easier than trying to identify opportunities and appropriate post-school support in his home town.

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School leavers need clearer pathways into adult support services (photo used by permission).

A European perspective Fifty young people from Italy, Norway and the Czech Republic with Asperger’s syndrome, ADHD or Tourette’s syndrome, and/or their family members, took part in the Life on the Edge of the Cliff project to share their experiences of leaving school. Their thoughts are the basis of a new report

Transition to adulthood is second only to the first few years of life in significance and impact on future outcomes highlighting the challenges facing this group and the impact on young people and their families.

For many, the years immediately after school can seem like the perfect storm. Navigating a new landscape with different professionals and expectations, a looser structure, and less involvement from parents

and other support networks may be overwhelmingly stressful for those who already find it difficult to interpret the world around them. Adjusting to the world beyond home and school may mean having to develop new strategies to manage sensory issues or challenging behaviours. Those who did not thrive in the school system may find their academic qualifications do not match their ability or aspirations, and they may not yet have acquired life skills that come more intuitively to their neuro-typical peers.

At the same time, support services in the adult sector can be more difficult to identify and access. It isn’t easy to find the right person to take over a role played previously by teachers or learning assistants, and information held by children’s services may take a long time to be passed on. Parents are no longer expected to be involved in discussions and decisions, which may bring welcome freedoms for some but added pressure for others. If you choose not to engage with a service, no-one can make you, even if others may think it’s in your interest – but it’s WWW.SENMAGAZINE.CO.UK

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easier to slip off someone’s radar if you miss an appointment or fail to reply.

A further challenge is the widespread misunderstanding of what it means to be “high functioning”. For too many services, this implies being able to manage with little or no support when in fact the opposite may be true, especially during times of pressure; the invisibility of ADHD or Asperger’s can make it difficult for others to recognise the extent of someone’s difficulties until crisis point is reached. Ongoing needs may be as great as for “lower functioning” individuals, but for support of a different kind.

A crucial time Transition to adulthood is second only to the first few years of life in significance and impact on future outcomes, yet it receives only a fraction of the attention and finance available to early years services. Some parents even shared their belief that support services step back as the eighteenth birthday approaches, concentrating resources elsewhere because they know young people are moving on.

As a social worker in Norway put it, “In primary they have assistance all the time. In secondary it gets less and less, and disappears. And when you should manage by yourself you have no-one to lean on. Maybe they don’t need all those assistants when they are seven.

Maybe they should put them in at the end of the education system instead.”

Schools are under pressure to record “positive destinations” for leavers, but usually these aren’t destinations at all: they are staging posts on a journey that should take someone in a direction they want to go. Figures further down the line are a more accurate assessment of how positive they really are, and these are damning: only 15 per cent of people with autism are in full-time paid employment in the UK and over 90 per cent of people with ADHD say they have difficulty finding and keeping a job. The picture is similar across Europe. Most of the people who took part in this study had experienced a series of unsatisfactory placements without appropriate support and with no career path, while only a handful of those who had graduated from college or university were in paid employment.

But young people who don’t progress directly into employment or education are also still on a journey: social difficulties rather than academic ability or potential are often the biggest barrier for those who are not as ready to leave school as their neuro-typical peers. Getting support that maintains motivation, aspiration and social integration at this stage can make the difference between being prepared for future opportunities and becoming demotivated and disengaged.

New challenges are high on the agenda at Norway’s folk high schools (photo: Folkhogskolene of Norway).

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Planning has to start at least two years before leaving school and continue beyond it Unfortunately, support of any kind for this group is thin on the ground.

As one parent expressed it, “I feel the only person who sees how vulnerable my son is at this moment of transition is me. I see if we don’t get it right now we might never… this is his life that is at stake. That scares me.”

Developing life skills Clear pathways and robust support structures are a must; planning has to start at least two years before leaving school and continue beyond it, and should focus on life skills and social development as well as academic qualifications. Wrong decisions at this stage can be difficult and costly to undo, so it makes sense to factor in enough time to get it right in the first place.

The impact of an individual’s condition on their everyday functioning is important; it can be the main cause of many barriers, and unless a plan includes strategies to overcome these or reduce their impact, the most academically able young person risks being set up to fail. Young people in the project called for the focus to be less on pressure to get into work and more on coping with everyday life, suggesting this was a better use of resources as work placements were more likely to be successful if these skills were in place.

Specialist careers advice, including life coaching and counselling, was felt to be a significant gap in provision, along with the lack of a role within adult services to manage a transition plan once someone has left school. This is particularly important for those not going into employment or education immediately, as without someone to >>

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coordinate activities and implement a plan, they are less likely to seek out new opportunities and challenges.

In addition, people shared the view that psychoeducation and other therapeutic interventions should be more widely available; the majority of young people had experienced mental health issues that impacted on daily life, but found it difficult to get professionals to recognise the need for early intervention to prevent this becoming a barrier to engaging with services. They felt more training in talking therapies would be beneficial for support workers.

Issues and priorities Other comments from young people and parents highlighted a number of common problems, including: • too much of a focus on theory and not enough on making a practical difference • a failure to think, plan and fund long-term • a lack of understanding and specialist knowledge among service providers • too little collaboration across service boundaries • a widening services gap, with existing services not meeting the need • service managers who are out of touch with daily lived experiences.

Improving communication and addressing gaps in planning, preparation and coordination were

The pressure is off and many relish the chance to develop practical skills and abilities

identified as priorities, with a need for a wider range of post-school options that can combat social isolation, build transferable skills, and signpost to other services.

One example of a positive alternative next step can be found in Norway, where “folk high schools” help bridge this gap. These independent, not-forprofit colleges are part of the higher education system and open to all. Many specialise in outdoor activities, others in theatre, music, technology, water sports, and opportunities including work experience and trips abroad.

There are no entry requirements and no formal teaching programme; with no leaving qualifications in the balance, the pressure is off and many relish the chance to develop practical skills and abilities. For students with additional support needs they are an opportunity to be part of a learning community that focuses on what you can do, not what you can’t. They are also residential – a small, informal but structured environment that creates the perfect setting for learning essential life skills, social responsibility, and respect and value for others.

Settings like these can be invaluable in building confidence, acquiring selfknowledge, and learning to be part of a team – all essential skills for the world of work.

Time to act Decision makers and support agencies across Europe are facing a tough question: how can public services and social care agencies square the circle of shrinking budgets and increasing demand? Part of the answer has to be reducing long-term support needs among people who can live more independently. So the time is right for governments, local authorities and services to tackle the barriers preventing able young people from achieving their potential, integrating into their communities, and contributing socially and economically.

All the evidence indicates that many able young people with learning difficulties will not find their way into employment appropriate to their abilities without support. Improving experiences at this stage – while the brain is still developing, behaviours are changing and momentum from school remains – can be the key to ensuring they have the same chances as their peers to achieve personal independence, find work and integrate into their communities. Fail now, and doors begin to close that may never reopen.

Further information

Tracey Francis is an independent writer and researcher. She received a Travel Fellowship from the Winston Churchill Memorial Trust to research post-school experiences of young people with Asperger’s syndrome, ADHD and/ or Tourette’s syndrome in Italy, Norway and the Czech Republic.

Her report, Life on the Edge of the Cliff, and further information about the project, is available at: www.lifeontheedgeofthecliff.com Social kills work with Prague theatre group Dr.amAS (photo: Jindřich Mynařík for the National Institute of Autism, Czech Republic).

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Names have been changed.

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SEN IN INDIA

The long road to inclusion Sonu Khosla examines the task ahead for those trying to improve SEN provision in India

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e all know that no two individuals are alike.

However, in many education systems around the world, this simple truth is often forgotten. Until recently, the system in India has always tried to fit the child into the curriculum, rather than making the curriculum suit the child’s needs.

Greater recognition of the concepts of “inclusion” and “integration” do offer a ray of hope though.

Every child brings with them different abilities, challenges and issues. While we can’t undo “nature”, nurturing individuals to make a positive impact on their learning is something all educators can work towards. This

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can be a very complicated process, though, with many different viewpoints surrounding it. Some believe inclusion is too idealistic a concept, while others see it as a basic human right.

Having worked abroad and in India, I feel there is a difference in mindset and attitudes towards those who are differently abled. Even though inclusive education and understanding of SEN are gaining momentum in India, we are still in a nascent stage compared to countries in Europe and North America.

Glimmers of hope A lot of initiatives have been introduced by the Indian Government, including the Right to Education Act (RTE) of 2009, the Persons with Disabilities Act (1995) and the Sarva Shiksha Abhiyan (Education for All Movement) introduced in 2000, which states that no school can deny the right to education to any child regardless of disability. The reality, though, is very different. The reason for this is the attitudes of many of the people involved, which no law can change. The whole outlook of people across the country needs to move on.

The situation is made worse by a lack of awareness of SEN, and shortages of resources, trained staff and teachers. Moreover, SEN is still considered a taboo subject in Indian society; even many educated people find it difficult to accept difference, associating it with abnormality or retardation. Often, I have to take parents through the familiar DABDA (denial, anger, bargain, despair and acceptance) process, with hours of counselling, before they finally

Even many educated people find it difficult to accept difference, associating it with abnormality or retardation accept the child with their limitations.

In our society, academic success is considered to be the most important aspects of schooling. It is the survival of the fittest and parents can find it difficult to accept that their child is falling behind.

This is a sad state of affairs because children with SEN usually just have their brains wired differently and hence, with sensitivity, nurturing, love, acceptance and a positive environment, can often make great strides in their learning and developing their self-esteem.

On the other hand, the anxiety of parents and caregivers is also right from their perspective. Worries about the future of their children – given the lack of a social security system or support from the Government, and societal pressures – only add to their woes. Even if parents want to accept their child’s condition and introduce the child into society, it is not as easy as it sounds. The biases and prejudices that abound pose huge obstacles and there are also invisible social barriers that make it anything but easy to allow these families and children to feel like they are an equal part of the social fabric.

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with disabilities or SEN, this attitude comes at a price. The impediments are far deeper and greater in the external environment than just those presented by the child's condition.

Sadly, I am very used to hearing comments from members of society that, however well meaning, display an unhelpful attitude towards a child’s condition, such as: “What is her problem?”, “Very sorry to see this”, “This must be very difficult for you.

How do you manage?”, “Are your other children OK?”, “Is it contagious?” and “It’s all karma.”

Negative attitudes Often, there can also be a lack of support for the child within the family, with both parents “blaming” the other for having a child with a disability. Families keep their child’s SEN hushed up, lest they are judged for bad parenting and not pushing the child enough. The situation is not very welcoming in the educational system either, where children often get labelled as “naughty”, “lazy” or “hopeless”, adding to the anxiety of parents who run from pillar to post for their children.

Even if the child gets into a school with a good inclusive programme, parents are often worried about them being discovered as “special needs”, or other parents finding out about them going for a remedial class.

However, there is a rising trend of inclusive education in the private schools in metropolitan areas like Delhi and Mumbai, along with involvement from non-governmental organisations, vocational programmes, open schools and international schools following the International Baccalaureate curriculum – all of which provide a bit of hope for parents. Separate SEN or inclusive education departments are being set up with the aim of providing an inclusive environment for students with mild to moderate learning disabilities and for those needing social and behavioural counselling. These departments can be fully fledged support systems, catering to the needs of students who are slow learners, and students diagnosed with WWW.SENMAGAZINE.CO.UK

learning disabilities or conditions such as ADHD, dyslexia, dyscalculia and dysgraphia. In many settings, there is an SEN wing running a parallel curriculum for those with moderate to severe SEN and children are integrated for a minimum of one to three hours on a daily basis.

The support happens in various phases that include in-class support, remedial support and help with exam preparation. Whereas in-class support helps pupils to deal with the curriculum demands, the remedial classes focus on reinforcing concepts, developing language skills (reading and writing), memory skills, mathematical concepts, study skills, science concepts and organisational skills. Students are regularly counselled, motivated and encouraged to perform better. Different strategies and techniques are used, keeping in mind both the students’ strengths and their weaknesses. The strategies are designed to be both child centred and child friendly.

Inclusive environments Having said this, children with SEN being physically present in a mainstream environment does not really convey anything about inclusion unless they are accepted by other pupils and by staff. This also relies on social inclusion by parents, friends and society. Schools need to demonstrate curriculum flexibility and adaptability, commitment to differential teaching strategies and transparency in communication, along with understanding and open-mindedness.

There is still room for some innovative thinking and collaborative learning around inclusion in the classroom. It may be that schools and society will need to re-evaluate assumptions about the behaviour of learners; for example, a student who likes to talk while working might be seen as exercising helpful and automatic self-expression, rather than as a nuisance.

I often recall an occasion when I was working with a child who is differently abled. I had just told a colleague that I would be with them when I could “find

Families keep their child’s SEN hushed up, lest they are judged for bad parenting and not pushing the child enough

the time” and the child said to me: “Miss, I can really help you”. Surprised, I invited him to “Go ahead”.

“I can help you find the time. There it is”, the child said pointing to the clock on the wall.

To the casual observer, this behaviour might come across as intentionally disrespectful – as the child trying to be funny – but if we look at the situation more closely, we can see that it is probably the child’s autism that is causing him to be very literal in his interpretation of my words. All that is required from us, in situations like this, is a little sensitivity and understanding, and a willingness to change our mindset. Of course, this is easier said than done but wherever we can make the effort, no matter how small or unimportant the issue may seem, I believe that it is very important that we try.

Further information

Ms Sonu Khosla is a developmental psychologist with extensive experience of working with children with SEN. Currently Head of SEN/Inclusive Education at Pathways School (IB school) in Noida, India, she has also worked as a guest speaker and conducted training modules and workshops for companies and educational organisations in the Netherlands: https://specialneedscom. wordpress.com/

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FOSTERING

Autistica release epilepsy and mental health in autism leaflets Earlier this year, Autistica issued a report, Personal tragedies, public crisis, highlighting new research showing that people on the autism spectrum are more likely to have poor health and are often at risk of early death.

The charity funds research into autism, as well as campaigning for services and government to help people with autism to live long, healthy and happy lives.

Autistica has now produced two leaflets about two very common issues in autism – mental health problems and epilepsy. The leaflets provide some background information and practical tips, and signpost readers to places where they can receive help and support.

The charity aims to build on this series and improve the information it provides for those living and working with autism as it learns more through its research.

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SLCN Advertisement feature

Speech and language services for schools Integrated Treatment Services are the leading provider of speech and language therapy services to schools and academies throughout the UK. We pride ourselves on offering high quality provision at affordable prices.

Following changes to the Code of Practice, schools now have more freedom and choice over who they use to contract their speech and language therapy provision.

Contracting a therapist from Integrated Treatment Services is straight forward and efficient. We provide you with a fixed cost with no hidden fees, meaning you only pay for what you receive. You will have no additional costs for clinical supervision or purchase of therapy resources and there will be no sick pay, annual leave or maternity costs.

We understand that you need a therapist who: • understands the unique needs of your students, teachers and the setting as a whole • works flexibly to ensure therapy fits within the timetable, without making excessive demands on teaching staff • feels integrated as part of your teaching team • provides a range of therapy approaches and delivery styles to meet the varying needs of your students.

Training can be readily provided by ITS. We develop specific and unique training which is always personalised to your setting, so that participants can connect with the skills being taught and implement them with confidence. You can also approach us about evidence based training packages, such as ICAN Early Talk and Talk Boost, as well as whole school approaches such as colourful semantics.

Attend our next centralised training session on Colourful Semantics on the 21 March. http://integratedtreatmentservices.co.uk/our-clients/ schools-academies/colourful-semantics-training/ Call us on: 0845 8382921 or email us on: info@integratedtreatments.co.uk to talk to us about any requirements that you have or go to our website for more information: http://integratedtreatmentservices.co.uk/ourclients/schools-academies/

Sir William Atkinson opens TCES Group’s latest Therapeutic Hub The man who turned around Phoenix High School and featured on Chanel 4’s The Unteachables, Sir William Atkinson (pictured), officially opened TCES Group’s new facilities in Barking.

During the official launch event, also attended by the Mayor of Barking and Dagenham, staff and pupils showed visitors around the new facilities and were able to demonstrate some of their skills and achievements.

The new Therapeutic Hub is part of the Create Service, enabling the organisation to expand its expertise to a greater number of children and young people who require specialist education placements.

Create Service runs parallel to TCES Group’s independent schools. Through therapeutic education, it offers solutions to transform high-risk complex students, who were previously unable to engage with and succeed in the formal learning environment of a small group setting in school. The staff team helps to break down multiple barriers to learning by promoting the educational, social and health needs of its pupils, and supports each individual’s growth towards independent learning, then eventually moving into groups.

In operation since September, this second Therapeutic Hub (the first is situated in Romford) provides access to a normal, stable educational experience in a school setting for pupils aged between seven and 19 years. The Create Service offers WWW.SENMAGAZINE.CO.UK

a community-based school experience which provides an alternative to the out of borough placements that many of these children typically find themselves in.

In addition to academic and vocational experiences, the Create Service Therapy Team offers counselling, art and drama therapy, with speech and language and occupational therapists working directly with pupils. More specialist assessment from TCES Group’s Consultant Clinical Psychologist and Consultant Paediatrician are available to pupils who are struggling to engage with learning for reasons that are not clear.

Thomas Keaney, TCES Group’s CEO and Schools’ Proprietor, said: “Our vision is to provide education settings that are inclusive, thriving, and socially and emotionally healthy. We know how important our Team Around the Child is in ensuring the best outcomes for these pupils and we strongly believe that human beings thrive in positive environments.” www.tces.org.uk SENISSUE86

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DOWN SYNDROME

Living life to the Max Young people with Down syndrome can be independent and contribute to society; just look at my son, says Sarah Lockwood

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here has been a great deal of controversy recently over the UK Government’s proposed introduction of a new noninvasive prenatal test (NIPT) for Down syndrome and other conditions. The NIPT is a blood test that boasts a detection rate of 99 per cent. Such comprehensive screening is projected to result in a profound increase in the number of children with Down’s syndrome screened out by termination.

