SEN Magazine - Issue 93 - March/April 2018

Mar • Apr 2018 Issue 93

World Autism Awareness Day What are the key priorities for autism research and support?

Assessing dyslexia

Barriers to learning and how to overcome them

Outdoor inspiration Challenging pupils with SEN through outdoor learning

ADHD • sensory processing disorder • performing arts • exclusions • prosopagnosia SEN law • children’s homes • accessible vehicles • HE • short breaks • Tourette’s mediation • OCD • education, health and care plans • recruitment • CPD and more…

This issue in full Mar • Apr 2018 • Issue 93

Welcome Organisations and individuals across the country are gearing up for World Autism Awareness Day on 2 April, the global event which seeks to broaden awareness and understanding of the condition thought to affect more than one per cent of the UK population. In this issue of SEN Magazine, three leading charities – Autistica, Ambitious about Autism and the National Autistic Society – discuss the key issues, and priorities for research, they will be highlighting this spring (p.82).

Also in this issue: Gavin Reid and Jennie Guise look at assessments for dyslexia and how young people with dyslexia can overcome the barriers to learning they face (p.38); Anthony Wood explores the benefits of learning outside the classroom for young people with SEN (p.72); and Becky Lyddon outlines some crucial ways to identify and support people with sensory processing difficulties (p.43).

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

WWW.SENMAGAZINE.CO.UK

In his regular column on SEN law, specialist SEN solicitor Douglas Silas continues his indepth look at education, health and care plans (p.22).

You will also find articles on SEN legislation (p.24), children's homes (p.28), ADHD (p.32), accessible vehicles (p.34), school exclusions (p.50), performing arts (p.52), Tourette’s syndrome (p.57), transition to HE (p.60), short breaks/respite (p.68), mediation (p.70), face blindness (p.71), OCD (p.80) and recruitment (p.94).

As always, our CPD, training and events section (p.96) provides a round-up of forthcoming SEN-related exhibitions, courses, seminars and events from around the UK. For the latest from SEN Magazine, join us on Facebook or Twitter.

Peter Sutcliffe Editor editor@senmagazine.co.uk

06

SEN news

14

What's new?

20

Point of view

22

Education, health and care plans

24

SEN legislation

28

Children's homes

32

ADHD

34

Accessible vehicles

38

Dyslexia

43

Sensory processing disorder

50

School exlusions

52

Performing arts

57

Tourette's syndrome

60

Transition to HE

66

Book reviews

68

Short breaks/respite

70

Mediation

71

Face blindness

72

Learning outside the classroom

80

OCD

82

Autism

86

The Autism Show

93

About SEN Magazine

94

Recruitment

96

CPD, training and events

104

SEN resources directory

106

SEN subscriptions

CONTRIBUTORS

SUBSCRIPTION ADMINISTRATOR Amanda Harrison office@senmagazine.co.uk 01200 409 801 DESIGN Rob Parry design@senmagazine.co.uk Next issue deadline: Advertising and news deadline: 4 April 2018 Disclaimer The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.

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

Jo Alesbrook Amanda Batten Caroline Butterwick Ian Clarke Suzanne Dobson Belinda Ellicott Sally Gates Jane Gill Jennie Guise Jane Harris Ian Hartwright Rachel Jackson Becky Lyddon Mary Mountstephen Liam O’Connor Asha Patel Gavin Reid Eleanor Schooling Douglas Silas Jon Spiers Hayley van Zwanenberg Ben Walsh Anthony Wood Alison Worsley

SEN Magazine ISSN: 1755-4845 SENISSUE93

In this issue

Children’s homes

24

28

32

ADHD

Making sense of SEN law

71

How well do education professionals understand the law around SEN?

28

Outstanding children’s homes Ofsted’s view on how the best children’s homes are supporting those with complex needs

32

Supporting ADHD at school Buying an accessible vehicle Your guide to identifying and sourcing the right vehicle

38

Assessing dyslexia

Transition

60

Recognising prosopagnosia New research into how “face blindness” can be identified and supported

72

Outdoor inspiration Challenging pupils with SEN through outdoor learning

80

Living with OCD Practical tips for supporting children with OCD at home and at school

The impact of ADHD on a pupil’s daily functioning

34

Mar • Apr 2018 • Issue 93

82

World Autism Awareness Day feature Charities Autistica, Ambitious about Autism and the NAS discuss their priorities ahead of the spring autism awareness events

Barriers to learning facing people with dyslexia and how to overcome them

43

Sensory strategies How to recognise and support people with sensory processing difficulties

50

The costs of exclusion Are school exclusions exacerbating young people’s mental health issues?

52

Licence to learn How performing arts can play a key role in the education of children with SEN

57

Don’t panic!

Supporting pupils with Tourette’s syndrome

60

Transitioning to higher education A useful guide for young people with SEN starting university

68

6 14 20 22 66

SEN and mediation How mediation can avert many battles in SEN disputes

SEN news What's new?

The latest products and ideas from the world of SEN

Point of view

Have your say on any issue relating to SEN!

SEN law

Education, health and care plans

Book reviews

94 Recruitment

How schools can attract and keep the best teachers

Short breaks breakdown The crisis in health and social services for families of disabled children

70

Regulars

96

CPD, training and events

Your essential guide to SEN courses, seminars and events

104 SEN resources directory

38

DYSLEXIA

SENSORY PR

Assessing

OCESSING

DISORDER

Sensory st rategies

dyslexia

Gavin Reid and people with dys Jennie Guise discuss barriers lexia and how thes to lear e can be overcom ning facing e.

Becky Lyddon loo people with sen ks at how to recognise and sup sory processing port difficulties

F

or many year s now, there has been considera ble debate on the nature of an assessme nt for dyslexia.

This has resul in a pola risat ted ion of asse ssm ent procedures, particularly noted within the UK. Thes e range from the practice of a full and com prehensive psyc hometric and standard ised assessme nt, with a traditional repo rt containing a diagnosis and recomme ndations, to, at the other extre me, a “we don’t assess for dyslexia” approach or a “wait and see” policy.

We propose here that wha required is t is a mid-way point and a balance betw een these pers pectives.

This can be achie ved through sensitive and colla bora tive app roac hes, utilis ing a rang e of asse ssm ent A broad under sources (Rei standing of d and Guis a child’s issues e, 2017). with learning These inclu should help de standard determine appro ised testing priate suppo as well obse rt. dyslexia, indic rvation, class ating that it invol room-based curricular asse ves more than difficulties ssment and with literacy, information from teachers but also cognitive issue , parents and s, as well as other professionals social and emotional issue who may be s invol – all ved. of which can A lynchpin of impact on the this process learner’s prog is how the child deal ression and highlight s with ever his/her diffic yday class work, and ulties (and strengths). how this is This means reflected in current attai that we do not primarily nments and assess for dysle curricular progression. xia, but assess to obta We have been in a learning involved in assessm profile of the child that ent for man may – or may y years, and we are of the not – point to the presence opinion that of dyslexia. information from all sour ces is necessar It can also lend y for a full picture of the itself to cons Barriers to child’s challenge istency throughout the lear ning s as can inform any this school, and It is useful, a common potential diag understanding therefore, to nosis. We also acknowle of the factors incorporate a “barriers that may dge the impo represent a dysle to learning” rtanc e of teacher repo perspective xic-type diffic in the assessme rts and parents’ ulty. This is represented nt or proc care ess. This can views and test in the table rs’ also help with (right). results as well early identifica as the role of early tion and intervention; identification Different type we can look (Reid, 2017). at barriers, s of assessmen Central to how these can this approach t be overcome, is an understanding what has already been of the natu Observationa tried and re what can still l assessment and description done. With this be of the barriers This involves type of perspect to learning observing the experienced ive, the emphasis is child in the by the learn learning situa on the er. barri Taking tion and notin ers that prev this perspect the child from ent g strengths ive, it is also and weakness meeting clas essential es in relation to emphasi sroom targets, rath to attention, se the broa handwriting, er than focu d nature of problem solvi sing too heavily on wha ng on own, working with t the child cann others, listen SENISSUE93 ot do. ing, verbal expression and motivation. Thes e areas

S

ensory proc essing disorder impacts the way someon e will interact and engage with their env ironment. It is important that we are familiar with identifying cha racteristics which can relate to som e of these proc essing difficulties in order for us to provide appropriate and persona lised support.

In this article, I will run thro ugh some familiar cha racteristics and what we can underst and from them relating to sensory nee ds.

We do not prim arily assess for dyslexi a, but assess to obt ain a learning profile of the child

38 Dyslexia

WWW.SENMAGA

ZINE.CO.UK

Our senses are the primary way that we learn abo ut our surroun dings and respond to them ; because of this, it’s crucial that we know how a sensory processing diso rder (SPD) can impact a students lear ning. We should be confident to offer sensory approaches to learning not only to support the students to engage but also to offer new experie nces.

An SPD affe cts one in 20 children (ww w.s pds tar. org /ba sic/ late strese arch -fin Too much info ding s), who rmation do not necessarily (or too little) have any othe r diagnosis, so that could People with be at least one SPD can have child in a classroom. SPD difficulties modulating is recognised sensory info as part of an autism rmation; this can mean spectrum diag they process nosis, but can also com too many (hyper-sensi monly be asso tive) or not enough ciated with a wide rang (hyposensitive) sen e of conditio sations. This ns, including dyspraxia, ADH is often the most com D, Down syn mon way we drome, cerebral pals recognise children with y, fragile X, foet SPD in the al alcohol syn dro me, clas sroom; these students Ang lem an syn dro me, may be see epilepsy and king or avoiding part premature birth icular activitie . s. Other We are all proc ways SPD can essing sensory impact someone information from include diffi cult ies each of our sens discriminati ory ng sensory systems ever information y second of (working out the day.