The response from many families and Down syndrome support groups has been directed via the Don’t Screen Us Out (DSUO) campaign which has received a great deal of attention,

particularly since the actor Sally Phillips lent her support and her documentary, A World Without Down’s Syndrome, aired on the BBC (5 October 2016).

The documentary has, however, been strongly criticised by one of Britain’s leading antenatal experts, Jane Fisher, who believes that the programme “could make the pregnancy dilemma more difficult” and that it was “not at all helpful” to people facing difficult decisions around a prenatal diagnosis of disability.

My own view on the screening debate probably lies somewhere between Phillips and Fisher; I am certainly prochoice and I believe that choice should be informed. Screening equips women with foreknowledge, not advice.

The greatest challenge lies in changing perceptions and assumptions around the value of disabled lives.

In an article printed in the Guardian (2 October 2016) Fisher is reported as voicing the concern that “Not only does no one know how their child would be affected by Down’s, but the big conflict for women is the adult the child will be 20 or 30 years down the line. For most women, that is the bit that tips them to end the pregnancy. An adult who will be, at best, vulnerable”.

Small steps

Max’s award winning T-shirt designs.

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It is relatively easy to find positive images of children with Down syndrome but there appear to be

He is now working, managing to juggle four different part-time jobs on a voluntary basis

far fewer adult role models with the syndrome. This is hardly surprising when you consider that it was not until 1971 that the rights of disabled children to an education were formally acknowledged and later, into the 1980s, that mainstream schools were required to teach pupils with SEN. The 1990s saw further formalisation of the educational rights of disabled children, with a more rigorous definition of provision, identification of resources and specific support being detailed in the 1994 SEN Code of Practice.

Another highlight of the 1980s and 90s relevant to the development of children with Down syndrome was the establishment of Down Syndrome Education International in 1987 by Professor Sue Buckley. Professor Buckley has long been an advocate of early intervention for children with Down syndrome and her research has been instrumental in enabling children with the condition to achieve their academic potentials. It seems reasonable then, given this recent timeline, that positive outcomes for adults with Down syndrome are really only just emerging.

As the next generations of children with Down syndrome reach adulthood I think that we will be overwhelmed by their achievements, their contributions to their communities and their value to society.

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Life skills can’t be taught in classrooms, they need to be part of life

Max with his girlfriend Nina.

Getting it right My son was born in 1994 and is now 22. As a young adult, he represents one of the first cohorts of children who benefitted from the educational provision outlined in the 1990s.

Max completed his final year at college this summer. He is now working, managing to juggle four different parttime jobs on a voluntary basis. Max was fortunate to have accessed a number of work placements during his time in college and this enabled him to decide his vocational pathway based on experience of different options.

He found that his most successful placements have been those working with young children – a career which makes valuable contributions to his community as well as enhancing his social inclusion and his “presence” in the local area. He works in a day nursery, a village after-school club, and a soft-play centre. Staff and parents have nothing but praise for his commitment and his positive interactions with their children. He also hopes to use his experience from one of his placements (with Kirklees Young Enterprise Group), where he designed and printed his own T-shirt and mug designs, to support the local school in developing their own enterprise project.

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Max’s successes have been largely down to the outstanding educational provision he received, particularly post-16. The historical timeline for SEN educational provision suggests that post-16 courses should have been expected to begin responding to the higher attainments, increased inclusion and greater aspirations of children and families in the early 2000s. However, when Max and I started looking at post16 courses in 2010, we found that the majority of further education colleges were very segregated and placed SEN departments in entirely separate blocks away from mainstream peers, with extremely limited opportunities for social inclusion. Indeed, the first course Max applied for on leaving school was referred to as an “employability” course, but had no opportunities to access external work placements and a zero per cent success rate in moving young people into employment.

The implementation of the internship model has been revolutionary for young people with learning disabilities and Max was fortunate to attend New Bridge Learning Centre in Oldham, where the Bridging the Gap project was one of the first internship courses in the country, being introduced in 2010. The internship model provides education in

partnership with employers and allows young people to develop independence, life skills and employability skills in real work placements on a full-time basis.

Max began his internship at the age of 18. What was equally important was the preparation for this – his earlier two-year course focusing on the essential skills which form the basis for readiness for work, such as developing a sense of responsibility, organisational skills, avoiding dependency on staff and appropriate social interaction in different contexts.

Skills for adulthood To follow are some of the key factors that supported Max in his readiness for work and preparation for adulthood.

Independence and living skills in practical contexts This focus began for Max in childhood.

He was always keen to access the same opportunities as his brother, so this included playing out with friends (away from mum), going to the local shops, riding his bike and catching the bus. Parents need to be brave but also well-prepared. Risk-taking needs to be balanced with careful coordination. I used to telephone ahead to the shop to alert them that he was on his way and then follow on, hiding behind bushes.

This progressed to watching him to bus-stops and then tracking him in the car. Nowadays, I can find him by using an app (but more about technology later). Similarly, I was always careful to expect Max to participate in daily chores and take responsibility for himself as far as possible. Life skills can’t be taught in classrooms, they need to be part of life. >>

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Recognising the challenge of social inclusion in adulthood Unfortunately, for many young people with SEN, the move from school to college continues to feel like a step backwards. Young people are leaving mainstream secondary schools only to “progress” into segregated courses.

Options are limited; while mainstream peers choose courses based on subject preferences, young people with learning disabilities often have a limited choice of “life skills” or “work skills” options, with little reference to talent or ability. Thankfully, many providers are responding to this challenge by providing more subject specific courses at entry levels and by accessing the wider community via internships.

Max’s smart phone is his lifeline and his most useful tool in developing independence

Applied functional skills The phrase “plateauing” is frequently used about children with learning disabilities. An example of this for Max was in maths; he could not get his head around telling the time using an analogue clock face.

His Year 11 teacher seemed to be very concerned about this and had committed many hours to sitting in front of Max with a clock face moving the hands. I encouraged him to throw the cardboard analogue clock to one side; if Max hadn’t grasped it yet, he really wasn’t going to. It wasn’t relevant to him. Instead, we set up alarms and reminders using the digital clock on

Keeping up with technology Max’s smart phone is his lifeline and his most useful tool in developing independence. ICT in the curriculum keeps changing in terms of its identified priorities, but for pupils with learning disabilities I would always argue that ICT has to be cross-curricular and absolutely top priority. Max was always a good reader, but struggled with spelling; predictive text resolved that for him. As already mentioned, his use of a digital clock and calendar have become central to his life. Max can also manage his finances using an app.

His ability to communicate is important; not only can I track him if necessary, but he can get hold of people via a call or text very easily.

When he first started going out to places independently he was impatient with me asking him to text me when he got there safely, so he got into the habit of quickly taking a snapshot and sending it to me so I could see where he was and who he was with.

Max on work placement at Oldham Leisure Centre.

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his mobile phone and provided instant relevant positive reinforcers. He very quickly developed his understanding of time and now uses the digital clock on his phone to organise his diary. This is just one example of adapting the curriculum and delivery to ensure that learning is relevant and applied to real and useful contexts.

Employability skills in real work placements Max would never have been able to move from a college course into the kind of work he is currently doing without extended opportunities for work experience. He has developed

commitment, responsibility, stamina and an expectation that he should work and contribute to society.

Making a contribution Max has also left home and has his own flat. To return for a moment to Fisher’s concern, and the idea that an adult with Down syndrome would be a burden as he continued to be dependent on his family into old age, Max has completely defied this prediction. I would also argue that Max is not a burden on the state. As his work is voluntary, he does receive out of work benefits.

However, given that the unemployment rate for 16 to 24 year olds not in fulltime education is currently 12.1 per cent (June to August 2016, House of Commons Library) and that Max is actively contributing as well as building up his experience and his CV, I would argue that his working for free goes some way to counterbalancing his receipt of benefits alongside his nondisabled peers.

Max lives a happy, fulfilling life and touches the lives of many. He is popular and active socially. I feel that he represents the future for young people with Down syndrome. Aspiration is the key and there is an increasingly positive outlook for parents who give birth to a baby with Down syndrome – an expectation that their child will enter into adulthood with greater independence and wider possibilities than ever before. It is crucial that educational provision keeps up with this vision.

Further information Sarah Lockwood is a parent, teacher and member of Huddersfield Down Syndrome Support Group: www.hdssg.org

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SEN ASSESSMENT

EVENTS/TRAINING

Advertisement feature

Looking forward to 2017: a year of nurture Nurture Portrait launch In December 2016, NGN shared the results of a survey conducted on more than 4,700 children assessing their emotional health and behaviour. Pupils were assessed using the Boxall Profile – an educational psychologist-designed, target-setting and monitoring tool. The report, which calls for greater understanding of childhood wellbeing, can be found in the “news” section at: www.nurturegroups.org/policy.

Training This year, The National Nurturing Schools Programme (NNSP) and The Marjorie Boxall Quality Mark Award (MBQMA) are our focus for the training section. The NNSP is a programme for all schools, which aims to support pupils and staff, enabling nurture culture to be embedded throughout the school.

Training sessions are available on the following dates in 2017: Bolton: 7 and 8 February Newcastle: 7 and 8 March York: 29 and 30 March Southampton: 4 and 5 April Norwich: 18 and 19 May The Marjorie Boxall Quality Mark Award involves assessing the work of a nurture group against a set of quality standards.

These standards are derived from the six principles of nurture groups and their clearly defined operational characteristics.

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If you’d like to qualify for the MBQMA, training is available at the following locations: Norwich: 22 March Wakefield: 6 April For more information and to book a place, visit: www.nurturegroups.org/training Events One highlight of our busy 2017 events calendar is the East of England conference in Peterborough. Taking place on Thursday 2 February, the theme is “holistic approaches for the wellbeing of children and young people”. To find out more and book your place, visit: www.nurturegroups.org/events SENISSUE86

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OUTDOOR ACTIVITIES

Building outdoor attitudes Nick Russell examines the power of outdoor activities to inspire children and bring them together

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tanding in a gorge on the North Wales coast in the rain on a cold September day might not be everyone’s idea of fun, but for me, six children and an instructor there was nowhere else we would rather have been. Fully kittedout and prepared to “have a go”, we tackled the water pouring down around us, scrambled up slippery rocks, assessed risks to ourselves and each other, helped each other overcome obstacles and had a huge amount of fun. More importantly though, the children I was with learnt something about themselves and each other and felt a huge sense of achievement looking down at what many of them had been afraid to tackle earlier that day.

This was also the time that I decided that classroom teaching was no longer for me. I have been a primary school teacher in various countries, cities and towns for 15 years. Part of the lure of

teaching has always been the aspect of helping children overcome fears and supporting them to break away from labels that are so readily placed upon their young shoulders – from “creative but not academic” to “troublemaker”, or from “lazy but with potential” to “top of the class”. I have never had an outdoor learning session that hasn’t pushed boundaries in all directions and benefited all of the children. I now dedicate my teaching to doing just that.

It is quite amazing to see a group of children build a giant catapult or have to construct a shelter that will withstand water and see how it turns the tables on the equilibrium of a class.

Meeting the challenge As a newly qualified teacher in central London many years ago, I went on a number of residential trips with the pupils. As well as being subjected to the usual comments – like “Look!

Working together comes more naturally to children in an outdoor environment.

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Cows!” and “Where are all the shops?” and the large cheers that went up when we passed the kids’ favourite fast food outlets – I had my eyes opened in many ways. I remember particularly well a trip that involved a girl who was blind and a boy with a troubled home life and a recent diagnosis of ADHD. The experience that these children had, along with all the other children on the trip, was one that I suspect they will never forget.

Nothing was differentiated, aside from an understanding of challenge; the expectation for all children was that they would rise to the challenges ahead of them and they did.

Upon arrival at the destination, the child with ADHD stood in awe at the door to the dorms, looking out at the field and the woods beyond. “When do we go in there?”, “What do we do in there?”, “Where are we allowed to go?” and a thousand other questions poured from him. The response from the centre leader was, “When you have unpacked and made your beds”. To my astonishment, his bed was made and his clothes put neatly in cupboards in double quick time. What’s more, he was helping others around him. A child who would swear and throw things when asked to write a sentence or line up for the dinner queue was suddenly engaged in his tasks and keen to learn about this new and exciting world. Over the course of the five days, for this usually troubled pupil, everything was “wicked”, nothing was “boring” and the questions kept coming.

Returning to London was not something that this young man was keen to do. It wasn’t plain sailing for WWW.SENMAGAZINE.CO.UK

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Being in a new environment didn’t phase her but opened her up to the wider world

Nick Russell leads pupils in a series of outdoor challenges.

the shelter, photographed the process and ended up eating their lunch in the group’s shelter with their peers rather than alone in the classroom as they had done for years. These are not one-off occurrences.

Transferable skills him back at school, but he got his Level 3s (something he was way off being predicted) as he began to see school more as a challenge than a punishment and understand that challenges could be overcome. I remember a conversation in the staff room with his learning mentor three weeks after the trip where she commented on his new-found willingness to engage and discuss what was troubling him; “If only we could have sent him in Year 1”, was her parting comment.

Engaging with learning On that same trip the truly inclusive nature of outdoor learning was further brought home to me by working with a girl who had been blind from birth but was thriving in a mainstream school.

She was equally engaged throughout the trip, rising to challenges and relishing the different environment to the crowded city streets. She didn’t need encouragement to work in school but for her, the freedom came in being able to express herself in different ways, to use her many talents to help the group. All activities were undertaken with a heightened sense of safety by the staff but with utter fearlessness by her. On the climbing wall, supported by an instructor, she could listen to instructions and feel for her next hold or grip, reaching the top without realising she had done so.

Being in a new environment didn’t phase her but opened her up to the WWW.SENMAGAZINE.CO.UK

wider world. On the night walk in the woods it was this girl who first heard the owls and the bats around us. She was the only one to pick up the sound of traffic from the A3 miles away, although the others saw the glow of the lights.

She was empowered more than anyone by the experience, and her peers, and myself, gained greater insight and understanding of her world.

Outdoor learning doesn’t have to involve gorge walking, abseiling, mountain hiking or adrenaline-fuelled activities. It is about much more than the specific activity. Getting children outside when they would normally be inside helps them to appreciate the space they have and gives them a sense of mindfulness that they rarely experience in the classroom. For children with SEN or disabilities this kind of learning can represent a chance to shine and express themselves in ways that are less conventional.

Over the years, I have seen the change in children, many of whom would be described as problematic or disruptive, once they are set a challenge outdoors. I’ve seen dyslexic children, who find most tasks in class a struggle without structured support, suddenly finding themselves giving orders and managing a team challenge because they have had to overcome problems for most of their education, so it comes naturally to them. I’ve seen a child with a social anxiety disorder who, although they did not help build

Leaving aside the obvious physical benefits of being outdoors, children thrive when they are faced with challenges and given the freedom to express their ideas in a setting which encourages them to do so. Not only do these challenges encourage self-awareness and self-efficacy, skills learnt and developed over a programme of dedicated outdoor learning are also transferable to all areas of life. Of course, to the delight of headteachers everywhere, these skills are also transferable into the classroom. As many teachers will tell you, if these experiences benefit one child in the class, the likelihood is that they will benefit all.

For me, these words from a child on the autism spectrum, whom I recently worked with, do more to highlight the benefits of outdoor activities for children with SEN than any research papers or SATs data possibly could: “I loved it because I was working with a team. My team. And people don’t normally play with me on the playground. We did it and we did it together.”

Further information

Nick Russell set up and runs Head First Education, a company that brings fun, engaging teambuilding activities into schools: headfirsteducation.com

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Bursary Supported Residential Outdoor Learning Are you looking for ways to help fund your school’s learning objectives?

A residential stay with the Lake District Calvert Trust can make a huge difference to your pupils’ confidence and provide a catalyst for continued physical exercise.

Our discretionary bursary funding can help support your residential stay with us, so why not give us a call on 017687 72255 and find out more?

enquiries@lakedistrict.calvert-trust.org.uk www.calvert-trust.org.uk/ lake-district/bursary-funding-2 Reg Charity No. 270923

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@CalvertLakes

CalvertTrustLakes

#CanDoCalvert

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OUTDOOR ACTIVITIES

YHA residentials Working alongside teachers and experts in their fields, YHA have taken a new look at the residential opportunities they provide. In addition to old favourites, including history, geography, action adventure and Alex Rider, they are now offering greater self-led options, bolt-on activities, a discovery package, and multi-activity packages.

YHA education packages can be tailored to ensure they fulfil specific academic needs. The organisation provides a flexible approach, to ensure that residential visits complement in-class learning and are at the appropriate skill levels for pupils. Packages include overnight accommodation and all meals and activities.

Bolt-on activities can be added on to a YHA stay. Visitors can choose from YHA delivered bolt-ons, adventure, field studies, city, and theatre explorer options.

The YHA bursary scheme, Breaks for Kids, offers up to 50 per cent funding to cover the cost of YHA food and accommodation for young people from low income households. www.yha.org.uk SENISSUE86

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OUTDOOR EDUCATION

The benefits of outdoor education Beth Swait explains why learning outdoors is becoming so popular for children with SEN

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utdoor Education has always had to fight for its place in education, especially in times of financial cut backs and increased pressure on academic results in schools.

With outdoor education, achievement is not assessed and it follows no set curriculum, so how do we prove its worth for our pupils, and why are more and more schools making it a key part of their pupils’ education?

The very fact that it is not assessed allows pupils a chance to learn without the pressures of “failing”.

Achievement is personal; the value is in the experience. Many pupils who struggle in the classroom often thrive in an outdoor environment; the move from visual and auditory to kinaesthetic learning is a refreshing change for all and notably of benefit to many students with SEN. Physical activity is proven to help increase attention, reduce anxiety and develop coordination skills. However, for many pupils, the more traditional competitive team sports still put pressure on the pupils for results. That said, outdoor education can also be a great boost to high achievers in the classroom and to great sportsmen and

Students can learn a lot about themselves in the outdoors.

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women, and the experiences are very often some of the most memorable of a pupil’s schooling.

Outdoor education encourages pupils to work independently, use their initiative and exercise problem solving skills. When a pupil achieves the challenge of reaching the top of a climbing wall or mountain, masters paddling a kayak or faces their fears when caving, it helps them to realise what they can achieve when they push themselves. It also demonstrates the benefits of teamwork, as pupils are able to support each other both physically and emotionally.

Those running the activity can only encourage and support; the effort has to come from the pupil. Activities require perseverance, determination and sometimes braving bad weather, but the experiences teach pupils what they are capable of, pushing them out of their comfort zones and into new environments.

Outdoor education encourages pupils to work independently, use their initiative and exercise problem solving skills learning in the classroom, and importantly instilling a duty of care for the local and wider surroundings.

To quote the Learning Outside the Classroom Manifesto (DfES, 2006), “These, often the most memorable learning experiences, help us to make sense of the world around us by making links between feelings and learning.

They stay with us into adulthood and affect our behaviour, lifestyle and work.

They influence our values and the decisions we make. They allow us to transfer learning experienced outside to the classroom and vice versa.”

Managing risk This kind of education also develops the skill of assessing and managing risk. In a society regularly accused of being “risk averse”, it offers “risk benefit”, teaching pupils to make their own judgments; sometimes it is important to learn the hard way and to learn to cope when things get tough.

“Nature deficit disorder” is another term often used in relation to the current younger generation, children who spend so little time outside playing freely, or using their imagination to learn about their local environment. It all has an impact on health and creativity.

Spending time outdoors enhances a pupils’ understanding of the environment, very often complementing

Further information

Beth Swait is Head of Outdoor Education at Bredon School, part of the Cavendish Education Group: www.bredonschool.org

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ASSISTIVE TECHNOLOGY

Who needs assistive technology?

Antony Ruck looks at how technology can transform classrooms and open up avenues to work for students with disabilities

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ssistive technology (AT) is any technology or piece of equipment that is designed to improve or maintain the functional capabilities of individuals with disabilities, impairments or specific learning difficulties. This includes any type of computer hardware or software, or a combination of both, that has been designed for people with disabilities, impairments or learning difficulties to improve or maintain aspects of their day-to-day lives.

AT promotes greater independence, allowing people to perform tasks that they were formerly unable to do or struggled to accomplish. It can enable disabled children and young people to work and learn effectively and increase their productivity, as well as helping to reduce stress by empowering them and removing barriers to learning.

In an educational context, AT helps children and young people to live as full a life as possible by assisting them when performing tasks such as writing essays or reports, reading text books or websites, taking notes in lessons or lectures or doing homework. This is achieved by providing enhancements to, or changing methods of interacting with, the technology needed to accomplish such tasks.

Over time, social and technological developments have helped reduce any stigma and embarrassment people may feel when using AT in the classroom or lecture hall, which in turn has increased its use. Two important recent developments in AT have helped to make learning environments more inclusive.

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Text-to-speech functionality originally came from AT but is now becoming an everyday feature The increased portability of devices with wireless connections such as mobile phones, tablets, and light laptops now allow school pupils and students with disabilities, impairments or learning difficulties far greater independence. Also, the AT now inbuilt into these devices has brought AT into the mainstream and we’ve seen AT companies developing really creative apps to cater to a diverse range of needs.

As interest in AT has grown, so has the desire from teachers, parents, and disability and inclusion professionals involved in education to get to know much more about exactly what AT products are available and how to get the best out of them.

Types of assistive technology AT providers offer a very broad range of solutions that can help children and young people with disabilities, learning difficulties or impairments. Products such as those listed below now form the majority of products on offer in the market.

Accessibility software allows children and young people with a disability, visual impairment or learning difficulty to access digital content like documents and websites. Software WWW.SENMAGAZINE.CO.UK

ASSISTIVE TECHNOLOGY

from various providers is available with a range of features that allow users to customise digital content the way they need it to work for them, letting them do things like change font sizes and colours, read text aloud through textto-speech functions, and customise the background colour.

This can help children and young people in a number of ways. For example, people with dyslexia can read more quickly and easily if they are given the functionality to allow them to change the size and colour of the text.

Also, with the ability to customise the background colour of a document or website, people with dyslexia will be able to access content up to 25 per cent faster than without this feature.

There’s also a range of other assistive software that can help children and young people with specific learning difficulties like dyslexia. For instance, spelling correction software allows users to focus on what they’re writing rather than having their workflow and creative writing process disrupted by having to think, or worry, about spelling mistakes.

Interestingly, the growth of AT products such as speech-to-text and text-to-speech has influenced mainstream technology products by driving innovation in digital technology.

Text-to-speech functionality originally came from AT but is now becoming an everyday feature for many, for example with people using text-to-speech to check their text messages on their mobile phone safely whilst driving.

Speech-to-text began as a pure AT but it has since led to the massive growth of voice recognition technology.

Examples of this can be found on most tablet computers and mobile phones, with users being able to speak to their device to instruct it to perform functions or searches.

Note-taking software providers offer speech-to-text products that record audio and create text from audio recordings. This software makes audio content easy to access, edit and use in documents for a variety of purposes, such as reports and essays. It also has WWW.SENMAGAZINE.CO.UK

Should funding follow an individual as opposed to being orientated around the institutions they are attached to? the capability to combine audio, text, images and presentation slides and can be used to help children and students take notes or aid struggling writers.

Another popular type of AT is mindmapping software that helps people present ideas visually to effectively organise and develop ideas, outline reports and streamline decision-making.

It is becoming increasingly popular for creative planning but it also helps people who don’t have a linear thought process such as those with dyslexia.

Funding for AT in higher education Higher education students living in England are eligible for the Disabled Students’ Allowance (DSA) if they meet the definition of disability under the Equality Act 2010 and have a disability, including a long-term health condition, mental health condition, or a specific learning difficulty such as dyslexia.

The DSA mainly funds three aspects of support for disabled students – assessment, AT software/equipment, and non-medical help. Hardware can be ergonomic aids through to electronic visual magnifiers. The AT software supplied covers literacy support, note-taking, speech-to-text, mindmapping, through to screen magnifiers and screen readers. DSA also covers the training and on-going support necessary to help disabled people use their AT competently in everyday tasks.

The step from completing studying at school, sixth form college or university and moving into full-time employment can be challenging for young disabled people to make and current debate in this area also throws up some interesting questions.

For example, when a disabled person moves from university to work they need to reapply for benefits to support them with their AT. But they will need support all the way through their education and through their working lives – so should funding follow an individual as opposed to being orientated around the institutions they are attached to?

However, there are many positive steps that disabled students and graduates can take immediately to make the transition from education to employment a smooth one. As a starting point, some disabled students may feel they’ll be at a disadvantage in the job market; however, employers are obliged to make reasonable adjustments as outlined in the Equality Act 2010.

Reasonable adjustments for disabled employees can include providing disabled people with AT, but this can be more of a challenge for small and medium sized organisations to afford. To that end, disabled people can apply for Access to Work grant funding to help them buy AT that allows them to either start work or stay in work. Also, when looking at their steps into employment disabled students can take advantage of the disability employment advisor at every Job Centre Plus throughout the UK.

Further information

Antony Ruck is Conference Director of the Assistive Technology Exhibition and Conference (ATEC) series of events aimed at disability professionals involved in post-16 education and the workplace.

He is also Chair of the British Assistive Technology Association (BATA) and MD of Archent Consultancy Ltd, which provides information, advice and guidance and consultancy services: www.ateconference.com

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ASSISTIVE TECHNOLOGY Advertisement feature

Using Read&Write at The Academy, Selsey to significantly improve exam performance Located in West Sussex, The Academy, Selsey is an 11 to 16 mixed academy, which fosters an ethos where students can be proud of their achievements and strive to be excellent. Pupils are expected to aim high and be the best that they can be in all that they do, which is reflected in the school motto: “Pride in Excellence”.

It became apparent to The Academy, Selsey that some students felt pressure during exams to be seen as independent and despite being seated in a room in which everyone had the same entitlement to reading assistance, no-one wanted to be the first to ask.

Exam Officer Susie Timney comments: “Students who we know can’t read very well or who process information better if it is read out loud to them, were not utilising the readers they were entitled to and so were not performing to the best of their ability.”

JCQ Access Arrangements now permit the use of a computer reader in exams, for those who struggle with reading. Electronic computer readers are permitted even where English is being assessed, unlike a human reader, which is not allowed in these instances.

The school introduced Read&Write to allow students to work independently both in class and during exams. This resulted in a significant change in engagement levels amongst students who had previously refused help from a human reader. Their students’ confidence and comprehension of exam papers has dramatically improved thanks to Read&Write.

Susie continues: “We knew then that this software had completely changed the way students viewed and engaged with their own needs.

“The same students who would otherwise sit and struggle in an exam, not understanding the words on the page are now having every word read to them and are confidently answering questions they may otherwise have left blank.”

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Some of the highlights which have become apparent since using Read&Write within The Academy, Selsey are: No embarrassment Susie says, “Introducing the Read&Write software has taken that pressure away completely; students can now have their entire paper read to them in complete isolation via the use of headphones. They can now pause, go back and repeat a section as many times as they want without the embarrassment of asking someone to read the same section over and over, or the fear of disturbing the rest of the students.”

Confidence “Students are much more confident when they can control what is read to them independently. We have seen the confidence of our students grow and their comprehension of the exam papers has improved enormously. Within our first year of using the software, students entitled to a reader have seen significant improvements in their English language and English literature results.”

Individual needs “I was thrilled to find how personalised you could make it; our students are able to make it their own and have the software adapt to them, not the other way round.”

Susie concludes, “I would wholeheartedly recommend this software. Having our students fully engage with their exam access arrangements is a significant achievement and provides them with the best opportunity to perform well in their assessments.”

If you’d like to learn more about how Read&Write can help your students both in the classroom and during exam time, contact the Texthelpers: Email: education@texthelp.com Tel: +44 (0)28 9442 8105

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ENGAGING PUPILS IN LEARNING

Engaging the unengagable Claire Noordally and Katie Skinner provide useful tips to help teaching staff engage with children who can be difficult to reach

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n the writing of this article we discovered that the word “unengagable” is not in the Oxford English Dictionary. It is not a recognised word, which was fortuitous because it nicely supports the point of our article: that no pupils are “unengageable” and no pupils incapable of learning new skills.

Our current teacher training programmes have limited time dedicated to supporting pupils with SEN and behaviour management strategies can be simplistic or sometimes even Dickensian.

Through our professional roles, we support children and young people with a range of additional needs. Often, our first ideas are thrown to the winds as we realise that the issues we have been asked to address have little to do with academic learning and everything to do with the pupil needing to know the point of school. It can be like participating SENISSUE86

Consistency allows a child to dare to trust, so we must not promise things we cannot deliver in a never ending game of “whack a mole”, each challenge overcome being replaced with a new issue. We wanted to share our, often hard won, successes so that others can learn from our experience.

Buying into their support Pupils need to have a stake in what we do. When children feel that they have had an input into the decisions that are being made for them there is a stronger likelihood of cooperation.

Stand in the shoes of the child and take the time to suspend your own views

and move beyond the stereotypes.

Diagnosis and diagnostic criteria are immensely helpful because they give us the foundation on which to understand the child’s unique presentation. Yet for many children their labels can have a massive impact on their wellbeing.

We should also be mindful of the easy carelessness with which we create false beliefs; labels such as “devious” and “dishonest” are not linked to need type or diagnostic criteria. As Dr Stephen Shore said, “If you’ve met one child with autism, you’ve met one child with autism.” We contend this is true of all human beings. Removing this element of judgment enables an opportunity for reinvention and creates the possibility of change.

Silence is golden, so stop talking and listen. Given enough time and the right support, some children will be able to talk themselves into the right course of action. Taking time to talk with the child WWW.SENMAGAZINE.CO.UK

ENGAGING PUPILS IN LEARNING

and seek their perspective is invaluable in gaining insight into their motivation.

In this way we avoid assumptions about their behaviours and responses.

Often we attempt to gain cooperation or control from the child without first having enabled them to build sufficient trust with us. For the child, keeping things the same, resisting work or pursuing their own agenda can be the only way that they feel safe.

Where positive trusting relationships are allowed to develop the child is more likely to allow their beliefs to be challenged.

Where a child has become extremely socially isolated, sometimes building rapport with just one person is all that can be tolerated. This can be burdensome for that supporting adult, so seek opportunities to include additional adults, but build slowly.

Having built these vital supportive relationships it then becomes crucial that we are true to our word. The word “promise” is all important.

Consistency allows a child to dare to trust, so we must not promise things we cannot deliver. For some children the relationships they have with teachers are the most consistent in their lives.

We must value and build on whatever the child can offer.

What’s happening in their lives?

Understanding the contextual factors of an event will impact greatly on the appropriateness of our support.

Bereavements, family breakdowns, prior experiences, cultural expectations, new homes, poor “theory of mind” and countless other factors can all affect engagement and wellbeing; the responses of some children may appear disproportionate to the event or to the timeline in which they occurred.

At this stage, expecting a child to accommodate new ideas, routines or expectations without first exploring the contextual factors places additional burdens on them which go beyond their capacity to cooperate and cope.

Refusal to come from a room, refusal to sit at the table, destroying work or even undressing are all messages saying “See, you won’t want to be with me!” or “That’ll make you go away”.

This is the time to hold the line and be the boundary that the child can rail against until they perceive that it is secure. Disengaged children need to be able to perceive a boundary before they can begin the process of exploring what is on offer within it. Just continuing to turn up on each scheduled occasion despite a young man refusing to come from his room was finally enough to draw him into the support worker’s presence to see who this crazy lady was.

Our outcomes and vision for the students should be aspirational, enabling the pupil to achieve outcomes that allow them to sustain a place in society. Being told “Don’t worry too much about Keri, she’s a traveller and she won’t stay in school for long” was

Events in their personal lives may hold the key to a child’s behaviour.

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Consider how you will end the support when you have achieved your targets a damaging and limiting stereotype.

In reality, If Keri did leave school early, this would make our limited time all the more important.

Progress through change The work we do must not simply plug a hole, nor must it superficially move the issue on. Often, we rigidly stick to policies because we have used them historically. Progress requires change; consider what reasonable adjustments can be made. Temporarily adjusting the policy will not undermine a system.

The support we give to students inevitably has an impact on us.

Supervision is extremely important and it enables us to discuss our interventions with someone who is objective and who can mirror back ideas to help plan and support thinking.

Persevering and ploughing in effort, only to be rejected and sometimes actually being physically hurt, can be hugely draining and might lead to a withdrawal of support. Think carefully about who is the best person to offer supervision. A line manager is an obvious choice but there are many things to consider; is that person always available, do they have sufficient experience and are they emotionally in tune with your aims?

Think to yourself, who will understand, who has the right expertise and who is wise? Confidentiality and information sharing parameters will need to be agreed.

Working with some students will be intensive. But you are a professional and will need to consider how long your involvement is necessary. Consider how you will end the support when you have achieved your targets.

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Children who are already disengaged have probably habituated behaviours over a long period of time.

These default settings can shift but take a tremendous effort and vision to alter. It can take very little for the default behaviours to reset. This is not usually about a child being malicious or sabotaging your kindness and hard work. The place to understand what is happening is to consider the cost to the child in moving beyond those default behaviours. Being called a “prostitute” by a child is difficult to take when you have put time and effort into generating a rapport and the capacity to influence.

Don’t take the knock-backs personally – be ready for plan B, and willing to forgive quickly and move on. You may not get anything back, but that does not mean you are not having an impact.

Walking away now would only affirm to the child that adults let you down.

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Practical strategies To follow are a number of useful ideas that have helped us when working with children who can be difficult to engage.

• Put it in writing. Children often have poor language processing and may agree to something orally without understanding the full implications. They may have meetings sprung on them and feel wholly cheated or overwhelmed. Writing a letter of introduction can help the child anticipate a meeting and is evidence that you are a consistent, trustworthy person.

• Use session walkthroughs. What are you hoping to achieve?

What will you do? What will the child do? What will their reward be? How long will it take? This information shapes the session and means there will be no surprises. A list can be ticked off as you go along, giving a sense of achievement and security that you are trustworthy.

• Be realistic about what you can achieve in the time frame; a disengaged child will use a SENISSUE86

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considerable amount of time deciding whether it is OK to cooperate with your session.

They may try to pull you towards what they want to do. Have a script, “First work… then iPad” (or other reward).

Forward plan your appointments and avoid cancelling at all costs.

This provides a strong message about your consistency.

Use a questionnaire to gain insight into the child’s thoughts and attitudes.

Find out what the young person enjoys doing and link visits to a positive shared experience.

For one young lady, we did a colouring sheet together with no ulterior motive other than that she would allow me to colour alongside her. Use preferred activities as topics of interest, such as a maths task or using specialist knowledge of WW2.

Identify your “rules of engagement”. For one child, we agreed that while I didn’t object to profanities, I had no wish to be sworn at directly. For another it was that the interaction must happen at the table.

Rewards are important; ensure that the child knows what they are working towards. Rewards need to be instant and valued by the child. They do not need to be expensive.

Catch the child making positive choices, joining in or tolerating something that previously they have avoided. Feed this information back to the child Use favourite images to prompt the child to buy into any resources that you want them to look at.

Be alert to rising anxiety and sensory needs. Be vigilant so you can spot when the child is entering a “wobbly” state before they fully disengage. This is the time to do something to counter the “wobbles”.

Find out what the young person enjoys doing and link visits to a positive shared experience

• Build a repertoire of actions and activities that alleviate rising anxiety, such as blowing bubbles, going for a stomp, snapping and stretching magic putty. With perseverance, you will find the right action for each child. It is important that the child knows what will help calm them.

• Keep a sense of humour. You can’t be stressed and laugh at the same time. Laughter releases happy chemicals and builds a shared experience of true joy, something that disengaged children can be short on.

• It can be helpful to leave the child with their own record of what was said and done. This acts as a visual reminder. Of course, make any letter or record to a child open, giving copies to the parents and the school.