Our brains how intense a feeling is or are active in where the loca making us aware of sen tion of the sensation cam sations as e from and ) whe and we need them n problems with motor-b . When we ased coo process rdination, whic sensations, can be linke h there are two d with dyspraxi key parts a. to what hap We are pens. The first able to is the rec ogn ise “sensation” characteristics – the physica relating to SPD l act of receiving that can help info sensation by rm us about what sensory the sensory orga information n (for exampl someone mig ht be having e, light entering difficulties proc your eye). The essing. In the classroom, second part this is a reall y important skill is “perception ” to have as – the interpre it will help to improve stud tation of the ents’ learning. sensation by These characte our brain and ristics are in resp the meaningful resp onse to how that stud onse to it. ent is experie An SPD occ ncin g their environment; urs when our once we can brain finds it diffic recognise them, we can ult to do the pers seco onalise the sup nd part (perception); port we provide. while all the sens ory organs may work perf Some characte ectly well (sen ristics may be sation), it is the organisin more obvious than g of the mes others. For exam sages into meaningful ple, child covers their if a responses which is the ears while still difficulty for doing an people with SPD.

We are all proce ssing sensory informatio n from each of our sen sory systems every sec ond of the day

43 Sensory processing disorder WWW.SENMAG

AZINE.CO.UK

72

>>

LEARNING

OUTSIDE TH

E CLASSROO

SENISSUE9

3

M

Outdoor in spiration

World Auti sm Awaren ess Day ril 2018

Out of the classro engage young peoom learning offers a wealth of opportu ple with SEN, writ es Anthony Wo nities to challenge and od

Monday 2 Ap

World Auti sm Awaren ess Week 2 April 2018

26 March to

A

s any teacher will tell you, going to be nothing com doing, didn't pares to the you have to think closely experience about what you of watchin were doing, g and think of som ethi ng what your answ clic k insi de a student's ers would be?” They grad head. Often, ually this is a embrace the specific skill that it is not fact learned in a only in high lesson, but the moments ly structured lessons that are where they are learn a student demonstrate ing.

Activities that s newfound confidence, we offer as part genuine belie a of curr the f that they can iculum rang e from a hort take on the task in front icultural programme of them. For to taking trips young people with SEN, the to the seaside. Wha development t each you of this selfesteem and ng person has to gain the ability to from adap outd t to new oor experienc challenges is varies entirely e central to their from one indi education.

In my teaching vidual to the other, , I work to deve to remind ours and it is the this confide lop elves that our role of the educator to gaug nce through young people are soon e what is mos a range of out of the clas to be young t help to ful each sroom activ adults. student. For By providing ities, from one young pers them only with nature-based spending time on, familiarity learning to for the seve outdoors may sports and n year volunteering s they are with be a challenging expe . These acti we would be us, rience, as they vities are denying them instilled in may be more used to the core of the ability to adapt to the familiar envi the school the new circu curriculum ronment of the indoor mstances of and have bee their adult lives classroom. For n further . Instead, we supported by another, digging in a must focus the framewo on broa veg rk provided dening their etable gard by offering en may horizons. provide a com The Duke of Experience forting respite Edinburgh’s Award (DofE) has shown from the academic chal to our Key Stag me that a minor neg lenges of the e 4 and ative experie 5 students. classroom.

By providin nce can ultimately turn g young peo into ple When I spea a with positive gain certain deg a k to my youn as it gives , ree of cha g people the about the “wo llen you ge, and ng person bett the support rk” we did toda knowledge of er they need to y out in their own inter the garden, tackle this challenge, we or in the gym ests. For example, a youn are able to dive , they tell me that they have g person who rsify their range of expe n't been work finds the activ rienc ity ing, of painting a e. as there were no textb garden mural This diversific ooks or pens be dull has still to . I always ask ation is esse them “Didn't gained the know ntial. As special scho we discuss wha ledge that this is not ols work so hard t we were something they to provide a supportive enjoy.

As teachers environment, , we have we also have SENISSUE9 to 3 facilitate environmen ts that emp ower young

Volunteering wit h local community group s can give pupils a lifelong place wit hin the community

72 Learning outside the classroom

WWW.SENMAG

AZINE.CO.UK

Three of the UK ’s highlighting dur leading autism charities outline ing the global aut key issues they ism awareness events this spring.will be 83

84 85

Giving autis tic people a voice Jon Spiers, Autistica Equal oppo rtunities to learn Alison Worsl ey, Ambitiou s about Autism A strategy for autism Jane Harris , National Au tistic Society

82 Autism

In the next issue of SEN:

learning disability • SLCN • technology in the classroom • numeracy fostering • sport • all-ability cycling • autism • dyslexia • play recruitment • CPD and much more…

Follow SEN Magazine on

Visit us at:

www.senmagazine.co.uk

Join SEN Magazine on

43

6

SEN NEWS

Scientists claim new tests can identify autism in children Study suggests link between autism and damage to proteins in blood plasma Autism charity urges caution Researchers at the University of Warwick say they have developed tests that can indicate autism in children.

The team believe their research could lead to autism being detected at a much younger age in children and subsequently earlier intervention for those with autistic spectrum disorders (ASD).