Further information

Claire Noordally works in the Specialist Teaching and Learning Service based at Ifield School Gravesend: www.ifieldschool.com Katie Skinner is the Wellbeing Manager at Meadowfield School, Kent and a specialist teacher for pupils with SEMH in the Swale District: www.meadowfield.kent.sch.uk

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OPTIONS GROUP Advertisement feature

Outcomes First Group celebrates being “innovative and different” Leading service operator, Outcomes First Group, is celebrating after winning the “School Operator - Private Schools Group” category at the Education Investor Awards 2016. The judges were particularly impressed by the effective way the education team integrate with the in-house clinical team in delivering shared goals within the company’s specialist schools.

Outcomes First Group is the portfolio company for Hillcrest Children’s Services and Options Group. The Group provides care, education and therapeutic support to children, young people and adults with autism, learning disabilities and social, emotional and mental health needs (SEMH). The Group operates services in North Lincolnshire, North Wales, the Midlands, West Sussex, Dorset and London. Outcomes First Group support approximately 700 individuals and have a broad customer base of approximately two-thirds of all local authorities in England.

The submission for the award was based on a case study from Options Barton, located in North Lincolnshire, which provides a holistic service specially designed to meet the educational, accommodation and developmental needs of children and young people with autism.

The Options services combine a school curriculum for pupils up to the age of 19 at the autism schools, with the ongoing development of independent life skills and vocational qualifications provided by the Options transition services. Individual Education Programmes are integrated with tailored residential plans which match the young person’s needs and targets. Where ongoing support is required after a stay at a transition service, Options Group is also able to offer longer-term residential services with the appropriate levels of support for the individual, including supported living.

The Education Investor Awards, which launched seven years ago, recognise excellence in the UK’s fast paced education industry.

Awards were presented in 28 categories and were judged by a panel of 21 industry experts.

A standout company Judges commended the Group on their approach towards person centred development stating that the company “thinks differently about how they deliver their services” and that the outcomes of both the education and WWW.SENMAGAZINE.CO.UK

clinical teams “came across as most innovative and different”.

The panel also stated that: “Delivering educational services and support to children and young adults with a range of different and complex needs and prioritising both education and social care requirements made this a standout nomination.”

This award is a reflection of the Group’s commitment to innovative approaches and working practices. Education is individually tailored and delivered in a variety of environments, with a curriculum that encourages the development of communication, social and life skills as well as academic achievement.

The way in which the education team work cohesively with the in-house multidisciplinary clinical team within all the services differentiates the company from other providers.

The clinical team support all education staff to develop and deliver individualised and evidenced-based plans, which best enable the people Options support to access learning and development opportunities. Through this holistic approach, the Group is able to oversee a continuous process of assessment and devise person centred plans to meet an individual’s needs and ensure best possible outcomes.

The Chief Executive Officer from Outcomes First Group, Graham Baker, said: “Our education and clinical teams continuously work together to ensure the highest standard of education, and it is fantastic to be recognised for our achievements. Our integrated education and clinical model is unique, and offers dynamic, adaptable and compassionate support towards positive goals.

“We are absolutely thrilled to have received the award, and are all very proud to receive this recognition.”

Roger Colvin, Group Chairman and Graham Norris, Head of Children’s Autism Services are pictured (below left) receiving the award on behalf of the Group.

For more information about Outcomes First Group, visit: www.outcomesfirstgroup.co.uk and to find out more about the Options Group services, please visit: www.optionsgroup.co.uk

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PATHOLOGICAL DEMAND AVOIDANCE

A tipping point for PDA? Sally Russell looks at the shift in the diagnosis of pathological demand avoidance

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t takes time for ideas to spread and when it comes to understanding of medical conditions, this is a good thing. Reasoning needs to be robust and sit well with the clinicians’ experiences. More importantly, evidence needs to be explored, data tested and replicability confirmed before professional leaders detail protocols.

In the field of neuro-diversity, diagnosis places labels on clusters of traits and replicability is ensured through use of particular tests that have been rigorously researched. These are combined with observations and developmental histories along with a dose of professional judgement.

The purpose of diagnosis (apart from allowing financial resources to be made available) is to further understand the individual, their specific needs and any requirements for support. These days therefore, the diagnostic label is only one part of the process which seeks to give a more helpful and holistic assessment.

This leads to a question: how can clinicians deal with new ideas in an ever-developing field, when at the same time being constrained by a need to work with evidence that may be some years old?

A developing understanding Pathological demand avoidance (PDA) is one such new condition that has come to prominence in the past few years. Professor Newson first described PDA in the 1980s as a pervasive developmental disorder and sitting alongside Asperger’s syndrome and classic autism (Newson et al. 2003), SENISSUE86

Changes in terminology have led PDA now to be considered part of the family of ASD but changes in terminology have led PDA now to be considered part of the family of autism spectrum disorders or conditions (ASD/ASC). Those with the condition have traits in common with others with autism, but there are a number of differences, the key one being an anxiety-led need to avoid everyday demands.

Although identified in the 1980s, it has taken time for further research to be funded and although it is now going on apace it will still take time for all the data to be in. In the meantime, the diagnostic tool known as “internet search engines”, has led families, schools, specialist teachers, therapists and so on to look at the early research, combine it with the anecdotal evidence and draw their own conclusions.

A recent survey of 52 professionals by the PDA Society (2016) showed that half of the clinicians who were responsible for diagnosing ASD were prepared to diagnose PDA. Those who didn’t do so contend that further research is needed or that differentiation of sub-groups of disorders within ASD is unnecessary.

Experience counts In addition to a lack of detailed research evidence, there are a number of issues

making this a difficult area for clinicians.

The condition is relatively rare with perhaps only one in 25 of the most complex cases of ASD being described as PDA; what’s more, the strong desire to avoid demands is quite common as a trait amongst other autistic people, and indeed those with conduct disorders. This means that even the most experienced clinicians probably haven’t seen very many young people who they would describe as having PDA, and they may have seen rather more individuals who exhibit demand avoidance which has other causes at its root.

At the same time, the experience of parents and schools is that, for those with the condition, knowledge of PDA gives a clearer understanding of what is driving behaviour and how to manage it. Differentiated strategies use techniques that would not normally WWW.SENMAGAZINE.CO.UK

PATHOLOGICAL DEMAND AVOIDANCE

be used for others with ASD, such as using negotiation, flexibility and variety. In the eyes of practitioners and families, the success of management techniques confirms their “search engine diagnosis”, and has left many wondering why clinicians aren’t keeping up.

Detailed research is essential to ensure replicability and clarify details

The application of the medical model

of evidence available. PDA is already a common topic of conversation in ASD professional meetings across the country. There are books published, educational guidelines in place, expert groups established, and schools and charities focussed on PDA. It is widely recognised by speech and language therapists and outreach workers.

Indeed, it appears that we are reaching a tipping point, with increasing numbers seeking training; more than 1,800 professionals, including diagnostic teams, will have been trained this year alone by Phil Christie, a national expert who has worked on PDA since those early years with Newson.

Nevertheless, the PDA Society (2016) study showed that two-thirds of the professionals surveyed may give incorrect management advice to families and were not aware of the most recent research. More than anything, this shows that it isn’t simply a paucity of research that is creating barriers, but also simply the slow spread of the work that has already been done.

Gillberg (2014) explained that “PDA is already a very real clinical problem…

It is one of the most ‘difficult to treat’ constellations of problems in the whole of child and adolescent psychiatry.

Strategies developed for ASD, ODD and ADHD are often ineffective and parents, teachers and clinicians may be driven half crazy by the child’s stubborn refusal to cooperate and by avoidant… behaviours”. As a result it needs all hands on deck. It is to be hoped that more clinicians will look at this area carefully and consider how they can best help parents and young people come to terms with their needs and find appropriate solutions through the marrying up of profiling and diagnosis.

We are in an imperfect and changing world, with unfinished research. So where does all that leave clinicians, where all their training and practice is defined by a medical model with diagnosis sitting within the DSM or ICD frameworks?

In fact, even within the boundaries set by those frameworks, individuals may adopt different approaches, colloquially termed “lumping” and “splitting”. Lumpers will use a more general diagnostic term and still hopefully consider needs within that and “splitters” may provide a more differentiated diagnosis. But whichever approach is used, all agree that the key is to focus on the problem that is causing most difficulty and for the diagnosis to highlight it so appropriate resources may be brought to bear.

Underlying this is the need for “profiling” which makes sense when working with neuro-diversity, and also leads to the view that diagnoses aren’t necessarily life-long descriptors, but can change over time.

It can be argued that this sort of innate flexibility also allows for PDA as a type of ASD to be recognised more explicitly, while not undermining the role of the diagnostic manuals. Would this be considered a minor adaptation of the medical model? If so, it would seem to be helpful in coping with the ever increasing pace of change while not forgoing the importance of detailed research in the longer term.

A tipping point It should not be the case that every “new condition” is integrated in this way, but with PDA there is an increasing body WWW.SENMAGAZINE.CO.UK

The spread of ideas takes time, and this is necessarily so. Detailed research is essential to ensure replicability and clarify details. But as we wait for this to come through, young people still need support. Understanding what that support looks like, why it is different, and being able to explain it to others, is leading clinicians into a slightly uncomfortable but necessary interim position without standardised terminology. But of course, from the autistic person’s perspective, it isn’t the standardisation of terminology that counts, it is simply about everyone understanding how they can help.

References

Newson, E., Le Maréchal, K. and David, C. (2003) Pathological demand avoidance syndrome: a necessary distinction within the pervasive developmental disorders.

Archives of Diseases in Childhood, 88, 595-600.

Gillberg, C. (2014). Commentary: PDA – Public Displays of Affection or Pathological Demand Avoidance? Journal of Child Psychology and Psychiatry, 55, 769-70.

PDA Society (2016) Diagnosing Pathological Demand Avoidance: the Views of Professionals, PDA Society.

Further information

Sally Russell OBE co-founded the charity Netmums and is a former Chair of the Institute of Health Visiting.

She is now a carer and a volunteer with the PDA Society.

Information on PDA and the Society’s updated Reference Guide for Practitioners can be found at: www.pdasociety.org.uk

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DYSLEXIA

Harnessing dyslexia Bambi Gardiner explains how her daughter overcame a tough time at school to find her own way of learning

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ur daughter was first diagnosed with a hearing problem by her nursery.

She refused to sit down for story time, preferring to cartwheel instead. “She’s not a naughty girl, so I wonder if it might be her hearing?”, questioned her teacher. Deaf in one ear was the conclusion of her hearing specialist. The immediate response from the nursery was that she should be sat close to the teacher who should look directly at her when talking and slow down their speech. This had a profound effect on her behaviour.

What did not change, however, was her inability to read or grasp new sounds and phonics. At the time we had no concept of SEN. Our older son was an avid reader and was flying high academically. Even though my husband is dyslexic, he has always viewed it as just the way he is. We were happy for the “experts” to convince us that there was not a problem with our little girl.

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I was forever frustrated that she was given the same text books as her fluent-reading peers

Gradually, realisation began to dawn.

Reception and Year 1 at school became a battle with teachers. Zero progress on reading, struggling to do up her shoe laces and using her own “signs” for some words should have been big red flags, but they were not; her teachers constantly told us not to worry as “they all develop at a different pace”.

Two weeks into Year 2, we received a message from her new teacher: “I think we may have a problem”. Some parents might respond to that message with a sinking heart but for us, it was the opposite. At long last someone

recognised what we had suspected for three years. Finally, issues were being addressed and, once the possibility that my daughter had dyslexia was considered, additional help from the school was given immediately.

From Year 2 onwards, she had oneto-one tuition in English and maths as well as help from a teaching assistant (TA) in her classes. She hated being taken out of class for her “special lessons”, as she called them (and not in a positive way). The saving grace came from Year 3 onwards when there were sports matches every week; she was the star of every “A” team. It really makes me question the self-confidence of pupils with SEN who do not identify an area in which they can shine.

As she progressed through school, I was forever frustrated that she was given the same text books as her fluentreading peers. What was the point? She refused to even open them and, as a result, fell further behind. Her defence

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DYSLEXIA

mechanism was simply not to try. If you don’t put yourself out there, you cannot fail, can you?

Extra help Every year we had to make sure that we personally made all her teachers aware of her issues. Initially, I had assumed that this information would be passed on but it wasn’t. I requested that she was not asked to read out loud in class; however, that didn’t go down well with some teachers. Somehow I doubt if anyone would ask a child with one leg to run in front of the rest of the class but, for some reason, it is fine to ask a child who can’t read to read out loud.

Learning songs for the choir and lines for school plays was also tricky. Teachers just needed to give me the information well ahead of time and we could prepare for it, but they rarely did, which made the stress of those moments immense and heart-wrenching.

In Year 7, we decided to push for her to get extra time, a reader and a scribe (if she needed it) for her exams. The visit to the educational psychologist was mind-blowing. I truly thought she would be telling me that she was mildly dyslexic. Instead, I was told that she was severely dyslexic, had an incredibly slow processing speed and that she was amazed my daughter was managing to function in mainstream school at all.

At this point, her school began to question whether she should stay there. Being in the private school sector, she also faced the prospect of sitting Common Entrance exams at 13 to get into her senior school. These exams are tough for any pupil and the general consensus was that she did not stand a chance. But she was so far down the line and happy with her peers, that a change would not have helped her sport.

By now, the learning support (LS) department in the school was offering all sorts of interventions, most of which she refused to participate in. She simply did not want to be different. We had to create our own resources at home to suit her learning style.

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Working it out For many children with SEN, being labelled can provide relief – knowing there is a reason they find certain things tricky. They may also begin to understand why they see the world in a different way and the benefits this may bring. Our daughter’s reaction to being diagnosed as dyslexic with a slow processing speed was: “So, I’m not actually stupid?” It was then a case of understanding how best to work with her learning differences and come up with alternative ways for her to access information. Creating our own resources to make her learning very visual and kinaesthetic worked wonders for her.

If you put a penguin and a hawk together and try to get them to fly, the penguin will still be sitting on the ground, no matter how hard it flaps its wings, long after the hawk has soared away. Sometimes, desire and effort just won’t overcome physical or mental limitations. So, we work within her limits and always aim for her to be the best that she can be.

She was showing her prowess on the netball court and was selected as a county player. Something that became very evident was that she was able to totally read a game, be in the right place at the right time and make quick decisions. On the other hand, I remember watching a girl who was very academic constantly throwing the ball to the opposition. That made me realise that we just needed to put our square peg into a square hole and not try to fit her into a round one.

Sometimes, desire and effort just won’t overcome physical or mental limitations the school supported our decision to keep her at home. For the first time, she really took control of her learning. I will never forget her face when she opened her exam results to see AABBBC. I am so proud of her achievements.

She was the student who progressed most in her year from mocks to exams.

She is now studying for a Distinction in her BTEC in Sports Science with hopes to go to Bath University, as well as playing netball for the South’s Regional Performance Academy.

So, what have we learned? As parents, we need to make ourselves aware of our child’s issues early on, not sweep them under the carpet.

We need to challenge what we are being told by the “experts”. We need to arm ourselves with knowledge and understanding of what options are available and what help we can get for our child as early as possible. We need to understand and embrace the facts that all children are different. We need to be prepared to be their lion or lioness.

Hawks may be great at flying but they don’t swim, and our penguin is swimming brilliantly.

Making progress She went on to a college where they have a superb LS department. However, even with their amazing support, she struggled through her GCSEs. One-toone sessions worked brilliantly, as she did not have the classroom pressure and felt safe and comfortable to ask questions. We began revising for her exams before Christmas so she had enough time to cover every topic.

The final term before her GCSEs was tricky; she found revision hard and so

Further information

Bambi Gardiner is the founder of Oaka Books, which publishes Topic Packs for struggling readers and visual learners in KS1, KS2 and KS3: www.oakabooks.co.uk

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DYSLEXIA Advertisement feature

Advertisement feature

Mixing up the SEN learning options

Free RNIB online resource makes educational books accessible

Oaka Books, the UK publisher specialising in curriculum based SEN resources, has launched its new online library, Oaka Digital. Including a growing range of over 200 resources designed for KS3, Oaka Digital delivers a whole new level of resources for pupils with SEN.

RNIB Bookshare is a free online service delivered by Royal National Institute of Blind People (RNIB), providing curriculum materials – including thousands of accessible textbooks and images – to schools and colleges in the UK for use by print disabled students, including those with sight loss and dyslexia.

“We know from our feedback that the Oaka learning system really works for SEN pupils. Our online library offers even more ways to approach revision in a fun, engaging format.

Helping pupils learn KS3 information is essential if we are to close the attainment gap at GCSE,” says Oaka founder Bambi Gardiner.

Learners can also sign up for RNIB’s iPads for Education service, which for a monthly payment of £17.50 (inclusive of VAT) for a four year contract gives access to an Apple iPad Air 2 32GB with 1GB of 4G data each month, plus wi-fi connectivity, and free access to the Bookshare global collection – a further 200,000 books!

To find out how you can sign up to RNIB Bookshare, visit: Load2Learn.org, email: bookshare@rnib.org.uk or call the RNIB Bookshare team on: 0300 303 8313. For more information about iPads for Education, visit: Load2Learn.org/cms/ipads-for-education

Oaka Digital includes a range of visual learning resources covering physics, chemistry, biology, geography and history.

Topics contain 3D images, animations, quizzes and activities and can be used alongside the existing Oaka Books paperbased materials or as standalone curriculum-based aids.

For more information, visit: www.oakabooks.co.uk and to view the sample digital science pack, visit: digital.oakabooks.co.uk

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DYSLEXIA Advertisement feature

Innovations in technology that are enabling struggling readers to be independent

By Jack Churchill Exam time is one of the most important and most stressful times for school children. What is key for dyslexic students (and their teachers) is to remember that nearly all exams are not testing reading ability but knowledge of a subject.

Therefore, it is absolutely crucial for struggling readers to be given the necessary support to read the questions. If you can’t read the question, how can you possibly answer it?

As the pen is rolled across a word or line of text, a white light is emitted which works like a yellow highlighter in showing the user where the pen is moving, so students can concentration on the page, without getting distracted. Struggling readers typically skip or guess words when they get stuck while reading on their own, both of which start the process of devaluing the text and setting the person up to fail. By allowing the student to read on their own, we are engaging them in their study.

The C-Pen Exam Reader helps relieve the pressures on schools to resource exams and every day classroom support. Most importantly though, a student equipped with a C-Pen is able to work and learn on their own. This increases independence and confidence and raises self-esteem.

We believe that the C-Pen Reader and C-Pen Exam Reader can help combat this issue and create a level playing field for those at a disadvantage through reading ability.

More than 50,000 children a year in the UK have help with reading the exam questions in their GCSEs and A-Levels. Typically, these students are put in a separate room with a human reader. The advent of the C-Pen Exam Reader now means students they can be back in the main exam hall with headphones plugged in hearing words or lines of text read aloud.

The arrangement is “centre delegated”, so a school can allow anyone who struggles with reading to use the pen, as long as it is part of their normal way of working. So, as well as helping people who have access arrangements, this pen can now be used by people who didn’t qualify for access arrangements and for people who have English as an additional language. The device can also be used in Cambridge International Exams such as the iGCSE and in Scottish Qualifications Authority exams, and the International Baccalaureate are expected to make an announcement this winter.

Using C-Pens It was vital when developing the C-Pen Exam Reader to take into account the exam board criteria that there should be no dictionary, no storage function and finally that it must stand out clearly in a busy exam hall as the approved one, hence the bright orange colour! The pen’s modern design means it is half the size of previous portable pen scanners and at 50g is half the weight.

It has an LCD display, speaker and seven control buttons. There are two ports – a headphone port and micro usb for charging.

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After just one year, the Exam Reader is already having an enormous impact. Suzanne Hunt, Examinations Manager from the Henry Box School and Sixth Form, reported one student’s comments: “She thought the pen was excellent and said she would prefer to use this than having a person read to her”.

Nicole Dempsey, Individual Needs Coordinator from Dixons Trinity Academy, says she “noticed a calmer and more positive attitude in exams and also increased grades/better results – sometimes drastically so – more in line with what we know the students are capable of”.

The C-Pen Exam Reader has been shortlisted for the prestigious BETT Awards 2017 in two categories.

The pens are £166.67 (+VAT) and are available in two formats, the C-Pen Reader – which includes reading aloud, Collins dictionary, data capture and voice recorder – and the C-Pen Exam Reader which only has the reading aloud functionality.

Scanning Pens Ltd offers schools a 30 day free trial. www.examreader.com www.readerpen.com SENISSUE86

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DYSLEXIA Advertisement feature

Helpful hints on examination access arrangements Psychology Direct are a leading provider of psychology services to schools and local authorities nationwide. Part of Psychology Direct’s work with schools includes access arrangement assessments for children who require that extra boost.

As schools will soon be looking towards summer exams, below is a helpful checklist from two of Psychology Direct’s associate educational psychologists (EPs) as a guide to access arrangements for SENCOs: • always check closing dates for submissions (21 February 2017 for summer 2017 examinations) • ensure you know what adjustments pupils require as this will guide the EP or specialist teacher’s assessment; what is the pupil’s need?

• always gain the pupil’s views about adjustments/ adaptations

• gather your evidence early.

Demonstrating a “normal way of working” is often sufficient to secure access arrangements such as a laptop • for pupils with an EHCP or statement of SEN relating to their secondary education, Form 8 is not required; however, schools will need to evidence “picture of need” • pupils with diagnoses such as ASD or ADHD may not need further assessment for certain access arrangements like rest breaks; A Form 8 is not always required • you can now submit requests for pupils assessed in Year 9 that are valid through Years 10 and 11. Pupils moving from Year 11 to Year 12 in the same school, or a “feeder” college, may not require further assessment. However, a resubmission must be evidenced and processed online • please note the Joint Council for Qualifications’ guidance and Form 8 can change annually. These are available at: www.jcq.org.uk. PATOSS offer valuable courses highlighting any changes.

Psychology Direct hope these tips prove useful. Remember to check the guidelines every year, to gather your evidence early helping guide adjustment requests, and to enable the implementation of agreed access arrangements.

For further information, visit: www.psychologydirect.co.uk

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Council for the Registration of Schools Teaching Dyslexic Pupils

The Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD) is a charity founded in 1989 to help parents and those who advise them choose an educational establishment to support a student with specific learning difficulties (SpLD). These include dyslexia, dyspraxia, dyscalculia, ADD, ADHD as well as pragmatic and semantic language difficulties.

The CReSTeD Council includes representatives from the British Dyslexia Association (BDA), Dyslexia Action, DyslexiaSpLD Trust, the Helen Arkell Dyslexia Centre, educational psychologists and schools.

Category

CReSTeD maintain a Register of schools and teaching centres, accredited for their provision for students with SpLD. These establishments are visited by a consultant, selected for their experience in the field of SpLD, to ensure that the criteria set by CReSTeD are met. All schools and centres are revisited every three years or earlier in certain circumstances.

If successful, they are placed into one of six categories according to their type of provision:

>>

Description

Dyslexia specialist provision (DSP)

Established primarily to teach pupils with dyslexia.

Dyslexia unit (DU)

Offers a designated unit that provides specialist tuition on a small group or individual basis, according to need.

Maintained schools (MS)

Local authority schools able to demonstrate an effective system for identifying pupils with dyslexia.

Specialist provision (SPS)

Specifically established to teach pupils with dyslexia and related specific learning difficulties.

Teaching centre (TC)

Designated centre providing specialist tuition on a small group or individual basis, according to need.

Withdrawal system (WS)

Helps dyslexic pupils by withdrawing them from appropriately selected lessons for specialist tuition.

WWW.SENMAGAZINE.CO.UK

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CReSTeD

Schools listed on the CReSTeD Register (as at 1 November 2016) Abingdon House School (SPS) London www.abingdonhouseschool.co.uk

Centre Academy London (SPS) London www.centreacademy.net

Hatherop Castle School (WS) Cirencester www.hatheropcastle.co.uk

Appleford School (SPS) Salisbury, Wiltshire www.applefordschool.org

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

Hazlegrove Preparatory School (DU) Yeovil, Somerset www.hazlegrove.co.uk

Chiltern Tutorial School (DSP) Otterbourne, Hampshire www.chilterntutorial.co.uk

Holme Court School (DU) Little Abington, Cambridgeshire www.holmecourt.com

Clayesmore Preparatory School (DU) Blandford Forum, Dorset www.clayesmore.com

Kilgraston School (WS) Bridge of Earn, Perthshire www.kilgraston.com

Clayesmore School (DU) Blandford Forum, Dorset www.clayesmore.com

King's School (DU) Bruton, Somerset www.kingsbruton.com

Clifton College Preparatory School (DU) Bristol, Avon www.cliftoncollegeuk.com/prep/

Kingham Hill School (DU) Chipping Norton, Oxfordshire www.kinghamhill.org.uk

Avon House School (WS) Woodford Green, Essex www.avonhouseschool.co.uk Ballard School (DU) New Milton, Hampshire www.ballardschool.co.uk Barnardiston Hall Preparatory School (DU) Haverhill, Suffolk www.barnardiston.com Bedstone College (DU) Bucknell, Shropshire www.bedstone.org Bethany School (DU) Cranbrook, Kent www.bethanyschool.org.uk Blossom House School (SPS) London www.blossomhouseschool.co.uk Bloxham School (DU) Banbury, Oxfordshire www.bloxhamschool.com Bredon School (DSP) Tewkesbury, Gloucestershire www.bredonschool.org Brockhurst & Marlston House Schools (DU) Newbury, Berkshire www.brockmarl.org.uk

Cobham Hall School (DU) Cobham, Kent www.cobhamhall.com

Kingsley School (The Grenville Dyslexia Centre) (DU) Bideford, Devon www.kingsleyschoolbideford.co.uk

Dowdales School (MS) Dalton-in-Furness, Cumbria www.dowdalesschool.co.uk

Kingswood House School (DU) Epsom, Surrey www.kingswoodhouse.org

Ellesmere College (DU) Ellesmere, Shropshire www.ellesmere.com

Knowl Hill School (DSP) Woking, Surrey www.knowlhill.org.uk

Ercall Wood Technology College (MS) Telford, Shropshire www.ercall-online.co.uk

Laidlaw Hall (TC) London www.laidlawhall.co.uk

Fairley House School (DSP) London www.fairleyhouse.org.uk

Leehurst Swan School (WS) Salisbury, Wiltshire www.leehurstswan.org.uk

Brown's School (SPS) Orpington, Kent www.brownsschool.co.uk

Finborough School (DU) Stowmarket, Suffolk www.finboroughschool.co.uk

Lime House School (DU) Carlisle, Cumbria www.limehouseschool.co.uk

Bruern Abbey School (DSP) Chesterton, Oxfordshire www.bruernabbey.org

Frewen College (DSP) Rye, Sussex www.frewencollege.co.uk

Mark College (DSP) Highbridge, Somerset www.priorygroup.com

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

Fulneck School (DU) Leeds, West Yorkshire www.fulneckschool.co.uk

Mayfield School (MS) Portsmouth, Hampshire www.mayfield.portsmouth.sch.uk

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Mayville High School (DU) Southsea, Hampshire www.mayvillehighschool.com

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

The Dyslexia Teaching Centre (TC) London www.dyslexiateachingcentre.co.uk

Millfield Preparatory School (DU) Glastonbury, Somerset www.millfieldprep.com

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

The McLeod Centre for Learning (TC) London www.amandamcleod.org

Millfield School (DU) Street, Somerset www.millfieldschool.com

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

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

Shapwick School (DSP) Bridgwater, Somerset www.shapwickschool.com

The Sheila Ferrari Dyslexia Centre (TC) Woodford Green, Essex www.avonhouseschool.co.uk

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

Sidcot School (DU) Winscombe, North Somerset www.sidcot.org.uk

Thetford Grammar School (WS) Thetford, Norfolk www.thetgram.norfolk.sch.uk

Moon Hall College (DSP) Reigate, Surrey www.moonhallcollege.co.uk Moon Hall School (DSP) Dorking, Surrey www.moonhallschool.co.uk More House School (SPS) Farnham, Surrey www.morehouseschool.co.uk Moyles Court School (DU) Ringwood, Hampshire www.moylescourt.co.uk Northease Manor School (SPS) Lewes, Sussex www.northease.co.uk Nunnykirk Centre for Dyslexia (DSP) Morpeth, Northumberland www.nunnykirk.co.uk

Slindon College (DU) Arundel, Sussex www.slindoncollege.co.uk St David's College (SPS) Llandudno, Conwy www.stdavidscollege.co.uk St Lawrence College (WS) Ramsgate, Kent www.slcuk.com Tettenhall College (DU) Wolverhampton, West Midlands www.tettenhallcollege.co.uk

The Moat School (DSP) Fulham, London www.moatschool.org.uk

Trinity School, Rochester (SPS) Rochester, Kent www.trinityschoolrochester.co.uk Unicorn School (DSP) Abingdon, Oxfordshire www.unicorndyslexia.co.uk Walhampton School (DU) Lymington, Hampshire www.walhampton.com Wycliffe College Preparatory School (DU) Stonehouse, Gloucestershire www.wycliffe.co.uk

Thames Christian College (WS) London www.thameschristiancollege.org.uk

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

The Dominie (DSP) London www.thedominie.co.uk

Ysgol Aberconwy (MS) Conwy www.aberconwy.conwy.sch.uk

Dyslexia Friendly Quality Mark The MS category now includes schools approved by the BDA as Dyslexia Friendly Quality Mark Schools. These schools have demonstrated a high commitment to dyslexic learners and undergone rigorous scrutiny in order to achieve the Quality Mark award, which they hold for three years before being re-verified by the BDA. They are identified on the CReSTeD Register with the BDA Dyslexia Friendly Quality Mark logo.

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Further information

The CReSTeD Register is available to view at: www.crested.org.uk

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HEARING IMPAIRMENT

Helping deaf pupils to learn Ian Noon outlines the role of Teachers of the Deaf in supporting pupils with hearing impairments

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our in five deaf* school-age children attend mainstream schools where there is no specialist provision. For these children, specialist peripatetic Teachers of the Deaf can be an important friend for classroom teachers and SENCOs in providing advice on how to effectively support deaf children. This article outlines what Teachers of the Deaf are and why the support they provide is so important.

Deafness covers a wide spectrum, from mild right up to profound, including deafness in one ear and temporary deafness. It is not a learning disability and non-verbal IQ results do not show significant differences between hearing and deaf children. However,

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as teaching and learning takes place through the main senses of sight and hearing, this presents deaf pupils and those who teach them with complex challenges in developing language and accessing learning.

With the right support, deaf children should make the same progress and reach similar levels of attainment as other children. A Teacher of the Deaf can help schools ensure this happens.

What is a Teacher of the Deaf?

Teachers of the Deaf have trained as teachers in the same way as everyone else. However, they have also gained an additional qualification in teaching deaf children, usually after having taught in mainstream schools for at least two

Research has shown that where children have a range of complex needs, deafness can be overlooked years and undertaken two years of specialist training. The complexity of teaching and supporting deaf children is recognised in the government requirement that specialist teachers of children with sensory impairments should hold a mandatory qualification – something not required in other areas of SEN.

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Deaf children are four times more likely to experience emotional health and wellbeing issues

Teachers of the Deaf can help improve the classroom experience for deaf pupils.

Teachers of the Deaf also differ from other teachers in that they are expected to hold a range of expertise across different age groups. A Teacher of the Deaf may have a caseload of children and young people aged 0 to 25 years across a range of different settings, including nurseries, primary, secondary and special schools, and colleges.

Teachers of the Deaf are also unique in that they work directly with families with pre-school children to support them in developing good language and communication skills. This requires Teachers of the Deaf to have a good knowledge of developmental milestones and the curriculum across all stages.

Most Teachers of the Deaf work in a peripatetic role, within the specialist education service for deaf children, and are commissioned and nearly always also provided by the local authority.

This means that they can be deployed according to need across a local area.

Deafness is a low incidence need, so this flexibility can be especially important.

As most teachers will only occasionally come across a deaf child, they are unlikely to retain the detailed knowledge needed to know what effective support for a deaf child looks like. In addition, many teachers report that the level of initial and ongoing training they receive does not provide them with the necessary experience and knowledge to ensure deaf pupils’ WWW.SENMAGAZINE.CO.UK

needs are assessed and met, and that they make good progress. Given that even mild deafness can have a major impact on a child’s outcomes, expert advice and support from a Teacher of the Deaf can help to ensure that all deaf children succeed.

The needs of deaf children Teachers of the Deaf are also able to respond to the diverse needs and characteristics of deaf children. For example, deaf children will vary in terms of: • levels and types of deafness, ranging from mild to profound and including temporary and unilateral (one-sided) deafness • technologies used, such as hearing aids, cochlear implants, radio aids and middle ear implants • communication approaches, such as oral, British Sign Language (BSL), Sign Supported English (SSE) and cued speech • languages used, with research suggesting that around 12 per cent of deaf children speak English as an additional language • prevalence of other additional needs, with Government figures suggesting that around 20 per cent of deaf children have a secondary educational need.

Whilst most deaf children attend mainstream schools, a large number

(around 12 per cent) attend special schools not specifically for deaf children. Research has shown that where children have a range of complex needs, deafness can be overlooked, leaving parents feeling that their child’s needs are not being looked at holistically. Again, Teachers of the Deaf can play an important role in providing advice and support to special schools to meet the needs of deaf students.

How can a Teacher of the Deaf support school staff?

Peripatetic Teachers of the Deaf can provide advice to teachers, teaching assistants and other education staff.

This could take the form of strategies to ensure access to teaching and learning so that deaf pupils make good progress (including delivering INSET training) or strategies to help children at SEN support stage, within the “assess, plan, do, review” cycle.

On a practical level, Teachers of the Deaf can share knowledge about how to improve classroom acoustics and reduce background noise, to create a better listening environment for deaf pupils. They can also advise on differentiating the curriculum so that deaf children are able to participate – for example, adjusting the teaching of phonics to take into account any challenges in hearing different phonemes.

Deaf children are four times more likely to experience emotional health and wellbeing issues, often arising from communication difficulties with peers.

Teachers of the Deaf can suggest ways to reduce deaf children’s vulnerability >>

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Support from Teachers of the Deaf should be provided free at the point of delivery to all state-funded schools to bullying, isolation, abuse and low self-esteem.

Wider support offered by peripatetic Teachers of the Deaf includes: • providing direct teaching support to deaf children where additional one-to-one tutoring is needed to support classroom teaching • identifying which specialist assessments are most suitable for deaf children, carrying them out and analysing the results • making appropriate arrangements to ensure deaf pupils are not at a disadvantage when taking tests such as SATs and GCSEs • contributing to an education, health and care (EHC) needs assessment for a deaf child – legislation requires that a Teacher of the Deaf must be involved in any such assessment • delivering deaf awareness training to other pupils and staff • supporting and training teaching assistants and communication support workers, and ensuring they make an effective contribution to deaf pupils’ progress • checking that any technology, such as radio aids, is being used appropriately and troubleshooting any problems • providing resources to use within the classroom, either developed by themselves or drawing from those developed by other organisations • engaging with other professionals (such as audiology services, cochlear implant centres, speech and language therapists, social SENISSUE86

workers and mental health services) to ensure they all provide effective support in meeting the needs of deaf children.

What difference does a Teacher of the Deaf make?

The important role of Teachers of the Deaf has been recognised by Ofsted in a number of thematic reviews.

In its 2012 Communication Is the Key survey report, Ofsted said: “Teachers of the Deaf had high levels of expertise and played a pivotal role in providing and coordinating support.

They promoted deaf awareness among school staff working daily with deaf children, who did not all have expertise in this area. This ensured that they understood the communication needs of the individual children and that the necessary resources were put in place to meet their needs.”

In an earlier inclusion report, they also said: “Pupils who worked with specialist teachers made greater academic progress than when they had to rely on other types of support, including teaching assistants. Specialist teachers gave a high level of skilled support, both academically and socially to individual pupils. They also liaised closely with other professionals and parents, and carefully monitored the work of teaching assistants.”

Many services participate in an outcomes benchmarking exercise so that they can identify the impact that they have on deaf children’s progress and to identify where they need to go further. Quality standards are also in place to outline good practice.

How can I get support from a Teacher of the Deaf?