The blood and urine tests, thought to be the first of their kind, search for damage to proteins in blood plasma by oxidation and glycation – processes where reactive oxygen species (ROS) and sugar molecules spontaneously modify proteins. They found the most reliable of the New blood and urine tests could lead to earlier detection of autism, researchers say. tests they developed was examining protein in blood plasma where, when tested, children with ASD were found to have higher levels of the oxidation marker Chemical differences dityrosine (DT) and certain sugar-modified compounds called Researchers in Warwick discovered that there were chemical “advanced glycation endproducts” (AGEs). differences between the two groups. Working with a further collaborator at the University of Birmingham, the changes in multiple compounds were combined together using artificial Genetic causes have been found in 30 to 35 per cent of cases intelligence algorithms techniques to develop a mathematical of ASD, the team report, and the remaining 65 to 70 per cent of cases are thought to be caused by a combination of environmental equation or “algorithm” to distinguish between ASD and healthy factors, multiple mutations, and rare genetic variants. However, controls. The outcome was a diagnostic test that the researchers say is “better than any method currently available”. the researchers also believe that the new tests could reveal yet to be identified causes of ASD. The research also confirmed the The next steps for the research team are to repeat the study previously held belief that mutations of amino acid transporters with further groups of children to confirm the good diagnostic are a genetic variant associated with ASD. performance and to assess if the test can identify ASD at very The paper, “Advanced glycation endproducts, dityrosine, and early stages, indicate how the ASD is likely to develop further to arginine transporter dysfunction in autism – a source of biomarkers more severe conditions, and assess if treatments are working. for clinical diagnosis”, has been published in the journal Molecular Autism. The team was led by Dr Naila Rabbani, Reader of Responding to this new research, the UK autism research charity Experimental Systems Biology at the University of Warwick, Autistica says there have been many attempts like this one to find who said: “We hope the tests will also reveal new causative biological tests for autism, but none so far have been successful. factors. With further testing we may reveal specific plasma and

urinary profiles or ‘fingerprints’ of compounds with damaging “This study may give us clues about why autistic people are modifications. This may help us improve the diagnosis of ASD different but it does not provide a new method for diagnosis.

It is far too early for that”, says Dr James Cusack, Director of and point the way to new causes of ASD.” Science at the charity. “We don't know whether this technique can tell the difference between autism, ADHD, anxiety or other The Warwick team worked with collaborators at the University of Bologna, Italy, who recruited locally 38 children who were similar conditions. The study also only looked at a small group diagnosed as having ASD (29 boys and nine girls) and a control of people.” group of 31 children (23 boys and eight girls) without a diagnosis of

autism between the ages of five and 12. Blood and urine samples Dr Cusack stresses that he best way to diagnose autism is still were taken from the children for analysis. through clinical interview and observation.

SENISSUE93

WWW.SENMAGAZINE.CO.UK

SEN NEWS

Being disabled costs extra £570 a month Disabled people are subject to a financial penalty on their everyday living costs equivalent to an average of £570 a month. One in five disabled people pay more than £1,000 extra per month. These are the findings of new research by the charity Scope.

Cyberbullying is driving younger children to seek help with suicidal thoughts Children as young as nine are asking for help with thoughts of suicide, because they are targets of cyberbullying, reports PAPYRUS Prevention of Young Suicide. The charity also says thats 30 to 40 per cent of 11- to 18-year-olds contacting their helpline are talking about cyberbullying, with the dominant theme being that there is no escape from it.

Many of these 11- to 18-year-olds say it is often school friends who bully them online, so a change of school may have little impact as the bullying continues from their previous set of peers.

“Social media can be a hugely positive influence in young people’s lives, but it is timely to remind parents about the more sinister aspects of some of our children’s digital activity and, sadly, what they are saying to each other online,” says Ged Flynn, PAPYRUS Chief Executive. “Children and young people tell us daily that they feel the bullying behaviour they experience will never stop, so often they feel that they may as well be dead. In short, cyberbullying can kill.”

The majority of younger callers are female. A noticeable theme among males over 18 years is bullying from female expartners. Older callers are also struggling with themes around cyberbullying.

Over 200 schoolchildren die by suicide every year in the UK. Suicide is the main cause of death of all young people under 35 in the UK. The charity has launched a new film, Bedtime Stories, which seeks to highlight how damaging and hurtful some of the messages children receive over social media can be. The charity believes parents must take an active role in keeping their children safe on line. It is encouraging parents to “create, connect and share respect by engaging with their children in a conversation about their online activity.”

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

WWW.SENMAGAZINE.CO.UK

Extra costs mean that disabled people are left with less money in their pocket than non-disabled people. The charity’s analysis found that for every £100 a disabled person earns, their spending power is just £67. This is even accounting for the impact of Personal Independence Payment, the benefit designed to counteract these extra costs.

After housing costs, disabled people spend, on average, nearly half of their remaining income (49 per cent) on disabilityrelated costs.

The charity highlights some specific instances of the high costs of items that are essential for many people with disabilities, including a reclining chair that cost £1,200, £600 for a spare battery for an electric wheelchair, £25 for hand grips for wheelchairs and walkers (as opposed to £5 for a grip for a bike), and an accessible parking bay that cost £3,800.

The charity says that disabled people have to pay extra in three ways: having to spend more on everyday things like heating or taxis; paying for specialist items, like a wheelchair, hoist or other equipment; and paying over the odds for everyday products and services, like insurance and clothes.

“Life costs more if you are disabled”, says Scope’s Chief Executive Mark Atkinson. “Disabled people often have to buy equipment that other people don’t. Sometimes their condition means disabled people have no choice but to use more of something, like heating. In other cases, they are charged extortionate rates for things like insurance.”

Scope is calling for the Government to reform the assessment for Personal Independence Payment so that disabled people get the right level of support to help with extra costs. The charity is urging regulators like Ofgem and the FCA to improve how markets function for disabled people to help tackle extra costs.

It is also calling for businesses to develop goods and services targeted at disabled people that help to reduce extra costs.

New early years SEN resources A series of free SEN resources designed for early years professionals has been launched by the National Association for Special Educational Needs (nasen).

The resources include an online CPD course, 20 short videos which each focusing on a specific area of SEN in the early years, and four mini-guides aimed at those working in different roles within the sector. There are also face-to-face training materials designed to allow settings to implement five hours of CPD for staff.

For more information and to access the resources, visit: www.nasen.org.uk/eyresources SENISSUE93

7

8

SEN NEWS

Crisis point for mental health provision in school Academics at the University of Manchester have called for a significant and urgent increase in resources to support the mental health of young people in schools, after a study uncovered a “perfect storm” of increased need and decreased provision.

The study explored the impact of current policies on the mental health work that school staff are involved in. The results showed that young people are increasingly talking to school staff about mental health issues – with welfare reform and broader cuts to other services adding significantly to the pressures people face – but there are fewer resources available, and staff feel under-equipped to deal with the increasing level of emotional concerns.

The researchers believe that this will potentially lead to an increase in the number of teachers leaving the profession.

The Prime Minister has noted her desire to reform children and young people’s mental health services, and the Government has recently published a Green Paper on the issue. However, the researchers say that the proposals in the paper do not satisfactorily address the fundamental concern that further funding and resources are required to provide a suitably skilled workforce.

They recommend that the proposals need to take account of the impact of social and political factors on student wellbeing and extend to include the statutory provision of counsellors in all schools. Mental health awareness courses have been suggested for those working in schools, but the researchers say that these are not a substitute for qualified mental health professionals.

“Schools are under pressure to ensure that young people succeed academically and their mental health needs are catered for, but staff are highlighting that they are at the limits of what they can do to support the emotional wellbeing of pupils, and that austerity is putting them under more pressure,” said Dr Terry Hanley, Senior Lecturer in Counselling Psychology at University of Manchester.

“The recent Green Paper does not, in our eyes, go anywhere near far enough; without the addition of qualified professionals, schools are likely to end up dealing with increasingly complex issues without the resource of trained staff to deal with them”, said Dr Hanley.

follow us on www.twitter.com/senmagazine join us on www.facebook.com/senmagazine

SENISSUE93

Involve children in developing mental health system, says charity Politicians must include young people in decision making to try and solve the children’s mental health crisis, says the charity Barnardo’s.

This is the message from young people who had their say in a series of videos produced by the charity and released during Children’s Mental Health Week in February.

The importance of early intervention is a key thread in the films, along with the call for governments to ensure teachers are adequately trained to recognise the signs a child may be having mental health issues.

The videos were timed for release with a survey for the UK’s largest children’s charity, which reveals half of all 12- to 16-yearolds in England feel sad or anxious at least once a week.

The YouGov polling also shows that 38 per cent of children said they would talk to a teacher if they had mental health concerns, highlighting the importance of teachers having sufficient training and resources to support pupils.

“To improve children's mental health I would like the Government to raise awareness of mental health education in schools so that young people can spot the warning signs”, says eighteen-yearold Catherine, from High Wycombe. “The Government needs to include young people in decision making because we're the ones it will affect the most and I feel that mental health issues can be prevented with the right support.”

Barnardo’s also wants mental health discussed in classrooms and school assemblies, so children know it is acceptable to talk about it and to learn techniques to help them tackle any issues they are having.

“Only by listening to [young people’s] experiences and learning how the current mental health system needs to change will government be able to create one that is fit for purpose and able to support the most vulnerable children and young people to achieve their potential”, says Barnardo’s Chief Executive Javed Khan.

WWW.SENMAGAZINE.CO.UK

SEN NEWS

Better funding needed to protect children exposed to domestic abuse Half of children who are assessed as “in need of extra help” by council child protection teams have experienced or witnessed domestic violence, the Local Government Association (LGA) is warning.

The LGA, which represents 370 councils in England and Wales, says the Government’s comprehensive package of reform around domestic violence announced in the Queen’s Speech must be centred on a shift from dealing with the aftermath of abuse to focusing on early intervention and preventing it occurring in the first place.

Children’s services are facing unprecedented demand. The Association has highlighted that a child is being referred to council children’s services every 49 seconds on a daily basis and councils started more than 500 child protection investigations every day last year – up from 200 a decade ago.

This means councils are increasingly being forced to prioritise spending for children at immediate risk of harm, rather than on earlier support services that can help families to address harmful behaviours, and support children and young people to recover from earlier experiences.

“The Government needs to close the funding gap facing children’s services, which will reach at least £2 billion by 2020”, says Councillor Simon Blackburn, Chair of the LGA’s Safer and Stronger Communities Board. “An urgent injection of funding is also needed to protect the services that families rely on to tackle problems or recover from previous abuse.”