Services for deaf children are funded through the “high needs block”, which means that support from Teachers of the Deaf should be provided free at the point of delivery to all state-funded schools (including academies), subject to eligibility criteria. Most services will have established eligibility criteria setting out the different levels of

support that deaf children will receive.

Good services will have a particular focus on those deaf children who are at risk of not developing good outcomes in language and communication.

If you are working with a deaf child and not already in contact with a Teacher of the Deaf, you should contact the local authority specialist education service for deaf children, whose details should be available on the local authority’s website. You can also contact the National Deaf Children’s Society if you are having difficulties accessing support from a Teacher of the Deaf or would like any other information or support about deaf children’s education.

Footnotes

1. McCay, V. (2005), Fifty years of research on the intelligence of deaf and hard-ofhearing children: a review of the literature and discussion of implications. Journal of Deaf Studies and Deaf Education 10 (3).

2. Ofsted (2006) Inclusion: Does it matter where pupils are taught?

3. www.ndcs.org.uk/professional_support/ our_resources/education_resources.html

Further information

Ian Noon, who is deaf himself, is Head of Policy and Research for the National Deaf Children’s Society: www.ndcs.org.uk If you are considering training as a Teacher of the Deaf or if you would like more information about the role, visit the website of the British Association of Teachers of the Deaf: www.batod.org.uk Photos courtesy of NDCS. * This article uses the word “deaf” to refer to all levels and types of hearing loss.

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HEARING IMPAIRMENT Advertisement feature

Imagine all students clearly hearing every word their teacher says Do your students hear all your teaching and instructions in the classroom? The answer is “probably not” – particularly if a child has special educational needs.

The good news? We have a simple and easy solution! A SoundField system creates an excellent and relaxed listening environment.

When a SoundField system is used, the children quickly become more engaged, the teacher never has to raise their voice, all the children hear more clearly and the tendency of some children to make noise in the classroom diminishes.

To experience the superior sound quality and benefits for yourself, we offer a free SoundField trial in your school, giving you and your colleagues the opportunity to try the SoundField system for a few weeks and see the difference it makes.

Simply tell us a convenient time to visit and we will bring the SoundField system to you, show the teacher how to use it and leave it with you for three to four weeks. We set everything up in the classroom for you, it only takes 15 minutes and then you’re ready to go.

The school only pays the invoice if you decide to keep the equipment and as a special offer, there

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is a ten per cent discount on the Swift Digital if you keep it after the trial.

The Connevans Swift Digital SoundField system is used in schools across the UK to help all students and teachers.

Connevans are specialists in hearing equipment so if you would like us to have a look at your school hall or offer advice regarding simple equipment to help ensure the school is complying with the Equalities Act for visitors who are hard of hearing, we will be pleased to help. To arrange a free trial, simply call or email and leave the rest to us!

Phone: 01737 247571 Email: phil@connevans.com

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Top marks for Doncaster Deaf Trust A specialist Trust in Doncaster is celebrating after being recognised for the quality of provision it offers its students.

Doncaster Deaf Trust’s Specialist Employability Support (SES) and Communications Specialist College Doncaster have successfully achieved the MATRIX quality standard mark which ensures that the information, advice and guidance given to students attending the courses or training is the best that it can be.

The Trust, on Leger Way, offers education and training to young people aged 16 to 25 years who have SEN and/or disabilities such as deafness or hearing impairment, autistic spectrum conditions and learning disabilities and difficulties.

It provides a wide range of programmes for clients with communication needs including courses for those who want to gain job and life related qualifications and those who need to gain independence and develop their social skills.

For further information about Doncaster Deaf Trust, visit: www.deaf-trust.co.uk

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BOOK REVIEWS

Book reviews

by Mary Mountstephen

Teaching Literacy to Learners with Dyslexia: A Multi-Sensory Approach K. Kelly and S. Phillips

A Parent’s Guide to Coping with Autism S. Ziegel

Sage £34.99 ISBN: 978-1-4129-6218-6

Robert Hale, an imprint of The Crowood Press Ltd £14.99 ISBN: 978-0-7198-1940-7

This is the second edition of the authors’ comprehensive guide to teaching learners with dyslexia, which also includes a range of online diagnostic and teaching resources.

It opens with a reappraisal of current theory on dyslexia, including the roles of memory, literacy skills and dyslexia for learners of English as an additional language.

Subsequent sections focus on the structure of the Conquering Literacy programme, providing placement tests, a diagnostic assessment procedure and examples of detailed lesson plans, supported by a wide range of resources.

The book will be of value to teachers working with learners aged five to 18 and supports them in providing an evidence based and comprehensive programme.

Each chapter features a helpful overview, followed by substantive information, linked to downloadable resources and a short summary section. The book assumes no prior knowledge or expertise and provides auditory, visual and tactile activities to reinforce learning skills.

Memory weaknesses are a frequent difficulty for learners with dyslexia and the book provides guidance and practical activities and strategies to improve the retention of information.

With over 150 teaching points, this book is excellent value for money and would form a useful core resource for staff.

The author of this book is the parent of twin boys, who were diagnosed with autism at the age of three. When her next two children were diagnosed with the condition, she drew on her experience as a former nurse and her inner resources as a parent to produce a guide for parents and carers working with children with autism.

Ziegel very helpfully opens the book with a guide to the many abbreviations associated with the field (over 30) and in the following chapters, she provides an overview of the ways that parents can manage to get a diagnosis, cope with sensory issues, get support and education and cope with life as a family.

There is a very useful and thorough overview of therapies that can help guide parents when in discussion with schools and with trying to make decisions about interventions. The information about this complex and often emotive subject is clearly detailed and would be particularly useful for parents and those in education who are new to this field.

Ziegel also provides a list of organisations and websites that provide useful information.

With more children with additional needs being placed in mainstream schools, books like this provide a really useful resource for school staff and for parents themselves, who are often faced with difficult choices and decisions when seeking the best route forwards.

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BOOK REVIEWS

The Neurobiology of Attachment: Enhancing Connection and Trust In the Treatment of Children and Adolescents J. Baylin and D. Hughes Norton £23.00 ISBN: 978-0-393-71104-2

This book focuses on how therapists, caregivers and others can help and support children

experiencing

developmental trauma.

The authors outline, in accessible language, the brain science of early childhood and they offer new insights and describe innovative methods to help those working with neglected and insecurely attached children.

Both authors are experienced psychologists, who have collaborated for many years and their model links clinical observations to practices that focus on building trust and mistrust.

Using informal case studies, they illustrate points to explain why children experience difficulties in trusting adults who are trying to help them. These examples from their experience are very helpful in covering areas such as stress and early brain development, the role of the caregiver, building trust, play and rhythmic stimulation.

The book is written in a very accessible style, using “stories” to bring situations to life for the reader. They link the stories to neuroscience theories and explain how significant early healthy maturation of the brain relates to later emotional reactions. They explain very clearly how caregivers and others need to be aware of this so that they are able to respond with a well-developed emotional understanding of why some children struggle.

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Let Them Eat Dirt: saving your child from an oversanitized world B. Brett-Finlay PhD and M.C. Arrieta PhD Windmill Books £12.99 ISBN: 978-0-00999-51096-3

The authors of this book are academics dedicated to the use of scientific knowledge to improve the health of children. Their aim is to take current research into microbes and make it easy to understand and relevant to the general public.

Part 1 explain that microbes are the smallest forms of life on earth.

They include bacteria, viruses and other types of organisms that can only be seen with a microscope. The authors describe how the perceptions of microbes and their function has changed over the years and that they are now credited with greater importance in terms of their role in neurological development and, for example, the health of blood vessels.

Part 2 provides insight into the role microbes play in pregnancy, birth and the first years of life. It explains how the birth process exposes the newborn infant to microbes that aid the digestion of milk and they contrast this with the different experience when the infant is delivered by “C” section.

The book links theory to practical “do’s and don’ts” and the overall tone is reader friendly and informative.

For parents or teachers worrying about exposure to “dirt”, this book argues that Western societies are actually taking hygiene too far.

Part 3 of this fascinating book provides insight into asthma, allergies and the links between microbes and the brain.

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Assessing for autism Mark Chapman and Saba Khan explain what they are looking for when they conduct an autism assessment

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he assessment of young people with autism spectrum disorders (ASD) is multidimensional and there are usually several reasons why an assessment is initiated. Clinical psychologists look at the overall evidence, the questions raised by the referral and the source of the referral before proceeding with an assessment.

This will invariably involve screening those at risk for developmental delay characteristics associated with ASD. Clear guidance should be followed when determining if a young person meets eligibility criteria for an assessment of an autism spectrum disorder. Collaboration between professionals, parents and teachers is a necessary component of an effective assessment process, if we are to

Assessors strive to create a comfortable, interactive environment that could lead to conversations ensure an accurate interpretation of all available information. As assessing clinicians, here are some of things we would be looking for in an assessment.

Empathy and communication On meeting the young person in the clinic’s reception, one of the first signs that we are looking for is whether they can demonstrate appropriate eye contact when meeting new or unfamiliar

Understanding a person's social interaction is a central part of autism assessments.

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people. During the assessment, we are also looking at how the young person uses sentences. For example, do they make frequent grammatical errors, and if they are making errors, are these errors age and developmentally appropriate? We are also interested in assessing the overall voice tone.

For example, does the young person’s voice volume seem unusual, are there any speech abnormalities or are they difficult to understand?

One of the important aspects of the assessment process is to try and capture whether the young person willingly provides information to the assessor. People with ASD often find offering information particularly challenging and try and avoid being open about some of their experiences, especially to someone who is not familiar to them.

It is vital to try and gauge whether the young person enquires about other people’s thoughts, feelings and experiences, as this will help provide another indication of the young person’s ability to engage in reciprocal interactive communication. We need to find out if the young person takes part in social chit-chat, and what the quality of their social engagement is like when interacting with peers. How does the young person react when someone says something to them or offers new information? For instance, does the young person comment on what is being said, then wait for a response and finally respond to the response?

We will also assess whether the young person can give a reasonable account of non-routine, every day events in a matter of fact way.

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the young person exhibits and if they are using this to regulate, initiate and terminate discussion. We are also checking if the young person uses pointing, nodding and shaking their head to communicate.

These responses provide crucial clues to the young person’s inner emotional world

Social interaction skills During the assessment, assessors strive to create a comfortable, interactive environment that could lead to conversations. We are also constantly evaluating responses and comments and the level of effort we need to employ to facilitate social interactions.

We observe how the young person uses directed facial expressions for the purpose of communicating effective enjoyment or frustration. Was the young person able to be appropriately responsive to the social situations presented to them?

We look at the quality of responses to standardised questions and how contextually appropriate they are.

Another key indicator is whether a comfortable rapport is developed between the young person and the assessor or whether the young person is socially awkward.

Social overtures are observed in detail during assessments. If the young person displays restricted personal demands or only wants to focus on their interests, these factors can be vital clues in the overall assessment process. Assessors will look in detail at the young person’s insights into interpersonal relationships and how the underlying dynamics of relationships work for them. Examples might include asking the young person to comment on how they think relationships work and what their primary function is.

Can they explain their own role in social relationships?

Those with autism will usually struggle with their social perspective taking skills and thus find reporting on friendships a challenge. It is important to explore understanding of the main difference between, for example, someone they meet at school on WWW.SENMAGAZINE.CO.UK

the playground and a friend. Young people with autism will usually find this very challenging.

Emotion We seek to understand how the young person labels the emotions of characters in stories we present to them and whether they are able to demonstrate empathy towards the characters involved. We are trying to assess if the young person can make sense of emotions.

Understanding feelings of loneliness is a key to understanding the inner world of a young person who may have autism. Equally, we are assessing whether the young person can tell if other people their age feel lonely.

Several questions are posed around the concept of loneliness and the young person is asked to provide solutions for those who are deemed to be lonely.

Most young people with autism find it hard to think that others can get lonely and they can struggle to come up with practical solutions to this dilemma.

Another key area in the assessment process is finding out what the young person thinks makes them happy, angry, sad, relaxed and afraid. These responses provide crucial clues to the young person’s inner emotional world.

Once they have identified why they experience the emotions they do, the next task is for them to try to explain how this makes them feel.

The young person is encouraged to create a story that involves pretend play. This can enlighten us as to how the young person sees the world and how they use their imagination. Those with autism tend to struggle getting fully immersed in pretend play.

Reasoning During assessments, we are also assessing whether the young person exhibits an adaptive capacity to think logically and coherently. Do they struggle to come to reasonable conclusions about social relationships and events? Do they depart from the conversation and display slightly strained reasoning and slightly loose associations, for example answering questions by talking about topics not linked to the conversation?

Each individual part of the assessment should be seen as part of a complex puzzle and should not be interpreted in isolation. We are looking to see if the young person displays communication characteristics similar to a young person with autism. During the assessment, did they engage with the assessor, was there a sense of reciprocity in interaction and how did they use gestures and other social cues to communicate? Does the young person display empathy and how do they understand social relationships?

To determine if a person is on the autistic spectrum we need to consider a wide range of interrelated factors, including their social interaction skills, communication skills and ability to empathise and understand emotions in others.

Further information Dr Mark Chapman is a Clinical Psychologist at Springfield University Hospital, Tooting and Saba Khan is an Assistant Psychologist at CAMHS Neurodevelopmental Team, Springfield University Hospital: www.swlstg-tr.nhs.uk

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AUTISM Advertisement feature

25 years of learning and achievement – a time for celebration we support at Fullerton House School have complex needs and very specific barriers to learning and as a result require a structured programme that sets out a predictable yet challenging routine for the day. However, it is also important that the learning opportunities offered are flexible enough to meet the person’s changing needs at the time. The teachers, tutors and teaching assistants working within our school are trained to support and deliver the programmes in this creative, responsive way.

Fullerton House School is a specialist residential school, offering flexible education and care for up to 52 weeks per year, for people aged eight to19. The people we support have complex needs including behaviour that may challenge and a learning disability, often in association with autism. Our therapeutic environment can provide an opportunity for young people and those who support them to gradually gain a better understanding of their needs, wishes, behaviours, strengths and challenges.

Our curriculum aims to develop successful, confident and responsible people and combines individualised learning programmes and recognised, strategic frameworks and agendas to address the complex needs of each person at Fullerton House School. It also pays due regard to elements of numerous nationally recognised schemes, including ASDAN, entry level, level 1 and foundation learning (The National Curriculum) across the range of learning from P level to NC levels. We aim to improve levels of participation and achievement, ultimately supporting the person's progression through work and life.

At Fullerton, we love to share our successes and celebrations and regularly invite friends and family to our many events.

Students and staff recently celebrated the 25th anniversary of our official opening by marking the occasion with an afternoon of fun, food and music. A number of special guests were also invited along to share it with us.

After a lovely buffet lunch, the Headteacher welcomed everyone to the celebrations and handed over to members of their school council who proudly presented a cheque for a whopping £600 raised for the recent Children In Need Appeal. The council went on to present gifts to staff who had been employed at the school for over 20 years. All then eagerly awaited the magician show; laughter filled the room and several of our students enjoyed taking part in the act. The quiet room was also a big hit where people could catch up and reminisce whilst looking through old photo albums with a cuppa and a cake.

25 years of learning and achievement were celebrated by the whole school community; students, staff and friends of the school all delighted to be a part of Fullerton House’s special day.

Lifelong learning We believe that learning opportunities occur throughout the day in all settings and in a unique way for each individual. The young people WWW.SENMAGAZINE.CO.UK

Outside the formal curriculum, we provide multi-tiered activities.

Each person has an individual activity programme and community access plan. This includes a range of activities and visits. Our Activity Programme Co-ordinator liaises closely with the multidisciplinary team to develop and deliver exciting, stimulating and meaningful activities.

The environment, the multi-disciplinary support and our enthusiastic staff team make our school an excellent choice for people with complex needs and Fullerton are very proud of their “Good” Ofsted ratings for both Education and Care.

You can find out more about our services via our website at: www.hesleygroup.co.uk. If you’d like to arrange a visit, please call us on Freephone: 0800 055 6789 to arrange a suitable time.

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Ray of sunshine Nicky Harvey outlines one child’s journey from isolation at school to an environment accepting and supportive of his autism

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ay is a sensitive, artistic and kind hearted boy on the autistic spectrum. He joined my class towards the end of the Spring Term at a busy time last year, but slotted in perfectly.

Like many children with autism, he had experienced a great deal of upheaval in life because of his diagnosis.

Autism is a developmental condition affecting how a person perceives the world around them. This can include difficulties with social interactions, expressing feelings, and nonverbal and verbal communication with others.

There are over 700,000 people living with autism in the UK, with 2.8 million people affected in some form by the condition, and the numbers are rising.

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He would spend around 80 per cent of his time reading books and drawing pictures alone Culture shock Ray was born in south-eastern Asia, to loving parents who were pleased to have a healthy happy baby boy. Ray’s parents soon discovered he behaved differently compared to other children, but assumed he was a late developer.

Upon reaching school age and starting at elementary school, Ray’s parents received feedback with hints of his

specific learning needs and behaviour traits. The school tried their best, but due to firmly rooted cultures and learning customs, they were unable to understand, teach or effectively communicate with Ray. After originally leaving the UK for Thailand over 10 years ago, to start a new life in the sun, Ray’s parents felt they had no choice but to pack up, close the family business and return to England. His family wanted Ray to receive the education, empathy and therapeutic support he was entitled to.

Upon arrival in the UK, Ray was assessed and diagnosed as a child on the autistic spectrum and was given a statement by his local authority detailing his academic, social and

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therapeutic needs. He also joined a local mainstream primary school which recruited a one-to-one learning support assistant to support Ray. At first, everything seemed great because on the surface, the school wanted to offer inclusive provision for Ray to access the curriculum and participate in school activities. However, in reality, within Ray’s classroom and wider school environment, the understanding of autistic behaviours and his learning style was not there.