The LGA says councils need the resources in order to cope with the challenges of domestic abuse on a local level. Initiatives that allow victims to remain in their own homes as long as it is safe to do so, focus on early interventions to prevent perpetrators re-offending, and educate young people about healthy relationships are required to tackle domestic abuse and give children a future free of harm, the LGA says.

The Association is calling for the Government to adequately fund children’s services so councils are able to support children who are in the highest level of need and invest in early intervention initiatives that provide support for children experiencing domestic violence. It is also asking the Government to increase the number of independent domestic violence advisers in hospital settings.

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

News deadline for next issue: 4/4/18 Email: editor@senmagazine.co.uk

WWW.SENMAGAZINE.CO.UK

Families fearful of future for disabled adults Over two-thirds of families caring for disabled adults with complex needs are deeply concerned about what will happen to their loved one when they are no longer able to provide support, according to a new report by the charity Sense.

The report, When I’m Gone, reveals three out of four families caring for a loved one with complex needs have no long-term plan in place for when they are no longer able to provide support. Nine out of ten family carers say they have little to no trust in local authorities being able to provide adequate care to their loved one.

The report also highlights new Freedom of Information data that reveals only one in four councils are able to support disabled people and their carers to make contingency plans for future care options; only one in three local authorities are aware of how many disabled adults are currently being cared for by family and friends at home, in their area.

There are 1.3 million carers in England and Wales aged over 60, and the research raises fears of a looming care crisis for disabled adults with complex needs, who risk being placed in unsuitable crisis care placements.

In the national poll of family carers, only six per cent reported finding the process of planning for the future straightforward, with many saying they worried that a lack of quality care and a shortage of specialist services will mean their loved one’s needs will not be met in the future. One in two families said that they worry that funding cuts will impact the availability of local services for their loved one.

“After a lifetime of caring, no parent or disabled adult should be left neglected and living in fear about the future”, says Sense Deputy CEO Richard Kramer.

The charity is calling for councils to have a duty to ensure longterm care plans are in place for disabled adults. Sense is also calling upon government to ensure social care is adequately funded to meet the growing needs of families and disabled adults.

Alongside today’s report, Sense have also published a toolkit: Decisions to make: Steps to take, aimed at helping disabled people and their families make decisions about future care and support. The report and the toolkit can be downloaded here: www.sense.org.uk/helpfamiliesplan SENISSUE93

9

10

SEN NEWS

Handbook for teenagers living with brain injury

Looked-after children feel being in care has improved their lives The largest study of its kind measuring the subjective wellbeing of 2,263 looked-after children and young people across 16 local authority areas has revealed that 83 per cent feel being in care has improved their lives, and that the longer children and young people have spent in care, the more likely they are to have moderate to high levels of wellbeing.

However, whilst the majority of young people are positive about their experiences of care, the findings highlight where improvements are needed. Of the youngest children surveyed (four- to seven-year-olds), over half thought it not had been fully explained to them why they were in care, and almost a quarter were unsure of who their social worker was. In addition, almost a fifth of eight- to ten-year-olds do not feel listened to or included in decisions made about them.

The Our Lives Our Care study, published by the charity Coram Voice and the University of Bristol, is part of the Bright Spots programme which enables local authorities to find out directly from young people in care what wellbeing means to them and what areas need to be improved.

The latest government figures show there are over 72,000 children in care in England, with the largest majority in care due to parental abuse and neglect. Whilst official data is published on areas such as placement moves and educational and employment outcomes, the Bright Spots programme is the first to focus on how children feel themselves about their wellbeing and their lives in care including relationships, opportunities and support received.

The study showed that, compared to young people in the general population, a larger proportion of children in care feel safe where they are living and felt their carers were interested in their education.

Children and young people emphasised the importance of having a trusted adult in their lives. However, almost a third (31 per cent ) of 11- to 18-year-olds reported that they have had three or more social workers in the past year, and one young person commented: “I think that social workers shouldn’t move around as much because they just get to know your life story… how can you trust them when you don’t even know them or have hardly ever met them?”

Eight per cent of 11- to 18-year-olds had no contact with either parent and 20 per cent had lived with five or more foster carers since entering care.

SENISSUE93

A new handbook for teenagers living with brain injury has been launched by The Children’s Trust. Me and My Brain gives advice and guidance on topics such as independence, bullying, driving and education. It also includes real life experiences of young people living with the condition.

Created by The Trust’s team of medical professionals and teenagers affected by brain injury, the handbook helps explain the lifelong condition. It provides tips and strategies on some of the challenges, such as fatigue and memory loss.

The resource is designed for use by family members, teachers and carers, emphasising brain injury as a hidden disability, which can be very difficult for those affected to explain.

Me and My Brain is a free resource and can be ordered from: www.thechildrenstrust.org.uk/books

Young disabled artists’ charity launches 2018 Awards The UK charity dedicated to training young disabled artists, the Mouth and Foot Painting Artists Trust Fund, has opened entries for its national 2018 Unique Arts Awards.