Excluded and left behind In the end Ray was asked to spend most of his time away from his classroom to learn in a private room with his learning support assistant. He would spend around 80 per cent of his time reading books and drawing pictures alone, whilst his classmates undertook timetabled activities together throughout the school day. To make matters worse, invitations to class birthday parties and playdates began to dry up and he became more and more isolated as the years passed by. Ray’s parents felt he had been rejected and misunderstood by the school because he could not conform. He was simply being himself: a non-violent, inquisitive and self-conscious wide-eyed boy, unable to completely read social situations. Every day presented a new challenge for Ray’s parents, who over the years constantly battled to get the school community to recognise their son’s needs.

Fortunately, Ray’s parents refused to give up and like many parents in similar situations, entered a lengthy legal tribunal for his transfer to a school with an autistic friendly environment.

The dark cloud hovering over Ray’s education eventually lifted when his parents won their legal case. Luckily for me, Ray became our ray of sunshine when he joined the school I worked in.

New beginnings Ray’s presence was immediately felt in my class. This bright, peaceful and charming young boy could not WWW.SENMAGAZINE.CO.UK

Ray had been isolated and conditioned by educators to feel like he was misbehaving for being autistic believe his new surroundings as he looked around in amazement during his first few weeks. All of a sudden, Ray was with other children presenting their own unique traits; he had full access to the National Curriculum through multi-sensory learning, and access to integrated therapies; he was exposed to visual timetables and SEN resources to help clarify activities and set expectations.

Understandably, because Ray had been through a lot of rejection in the past and was unable to express his feelings, he felt anxious about being not being good enough to remain in the school. He would repeatedly ask me: “Am I being a good boy?”, “Can we have a class photo with me in it?” or “Are you happy with me?” It was heart breaking to hear about and experience his fears and vulnerability. Ray had been isolated and conditioned by educators to feel like he was misbehaving for being autistic.

Over time, with lots of support and reassurance, Ray released some of his anxieties and started to believe in his abilities. His artistic side, humour, quirky personality and kind nature began to shine. He slowly improved his social skills and he continues to be assured that it is OK to feel and express different emotions. Ray is now set to move up a class group in September and has come a long way since starting at the school.

Celebrating difference

and come through it all with immense courage, inner strength, humility and a grateful heart. In Ray’s case, there was a lack of understanding and insufficient special needs training at his mainstream school. Cases like this are becoming more familiar within schools, so much so that the Department for Education recently called for “a sound understanding of special educational needs” to be delivered in university training before student teachers can become qualified class teachers. This is not to say all mainstream schools show a disservice to children with autism because many schools provide excellent inclusive SEN learning environments. In some cases, though, children simply cannot access mainstream school because their needs are simply greater than can be provided for in a class of 30 kids – not because of the school.

A great deal needs to be done to raise awareness of autism and other specific learning needs within schools, and the community. This applies to the UK and internationally. After experiencing Ray’s journey, I hope that one day we come to a stage in education where every child is treated equally and has the support and compassion they truly deserve.

Further information

Nicky Harvey is an SEN teacher, therapist and writer. She blogs at: www.journalofmissh.com N.B. The name of the child has been changed and the child pictured is not the one discussed in the article.

I am incredibly proud to work with children like Ray. Every day I learn about what it means to go through turbulent life events at a young age, SENISSUE86

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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

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Ruskin Mill Trust’s Practical Skills Therapeutic Education method enables young people aged 7 - 25 to overcome barriers to learning, become skilled and return to their communities with greater independence.

“I’ve changed big time since I started here. I feel grown-up and not nearly as anxious these days. I get on with more people, my relationships with other students have improved. I’ve learned to sort things out for myself.”

Jonathan, Ruskin Mill College

“It is brilliant here because I can come out of my shell. I was treated like a kid at my previous placement but here I am treated as a person and as a grown-up. I love working with my hands and having a challenge. I feel I am a lot calmer.”

Ben, Coleg Plas Dwbl

Visit our website: www.rmt.org or call Admissions on 01453 837502 Working with people with autism for 30 years Ruskin Mill Trust is an educational charity which draws its inspiration from the insights of Rudolph Steiner, John Ruskin and William Morris.

Charity No: 1137167

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AUTISM Advertisement feature

Sensory soft seating: an ideal solution for SEN & inclusive learning environments Choosing resources to support both SEN and inclusive learning can be problematic, but the Touch Tags range by Eden Learning Spaces offers a versatile solution.

Portable and versatile, the four varieties of soft seating support different learning needs at multiple key stages, they feature a trim of colourful textured tags and can be used both indoors and outdoors for interactive and inclusive learning. “A touch tags bean bag is great for pupils who have hypertactile senses. Pupils can gradually feel different textures at their own pace, assisting in desensitisation�

(Kerry Highcock, North East Autism Society).

Eden Learning Spaces works closely with educational professionals to understand how an environment can impact the experience of learning. Armed with this knowledge, Eden creates innovative solutions that enhance learning and make education an enjoyable and gratifying part of life for all abilities.

Posture support and a fidgety fingers solution The touch tags range provides an emotionally comforting outlet for fidgety fingers, allowing children to feel calm and concentrate on the lesson at hand.

Proprioceptive input in a calming space Giant floor cushions provide the perfect space to lay back and enjoy sensory room lights and sounds from, as a suitable source of proprioceptive input.

Inclusive & unrestricted learning Touch tags are enjoyable for all children; the appealing colourful design and lightweight structure provides children with SEN a reassuring sensory experience both inside and outside sensory rooms, for emotional reassurance on the move.

Enquiries@edenlearningspaces.co.uk www.edenlearningspaces.co.uk

Advertisement feature

Professionals conference run by The National Autistic Society Taking place: 7 and 8 March 2017.

Venue: Harrogate International Centre, Harrogate, Yorkshire.

This annual two-day conference is a unique opportunity for professionals to discuss best practice and share learning.

Leading international speakers will present an overview of the changing environment and the latest developments in the field of autism. The conference will feature well-known expert Sarah Hendrickx, who will be giving a Keynote presentation discussing the issues around identifying and facilitating good quality of life for autistic adults.

In addition, a series of seminars will provide you with practical strategies to implement with your colleagues.

To book your place, visit: www.autism.org.uk/ conferences SENISSUE86

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BETT 2017

Bett 2017: celebrating effective SEN teaching

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eturning to ExCeL London from 25 to 28 January, Bett is a leading global education event known for bringing together everyone with a passion for improving the future through education, and showcasing the best the global education marketplace has to offer.

For visitors looking to seek out the latest products, Bett Futures is back, in association with the British Educational Suppliers Association (BESA). Bett Futures provides visitors with an opportunity to meet the innovative start-ups driving forward the next generation of learning. nasen is also partnering with Bett again this year and its SEN information point can be found on stand SN90.

The SEN Learn Live theatre at Bett will showcase some of the latest research and cutting-edge techniques being

used to improve the experience and learning outcomes of students with SEN. Attendees will come away with an indepth understanding of how to achieve learning and teaching excellence for all students, and will gain practical tips to take away and use.

The Bett Arena will also host educators from across the globe for a passionate, open, knowledgeable and entertaining look at how, together, we can create a better future through education.

So if you are passionate about SEN, there is something for you on each of the four days of the show. Remember your comfy shoes and don’t be afraid to get involved and ask the exhibitors questions; you never know who you might meet or what you might learn.

Key seminars Wednesday 25 January

Alex Grady, Education Development Officer at nasen: Using the SEND Gateway to develop a strategic, school-led approach to improving provision and practice for learners with SEND.

Thursday 26 January

Ed Stafford, explorer at Discovery: The renowned adventurer will share his view on why the spirit of exploring is so important in today's world.

Professor Stephen Heppell, CEO at heppell.net: Never Mind The Politics? Invigorating stories coming from the classroom.

Sue Cranmer, Lecturer in technology enhanced learning at Lancaster University: Disabled children learning with digital technologies.

Sir Tony Robinson, actor and TV presenter at Discovery: The Spirit of Exploring.

Friday 27 January

Eric Sheninger, International Center for Leadership in Education: Inspiring Students: Bringing Awe Back to Learning.

Staci Gelbaum, Special Education Teacher at Gwinnett County Public Schools: Global Collaboration with SEN Students around the world.

Heston Blumenthal, celebrity chef: Is the answer to question everything?

Saturday 28 January

Silvio Marcello Pagliara, University of Rome: SEN teacher training on ICT for inclusion in Italy.

Amber Akapnitis, Teacher at Phoenix Day School for the Deaf: Deaf Students Have No Limits.

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Bett 2017 is free to attend and will take place from Wednesday 25 to Saturday 28 January 2017 at ExCeL London. For more information or to register, visit: www.bettshow.com. You can also follow the conversation on Twitter: @ Bett_Show

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Real world recruitment Sharon Bullock looks at the impact of SEN inclusion on mainstream teacher recruitment

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he workload of teachers is increasing, as the growing number of children with SEN and disabilities in mainstream schools adds to the overall pressures that teachers face. Combined with long working hours, this is causing more teachers to leave education. As it is, schools are struggling to recruit, particularly for SENCOs. Most full-time teachers work an average of 48.2 hours per week (Education Policy Institute). But one in five works 60 hours or more – 12 hours above the limit set by the European Working Time Directive. The long hours are necessary to deal with all the admin that goes with ensuring that teachers are meeting the needs of every learner.

Only 14 per cent of school leaders are filling their SENCO posts (NAHT).

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Increasingly, schools are struggling to recruit teachers as well, particularly in pockets in the South-East and in cities where there is a high cost of housing and living. SEN inclusion is just one of myriad factors involved in the teaching exodus.

Schools are finding that their budgets are not meeting the training needs of education staff

A changing world To combat criticism of teacher skills by successive governments, the Department for Education put in place two main initiatives: the SEND Training Toolkit developed by the Training and Development Agency for Schools (TDA) for students in initial teacher training, and the Inclusion Development Programme (IDP) developed by the National Strategies for teachers in practice. However, as with every programme for change, such

initiatives need resources and time, and the biggest issue for teachers is time out. If teachers are continually rammed with administration and accountability targets outside classroom hours, CPD will struggle to be a priority.

The view that nearly all children with SEN should be included in mainstream education was enshrined in law in 1993.

This was a piece of legislative change that was set to affect a teacher’s working practice and environment for WWW.SENMAGAZINE.CO.UK

RECRUITMENT

the next 20 to 30 years, yet training the educational workforce didn’t actually get started until 2007/8, right at the point when other major reforms in education were happening.

Since 1993, further educational acts and guidance have strengthened the original intention and so here we are: the job has got much bigger, holding much greater responsibility with a significantly wider remit of learning than has ever been the case. And the added strain is causing more teachers to leave education for good. If teachers take time out for respite, they often find that the learning curve to get back in again is too steep, so leaving really does mean leaving the career for ever. Many recruiters have targeted “comeback” teachers, but this is not always entirely successful.

As of 2015, the School Action and School Action Plus categories were combined to form one category of “SEN support”, and an education, health and care (EHC) plan is now required for more specific primary types of need.

However, it can currently take up to two years to construct an EHC plan before a child can move into a special school, adding to the pressure on the qualified teacher in the classroom.

Just recently, the Department for Education has decided that it no longer requires the use of standardised tests as evidence of a pupil’s need for access arrangements, reasonable adjustments or special consideration in examinations.

All they require are for schools to provide evidence of the child's “normal way of working”. Oh joy! Here is yet another piece of admin falling on the shoulders of the qualified teacher.

Mounting pressure While many teachers are putting in longer hours here than in other countries, and well above legal European standards, most of the extra hours they work are spent on admin, form filling, lesson preparation and marking; fitting in CPD is about as difficult as it gets. Schools are also finding that their budgets are not

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SEN throws up a varied and extremely complex set of requirements for a teacher to manage meeting the training needs of education staff, particularly in the senior ranks.

The fallout from the added workload and responsibility is inevitably going to be seen in recruitment as teachers look to other sectors, but the problem is that the Government would prefer to listen to the populous than to their education staff. Of course, most teachers love their job – that is why they do it – but they have to wait many years to see their pay equivalent to average pay in other sectors. The last pay rounds in August did not take into account the increasing challenges in teacher recruitment and retention.

We often hear from teachers that they feel they are “letting their learners down” or are “no longer able to give their best” due to the pressures involved, including individualised learning provision and unnecessary bureaucracy that goes with this. SEN throws up a varied and extremely complex set of requirements for a teacher to manage. With no two cases being the same, this is not a skill which can be taught overnight.

Specialist help The growing struggle to recruit means that nearly half of schools now use recruitment agencies to recruit their permanent roles, often because the school has failed to recruit previously on its own. There is a complaint that this adds to schools’ recruitment costs. Of course, retention is always the less expensive option. Recruitment of teachers however, involves compliance, which has to be done to a standard by the recruitment agency.

There is also agency regulation held in law and in self-regulation through industry organisations such as The

Association of Professional Staffing Companies (APSCo).

Recruiter-school collaboration is important in planning to develop teaching practice. Hiring agencies hold a duty of care to work to support schools through Ofsted inspections and standards, with ongoing monitoring and evaluation to assess the quality of teaching and impact of work over time. This is particularly relevant with agency staffing where reputations and standards in the past have not been high. A way of overcoming this is for the staffing agency to work with the sector enforcing professional practice as an on-going part of their service provision.

So yes, recruitment is an additional cost. It always has been and it always will be; retention is the cheapest option, and this would be the case whether recruitment is done in-house or not.

But today’s recruitment is a whole lot more complex than it used to be and not comparable to the way things were only a decade or two ago. The secret lies in ensuring tight alignment with the school in the hiring process to create a firm commitment to continual improvement of the school in a planned and integrated way, so that the school is fully resourced all of the time.

If the Government can work with the teaching profession in order to reduce the levels of bureaucracy involved in SEN provision and also increase the level of support and guidance available to teachers, who ultimately want the best for their SEN learners, then the UK still has the talent base in place to meet the requirements of SEN learners over the coming years. This will take a lot of honest dialogue between the teaching profession and ministers and it is encouraging to see this conversation already opening up.

Further information

Sharon Bullock is a Board Director at recruitment company Morgan Hunt: www.morganhunt.com

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

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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.

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CPD, TRAINING AND EVENTS Rebound Therapy training courses “ReboundTherapy.org” – the official UK body and international consultancy for Rebound Therapy. Responsible for the development and delivery of the genuine accredited and approved staff training courses.

With founder Eddy Anderson MCSP Cert Ed.

01342 870543 www.reboundtherapy.org

Speech and Language Sciences MSc University College London

A clinical training programme as well as a challenging academic degree, the core subject is speech and language pathology and therapy. Students consider approaches to the investigation and management of clients with communication and swallowing problems. www.ucl.ac.uk

Severe, Profound and Multiple Learning Difficulties MEd/ Postgraduate Diploma/ Postgraduate Certificate University of Birmingham

This part-time, campus-based, blended learning programme has been developed for a range of professionals/practitioners who work with children and adults with learning difficulties in educational settings across the severe and profound range (SLD/PMLD) such as teachers and lecturers, nurses, therapists, psychologists and support staff. www.birmingham.ac.uk

Autism and Learning – PG Certificate/Diploma/MEd University of Aberdeen

The programme aims to give practitioners an in depth understanding of the condition and the working of the autistic mind. It will equip participants with a range of practical approaches and interventions that will enable children and young people on the spectrum to access learning, participate actively, experience success, gain independence, and fulfil their potential. autism@abdn.ac.uk www.abdn.ac.uk

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MA in Education (Early Years)

MA Leading Inclusive Education

Centre for Research in Early Childhood

Middlesex University

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

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.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.

www.mdx.ac.uk

Study Specific Learning Difficulties with Middlesex University

Study MA Inclusive Education online and part-time at Middlesex University. Learn best practice teaching children with Specific Learning Difficulties - see the impact on your own work and advance your teaching career.

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. Various dates; see website for more details: 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 may be able/gifted/talented.

Various dates; see website for more details: www.peoplefirsteducation.co.uk

Various dates

Dyslexia Course

Take part in the new policy group dedicated to SEN reforms, read the latest research and collaborate with others. www.networkautism.org.uk

www.peoplefirsteducation.co.uk

Network Autism: free online discussion group on SEN reforms

Bespoke inset training days Inset training catered to your organisation’s specific needs.

Highly successful, personalised SEN training to a range of environments. Various dates; see website for more details: www.peoplefirsteducation.co.uk

Various dates

Helping Learners with Autism, Asperger Syndrome and ADHD Day Course A workshop that offers visual, auditory, social and behavioural strategies for teaching and support staff working with learners with autism, Asperger syndrome (ASDs), attention deficit hyperactivity (Impulsive) disorder (ADHD) and related conditions. Various dates; see website for more details: www.peoplefirsteducation.co.uk

January 2017

www.mdx.ac.uk

This course focuses on the understanding that despite the fact that learners with dyslexia may find the acquisition of literacy skills challenging, they can still achieve their potential with the implementation of appropriate interventions.

Various dates; see website for more details:

dyslexiaaction.org.uk

Various dates

11 January

Masterclass in adapting the diagnostic process for women and girls with Tony Attwood London

This Masterclass will include a theoretical overview of adapting the diagnostic process for girls and women. It will be strategyfocused to support delegates in their future practice. www.autism.org.uk/professionals

16 January

Curriculum and Assessment for Children and Young People with SLD and PMLD Manchester

How pedagogy, curriculum and assessing pupil progress work together. www.equals.co.uk

We take every care when compiling the information on these pages. However, details may change, and we recommend that you contact the event organisers for up-todate information before you make arrangements to attend.

WWW.SENMAGAZINE.CO.UK

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CPD, TRAINING AND EVENTS 18 January

SENCOs and Access Arrangements London

The event will cover roles and responsibilities of centre staff; appointment of appropriate assessors; common access arrangements; evidence gathering and reporting; JCQ Form 8 assessment and interpretation; processing applications and the centre inspection process.

Members £155/non-members £185 www.patoss-dyslexia.org

23 to 25 January

SCERTS three day course 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. www.autism.org.uk/scerts

24 January

The Challenge of UEB Mathematics This workshop, led by a specialist in the new Braille Mathematics code, will introduce the main changes which will affect students taking GCSE. For more information and booking:

01905 763933 www.ncw.co.uk

25 January

Diagnostic Assessment: Renewing Your Assessment Practising Certificate: SASC Accredited

25 - 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

31 Jan and 1 Feb

Making SENSE of Behaviour How do we make sense of behaviour? Is it just behaviour?