Now in their third year, the Awards recognise artistic excellence among disabled young people from across the UK. In October, the finalists will receive their awards at a ceremony in central London.

Tom Yendell, chairman of the Board of Trustees for the Trust Fund, and himself an internationally renowned mouth and foot painting artist, says the 2018 Awards will showcase and recognise the best young artists who overcome disability and adversity in pursuit of their art: “In 2017, we had over 300 entries, which was truly inspiring. We look forward to building on this success in 2018 and hope to receive entries from young artists from every part of the UK.” The awards are divided into five categories: painter, photographer, 3D sculptor, digital artist and musician. The theme across all categories is “My World”. There are two age groups in each category, 7 to 15 years and 16 to 21 years.

Entries close on 20 June 2018. Information on how to enter can be found at: www.uniqueartawards.uk

follow us on www.twitter.com/senmagazine join us on www.facebook.com/senmagazine

WWW.SENMAGAZINE.CO.UK

SEN NEWS

Pupil progress held back by teachers’ poor mental health Children’s education is suffering because of poor mental health experienced by many teachers, according to new research.

In a survey of 775 teachers, 77 per cent said that poor teacher mental health is having a detrimental impact on pupils’ progress.

Dr Tom Pey of RSBC, artist Robert Montgomery and children at the launch of the charity’s campaign in London.

Public don’t understand challenges facing blind children Over a quarter of adults believe that blind children have different dreams and aspirations to their sighted peers, according to a new survey commissioned by the Royal Society for Blind Children (RSBC).

The survey suggests very little is known by the general public about the impact of sight loss on children’s lives. Almost one-fifth of those surveyed don’t know what effect being blind or visually impaired will have on a young person’s life, with only 11 per cent thinking that blindness makes it difficult to make friends.

This comes despite the fact, the charity says, that two out of five blind children have no local friends to play with. Nine out of ten blind children won’t have a long-term job when they grow up and blind children are more likely to live on or below the poverty line. The report highlights the impact of sight loss on a child’s future life chances if their family doesn’t receive the right support.

In an attempt to tackle this, RSBC has launched a new campaign, Every Blind Child, that seeks to raise awareness of the real challenges faced by children with sight loss. At the centre of the campaign is a commissioned artwork by Robert Montgomery, which was unveiled on 31 January at Granary Square in London before embarking on a tour of the country. The internationally acclaimed artist and poet has custom designed a vehicle, which incorporates his iconic light poetry and a film installation of interviews with blind and visually impaired children who inspired the work.

The survey, carried out by Leeds Beckett University and teaching advice website Teachwire.net, examined the relationship between teachers’ mental health and their ability to teach and maintain positive relationships with pupils.

An overwhelming number of respondents, 94 per cent, said that their energy levels in the classroom drop during periods of poor mental health, and 90 per cent said that their teaching is less creative during these times. Many of the mental health issues were caused by excessive workload and constant work scrutiny.

Professor Jonathan Glazzard, of Leeds Beckett University’s Carnegie School of Education, said: “Teaching is a fantastic profession that transforms the lives of young people and of course we want people to become teachers. At the same time, we need to make them aware of the issues they will encounter. The results of this survey are quite clear, and it’s time the Government and school leaders took action over reducing workload.”

The survey also revealed that 81 per cent of teachers said poor mental health has a negative impact on the quality of their relationships with learners. The same percentage said it affected their behaviour management skills, with teachers citing “lower levels of tolerance”, “focusing on the negative”, and being “quick to anger”.

Of the 775 teachers surveyed, 54 per cent reported poor mental health, with 52 per cent of this number saying their illness had been identified by a GP. “We speak to an increasing number of schools that are putting in place practices to help safeguard the mental health of staff and pupils”, says Joe Carter, Group Editor at Teachwire.net.

“What this survey shows is that investing time and resources into such activities is not only justified in terms of improving teacher wellbeing and staff retention, it’s an important part of any school improvement plan when it comes to students’ progress and attainment.”

The campaign aims to bolster awareness from the public and ensure that, by 2020, 11,000 families have access to a sight loss specialist who can give them immediate, one-to-one emotional and practical help for as long as it’s needed.

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

Other findings from the survey include: 60 per cent of people in employment said that they have never come across a blind or visually impaired person at work; 84 per cent of respondents believe that there would be barriers to a visually impaired child achieving their dream job; 52 per cent of respondents believe that blind and visually impaired children won’t be able to live alone in adulthood, travel, cook or take care of finances, independently.

News deadline for next issue: 4/4/18 Email: editor@senmagazine.co.uk

WWW.SENMAGAZINE.CO.UK

SENISSUE93

11

12

EQUALS

SENISSUE93

MEDICAL RESEARCH

WWW.SENMAGAZINE.CO.UK

OmegaBrite

SEN LAW

Change Stress Into Success!

As published in the New York Times, OmegaBrite has been clinically shown to reduce both the overall perception of stress and the inflammatory molecules associated with stress in normal populations with no specific disease diagnosis.

Stress affects both caregivers of persons with special needs, as well as the persons themselves. OmegaBrite provides a revolutionary new means to promote health in caregivers and people with special needs.