Is all behaviour communication?

Is all behaviour sensory? Or is it more complex than this?

This practical course provides a structured framework to develop an understanding of behaviour and an individualised formulation. Understanding and integrating sensory integration theory into the formulation and intervention will form a key part of the course. www.juliadyer.com

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

7 February

Understanding autism and introduction to the SPELL framework Nottingham

SPELL is a framework for understanding and responding to autistic people’s needs. It will allow you to develop better practice in education and use evidence-based strategies to support autistic children and adults. www.autism.org.uk/professionals

8 February

9 February

A Creative Day with EQUALS London

Music Creativity with Carrie Lennard and Interactive Storytelling with Keith Parks. www.equals.co.uk

10 February

SEND showcase Bath

Three Ways School, an Ofstedrated outstanding special school, is hosting a SEND showcase event celebrating best practice.

Supported by ASDAN, the event takes place in Bath on 10 February. events@asdan.org.uk www.asdan.org.uk/send-showcase

14 - 16 February

Advanced Applications of TEACCH: “Beyond the Basics” For TEACCH practitioners who want to extend their skills or develop competencies in order to consult, mentor and train other professionals in the TEACCH philosophy and strategies. Not available elsewhere outside the US TEACCH – early booking recommended. £795 professional/parent Prior’s Court Training and Development Centre, Newbury, Berkshire

01635 245911

training@priorscourt.org.uk www.priorscourt.org.uk

16 - 19 February

International Health Policy Conference 2017 London School of Economics

At the heart of a diagnostic assessment report is the individual for whom it can provide the “gateway” to understanding their strengths and weaknesses and achieving their goals. It must be accessible whilst being rigorous enough to stand up to potential legal challenge. This CPD event will provide invaluable support for professionals trying to meet these goals.

SoSAFE! Social and Sexual Safety/Safeguarding 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, from a student’s expectations of strangers, to the intricacies of an intimate relationship.

01905 763933

Members £155/Non-members £185 www.patoss-dyslexia.org

01273 609555

01905 763933

The inaugural International Health Policy Conference at the LSE will to bring together academics and policy-makers from a wide range of disciplines to take a multi-disciplinary 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.pecs-unitedkingdom.com

www.ncw.co.uk

www.lse.ac.uk

London

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February 2017 1 February

London

Local Authority and Professionals Event Join NCW staff and colleagues from support agencies, charities and local authorities around the country for presentations and networking. For more information and booking: www.ncw.co.uk

8 February

Outreach Open Day Practical support and advice on specific curriculum areas of your choice, such as maths, PE, music, science and Braille. For more information and booking:

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

Advertisement feature

Study SEN courses at the University of East London At the University of East London we have a unique team of experienced teachers and lecturers who have a wide range of skills, experiences and knowledge in the field of special educational needs.

Both undergraduate and postgraduate courses are interesting, varied and written specifically to reflect the Special Educational Needs and Disability Code of Practice (DfE/DoH, 2015).

Staff regularly keep up to date in their particular interest areas and undergraduate students have opportunities to experience a range of volunteering placements as part of their course. We have a diverse faculty who have a breadth of knowledge to offer and will be able to advise students wishing to follow any particular pathway in the area of special education.

You’ll be joining a diverse student body based in the heart of east London with students coming from many different backgrounds, cultures and countries with a range of different experiences. This enriches the learning of students and lecturers alike and contributes to a fuller understanding of the special education area. Ultimately our goal is to work with our students to enable them to go into a variety of careers in the area of special education and to make a unique and valuable contribution to lives of those in the areas in which they choose to work.

To find out more about our special educational needs courses, please visit: uel.ac.uk/sen or contact our Applicant Enquiries team on: 020 8223 3333.

WWW.SENMAGAZINE.CO.UK

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CPD, TRAINING AND EVENTS 20 - 24 February

22 February

Five-Day TEACCH Course

From Statistics to Profiles

Inspirational, intensive course combining active learning sessions with direct experience working with students with autism. Led by trainers from Division TEACCH, University of North Carolina and experienced practitioners and TEACCH trainers from Prior's Court.

Suitable for SEN professionals, teachers and practitioners £1295 professional/parent Prior’s Court Training and Development Centre, Newbury, Berkshire

London

01635 245911

training@priorscourt.org.uk www.priorscourt.org.uk

21 February

Sensory considerations Nottingham

For autistic children and adults, the sensory world can feel quite different and this can have an impact on people’s daily life and behaviour. Join the NAS to learn more about this and learn practical ways of giving positive support. www.autism.org.uk/professionals

21 February

Diagnostic Assessments for the Workplace: SASC Accredited London

This course enables diagnostic assessors to extend their practice into the workplace.

Delegates will examine how to make recommendation to reports written for University students to transfer to the workplace.

Members £155/Non-members £185 www.patoss-dyslexia.org

22 February

Vital Statistics Workshop: The Essentials for Diagnostic Report Writing London

This training offers the opportunity for assessors to enhance their knowledge and understanding of the psychometric principles that underpin a diagnostic assessment report. Statistical data must be accurately calculated and reported to enable a safe diagnostic conclusion to be reached.

Members £95, Non-members £110 www.patoss-dyslexia.org

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A workshop designed for SpLD assessors/specialist teachers new to writing diagnostic reports or wishing to refresh their skills in transferring statistics into a profile of strengths and weaknesses and begin the process of interpreting the data.

Members £155/Non-members £185 www.patoss-dyslexia.org

27 February

Understanding and supporting the autism diagnostic process Bromley

This one-day course is for professionals who are developing their specialist skills in working with children and young people with autism, such as teachers, social workers and youth offending officers. www.autism.org.uk/professionals

March 2017 Various March and April

Woodland Trainer OneDay Course and Advanced Woodland Trainer Various locations

Offers teachers and teaching assistants the opportunity to gain theoretical and practical understanding in woodland camp craft. www.equals.co.uk

7 - 8 March

Professionals conference Harrogate

Hear the latest information from experts in the field and learn from case studies illustrating best practice. With four different seminar streams to choose from, delegates can select the seminars which are most relevant to their work. www.autism.org.uk/professionals

13 and 14 March

PECS Level 2 Training Workshop Brighton

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

14 March

Understanding autism and introduction to the SPELL framework London

SPELL is a framework for understanding and responding to autistic people’s needs. It will allow you to develop better practice in education and use evidence-based strategies to support autistic children and adults. www.autism.org.uk/professionals

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. www.disabledliving.co.uk

16 - 18 March

The Education Show NEC, Birmingham

With a specialist SEN seminar programme alongside hours of free CPD covering all aspects of education, the Education Show offers the fastest route to cost effective professional development. The peer-led programme highlights effective pedagogies and the latest research. www.education-show.com

21 March

Understanding stress and anxiety in autism and their impact on behaviour London

This one-day course looks 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/professionals

22 March

Outreach Open Day Practical support and advice on specific curriculum areas of your choice, such as maths, PE, music, science and Braille. For more information and booking:

01905 763933 www.ncw.co.uk

27 and 28 March

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 www.pecs-unitedkingdom.com

28 - 30 March

Naidex, NEC Birmingham Setting no limit on potential, Naidex is Europe’s most far reaching trade, professional and consumer show dedicated to the care, rehabilitation and lifestyle of people with disabilities. An unmissable free to attend threeday event. www.naidex.co.uk

29 March

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

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CPD, TRAINING AND EVENTS

Building design for autism conference Ambitious about Autism will be holding its first design conference, Designed for Education, on Tuesday 24 January 2017 at the Royal Institute of British Architects (RIBA) in London. The conference is aimed at those with an interest in designing and building inclusive environments for education.

Good building design has the potential to improve the quality of life for people with autism. Since 1997, Ambitious about Autism has been working with leading architects and developers to create their own schools and colleges, all dedicated to offering specialist education and support to children and young people with autism. The charity has also shared best practise and worked with a number of partners.

With the trend towards the establishment of free schools and new academy chains, an increasing number of groups and

organisations are looking to design and develop the most inclusive schools and colleges possible. At this conference, Ambitious about Autism, along with partners, will share their knowledge, learning and expertise gathered over the last eight years to support others who are about to embark on similar projects.

There will be a presentation by Leena Haque, Neurodiversity Project Creative Lead at the BBC, who will discuss the effect that poor design can have on educational outcomes for children and young people with autism. The keynote presentation will be given by Kevin Oakhill, Director of Education Services, and Kevin Filby, Deputy Director of Service Development, both from Ambitious about Autism.

There will also be break-out sessions led by acknowledged experts in their field. Topics that will be explored will include: • gaining a better understanding of autism and the impact good design has on children and young people with autism in education • taking into account the sensory needs of children or young people with autism in the design process • overcoming the most common design problems in order to create inspiring learning environments by practical examples • creating autism friendly environments in the most cost effective way in a challenging fiscal climate. www.ambitiousaboutautism.org.uk

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CPD, TRAINING AND EVENTS 29 and 30 March

PECS Level 1 Training Workshop Manchester

PECS is an approach that teaches functional communication skills using pictures. This workshop will give you all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

01273 609 555 www.pecs-unitedkingdom.com

Five-Day TEACCH Course Motivating and inspirational course combining knowledge and theory with direct experience working with students with autism. Led by trainers from Division TEACCH, University of North Carolina and experienced practitioners from the Central Bedfordshire and Milton Keynes Team. Suitable for SEN professionals, teachers and practitioners. £1250 professional/parent

April 2017 5 - 8 April

GCSE Revision Course Preparation for GCSE examinations in maths, English and science. For more information and booking:

01905 763933 www.ncw.co.uk

27 and 28 April

Rebound Therapy for SEN, Open College Network Level 2 Birmingham

Accredited course for all staff, parents and professionals interested in using a trampoline for Rebound Therapy. www.equals.co.uk

May 2017 4 May

Intensive Interaction London

Covers the communication needs of people who have not achieved use, nor perhaps understanding, of speech and may be “difficult to reach” in various ways. www.equals.co.uk

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

June 2018

15 - 19 May

Child Development Centre, Kempston, Bedfordshire.

01908 555615 Carole.eales@walnuts.milton-keynes. sch.uk

18 May

Supporting Primary School Students A day spent focusing on preBraille skills and early literacy, and workshops on developing key skills such as living skills, mobility, social skills and play.

For more information and booking:

01905 763933 www.ncw.co.uk

18 May

An Introduction to Sherborne Developmental Movement – Certificate Level 1 Derby

The Sherborne Developmental approach to physical education and relationship play for children with SEN. www.equals.co.uk

8 June

Kidz to Adultz South 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

14 - 16 June

Three-Day Structured Teaching Course Practical strategies for autism professionals and parents.

Includes designing and implementing structure in learning environments and the home, methods for building communication, social, vocational and leisure skills and the use of social stories and assessment. £295 professionals and £145 parents/ concessions Prior’s Court Training and Development Centre, Newbury, Berkshire

01635 245911

training@priorscourt.org.uk www.priorscourt.org.uk

16 - 17 June

The Autism Show in association with The National Autistic Society ExCeL London

The national event for autism (including Asperger syndrome), attracts over 10,000 parents, carers, and professionals. Hear from the UK's leading autism professionals; discover 100s of products and services; listen to the experiences of adults on the spectrum; learn new strategies and approaches for home and the classroom and access oneto-one specialist advice. All content is CPD accredited.

Book tickets now and save 20 per cent at: http://london.autismshow.co.uk/

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22 June

Technology for Inclusion, Physical meets digital: technology-enabled real world learning London

Focuses on ways in which computers, mobile devices and assistive technologies can help overcome barriers to learning, and promote independence and learning. www.equals.co.uk

23 - 24 June

The Autism Show in association with The National Autistic Society NEC Birmingham

The national event for autism (including Asperger syndrome), attracts over 10,000 parents, carers, and professionals. Hear from the UK's leading autism professionals; discover 100s of products and services; listen to the experiences of adults on the spectrum; learn new strategies and approaches for home and the classroom and access one-to-one specialist advice. All content is CPD accredited. Book tickets now and save 20 per cent at: http://birmingham.autismshow.co.uk/ www.healthpluscare.co.uk

30 June - 1 July

The Autism Show in association with The National Autistic Society EventCity Manchester

The national event for autism (including Asperger syndrome), attracts over 10,000 parents, carers, and professionals. Hear from the UK's leading autism professionals; discover 100s of products and services; listen to the experiences of adults on the spectrum; learn new strategies and approaches for home and the classroom and access oneto-one specialist advice. All content is CPD accredited.

Book tickets now and save 20 per cent at: http://manchester.autismshow.co.uk/

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CPD, TRAINING AND EVENTS

Celebrating employment success A man with learning difficulties has been celebrating a personal milestone with family and friends at a specialist training centre in the Dorset village of Sixpenny Handley.

Andrew MichaelPhillips (pictured) earned the National Open College Network (NOCN) entry level 3 certificate in Gaining Craft Skills for Employment and he so impressed his new employers at the village’s Crossroads Café that they decided to fund a presentation evening for him.

Andrew, aged 41, is one of seven people with learning disabilities or mental health needs who have gained an NOCN certificate this year, thanks to skills developed at Town Farm Workshop, an Outcomes With Learning (OWL) centre run by private care-provider Regard.

“We consider him a great asset at the café, and we’re thrilled that his work with us has contributed to the widening of his social circle, and helped further develop his skills and confidence”, says Café organiser David Salmons. www.regard.co.uk WWW.SENMAGAZINE.CO.UK

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SEN RESOURCES DIRECTORY

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

ADHD ADDers.org

Information and support forum for those affected by ADD/ADHD:

www.adders.org

Bullying Bullying UK

Epilepsy Action

Support and advice on bullying:

Advice and information on epilepsy:

www.bullying.co.uk

www.epilepsy.org.uk

Childline National Attention Deficit Disorder Advice and support for those suffering from bullying: Information and Support Service www.childline.org.uk (ADDISS) Resources and information for ADHD:

Cerebral palsy

www.addiss.co.uk

Autism/ASD

www.aspergerfoundation.org.uk

Support for children and young people with epilepsy plus training for professionals:

www.youngepilepsy.org.uk

FASD

Help, advice and support for children and adults affected by cerebral palsy:

Down syndrome

Support for people with Asperger’s syndrome:

Young Epilepsy

Scope UK www.scope.org.uk

Asperger Foundation UK (ASF)

Epilepsy

Down’s Syndrome Association (DSA) Information, support and training for those affected by Down syndrome:

The FASD Trust www.fasdtrust.co.uk

The National Organisation for Foetal Alcohol Syndrome UK Support for those affected by foetal alcohol spectrum disorder:

www.nofas-uk.org

General SEN

www.downs-syndrome.org.uk

Autism Awareness

The Down’s Syndrome Research Foundation UK (DSRF)

British Institute for Learning Disabilities

www.autism-awareness.org.uk

Charity focussing on medical research into Down syndrome:

Charity for learning disabilities:

www.bild.org.uk

Autistica

www.dsrf-uk.org

Cerebra UK

Forum for sharing experience/advice for those affected by ASD:

Charity raising funds for medical research into autism:

www.autistica.org.uk

Dyslexia

Supporting children, young people, families and professionals when a child has acquired a brain injury:

Help and information for those affected

by ASD:

www.autism.org.uk

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

www.cerebra.org.uk

Child Brain Injury Trust

National Autistic Society (NAS)

Research Autism

Charity for children with brain related conditions:

British Dyslexia Association (BDA) Information and support for people affected by dyslexia:

www.bdadyslexia.org.uk

Dyslexia Action

www.childbraininjurytrust.org.uk

Department for Education (DfE) The UK Government’s education department:

www.education.gov.uk

Charity providing services to those affected by dyslexia:

Mencap

www.dyslexiaaction.org.uk

www.mencap.org.uk

Dyspraxia Dyspraxia Foundation UK

Learning disabilities charity:

National Association for Special Educational Needs (NASEN)

UK bullying prevention charity:

Dyspraxia advice and support:

Organisation for the education, training, advancement of those with SEN:

www.beatbullying.org

www.dyspraxiafoundation.org.uk

www.nasen.org.uk

Beat Bullying

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SEN RESOURCES DIRECTORY

General SEN

Literacy National Literacy Trust (NLT)

SEN.fyi (App) Everything You Wanted to Know About SEN – all in one place! Download this app free to your Smartphone or Tablet for iOS (on Apple App store) or Android (on Google Play store):

www.specialeducationalneeds.co.uk/ senfyi-app.html

Literacy charity for adults and children:

www.literacytrust.org.uk

PMLD PMLD Network

Information and support for PMLD:

www.pmldnetwork.org

Rebound Therapy ReboundTherapy.org

Hearing impairment

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:

National organisation for home educators:

Visual impairment National Blind Children’s Society Support and services for parents and carers of blind children:

www.nbcs.org.uk

Royal National Institute of Blind People (RNIB)

Douglas Silas Solicitors

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

www.SpecialEducationalNeeds.co.uk

Independent Parental Special Education Advice

Legal advice and support for parents:

www.ipsea.org.uk

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

Shine

Information and support relating to spina bifida and hydrocephalus:

www.shinecharity.org.uk

SLCN

www.thenuk.com

Law

www.tourettes-action.org.uk

SEN law

Spina bifida

The Home Education Network UK

Information and advice on Tourette’s:

www.rnib.org.uk

www.ndcs.org.uk

Home education

Tourette's Action

The UK governing body and international Support and advice to those affected by consultancy for Rebound Therapy: visual impairment: www.reboundtherapy.org

Action on Hearing Loss Hearing impairment charity:

Tourette’s syndrome

ACE Centre

Advice on communication aids:

www.ace-centre.org.uk

Afasic

Help and advice on SLCN:

www.afasicengland.org.uk

Learning outside the classroom Council for Learning Outside the classroom (CLOtC)

Communication Matters

Support for people with little or no clear speech:

www.communicationmatters.org.uk

Awarding body for the LOtC quality badge:

The Communication Trust

www.lotc.org.uk

www.thecommunicationtrust.org.uk

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Raising awareness of SLCN:

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