It has been our greatest mission to help change peoples’ lives for over 20 years. Give you and your child the amazing benefits of OmegaBrite today!

Order OmegaBrite now at omegabrite.uk or 8000-443-224 *In two placebo controlled, double-blind studies *This statement has not been evaluated by the Food and Drug Administration. This product is not intended to diagnose, treat, cure, or prevent any disease.

1. Janice K. Kiecolt-Glaser, Martha A Belury, Rebecca Andridge, William B. Malarkey, Ronald Glaser Omega-3 supplementation lowers inflammation and anxiety in medical students: A randomized controlled trial. Brain, Behavior, and Immunity, 2011; DOI: 10.1016/j.bbi.2011.07.229

WWW.SENMAGAZINE.CO.UK

SENISSUE93

13

14

WHAT’S NEW?

What’s new?

Help unlock young people’s potential with Artsmark The Artsmark Award supports schools to embed creativity across the whole curriculum. Engaging with arts and culture helps build young people’s confidence, develops their skills and increases happiness.

Photo © Roger Brown/ Lancasterian Primary School

Designed by schools, for schools, Artsmark offers a clear framework for teachers to plan, develop and evaluate their arts and cultural provision. The process is light on paperwork and flexible to each individual school. Artsmark also provides evidence for Ofsted on how you meet its spiritual, moral, social and cultural requirements, supporting the wellbeing of pupils.

Paid seasonal support roles in 2018 This year NCS are looking for dynamic, skilled and passionate staff to support young people who require disability or behavioural assistance to access their programme, NCS The Challenge.

Their Support Worker and Youth Inclusion Mentor roles seek to empower and support young people on a personal journey while enabling them to participate within group challenges and activities to get the most out of NCS. If you are interested in either role, NCS are recruiting now. Go to: www.ncsthechallenge.org/staff2018

You can register your school at: www.artsmark.org.uk

The Autism Show 2018 – 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 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 over 20 per cent at: www.autismshow.co.uk

Award-winning education recruitment from Balfor Recruitment Established 20 years ago, SEND specialist Balfor Recruitment have received recognition from Her Majesty Queen Elizabeth (voted best Business of the Year), become an approved Birmingham City Council supplier, and gained REC audited accreditation.

Balfor specialise in the provision of SEND staff to schools across the Midlands, Staffordshire and Shropshire. They have a dedicated team of consultants who are passionate and experienced with strong backgrounds in SEND. They provide a tailored service to clients and each candidate is fully vetted in accordance with REC standards.

Accessible transport solutions Unwin, an Autoadapt company, has built on its reputation for being at the forefront of safe and reliable accessible transport solutions with a revamped range of wheelchair tie-downs and occupant restraints.

Helping disabled passengers travel in safety, Unwin prides itself on introducing innovative design and engineering, while significantly exceeding international safety requirements.

The Unwin range includes BraunAbility wheelchair lifts and FEAL ramps designed for professional use, the New Innotrax™ flooring system, Unwin’s seat fixtures and the range of wheelchair tie-downs and occupant restraints, which has been given a new look and design.

For more information, contact: sales@unwinsafety.com or call: 01935 827740.

EQUALS Semi-Formal (SLD) Curriculum During January 2018, EQUALS published five new topics – My Drama, My Art, My Music, My Dance and The World About Me – within the brand new Semi-Formal (SLD) Curriculum.

This unique curriculum has been written and edited by outstanding practitioners throughout the UK in the education of children, young people and adults with severe and complex learning difficulties.

To download previews and to learn more, visit: www.equals.co.uk

For more information, call: 0121 260 0000.

SENISSUE93

WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Bespoke accessible minibuses from WVL WVL, in partnership with two of the UK's leading vehicle conversion specialists, provide bespoke wheelchair accessible minibuses without the upfront costs of purchase and conversion.

Their conversions are tailored specifically to clients’ needs and prepared to exacting safety and quality standards for users’ peace of mind.

WVL offer a wide choice of vehicles, clients’ specification of lift/ramp/seat conversion, lease terms of three to five years, mileage options, and fully comprehensive maintenance packages. They also supply standard minibuses on similar terms and provide a free online fleet management tool.

Call their leasing experts on: 01753 829704. www.wvl.co.uk

Online progress tracker and learning journal Tapestry is a popular online learning journal service and progress tracker used by around 14,000 settings.

Originally developed to facilitate communication between parents and providers in early years and reception classes, it has since been adopted by other professionals. Assessment tools for KS1 and KS2, and most recently SEND, now join its established EYFS tracking suite.

SEND schools have been inspired by the way Tapestry helps keep parents in touch with their child's activities during the school day. Simple screens make it easy to capture and share events and activities, while recording assessments to show progress and achievements. www.tapestry.info

SEN outdoor gym equipment Fresh Air Fitness offer a wide range of products that develop balance and coordination, as well as building agility, cardiovascular and muscular strength.

Safe, simple and fun to use, their equipment is low impact, providing a great release of energy for children and young adults with learning difficulties. The range also includes wheelchair accessible fitness equipment for inclusive PE lessons.

The equipment can be used for sensory breaks during lesson times, allowing young people to exercise in the fresh air then return to lessons focussed once more.

To find out more, visit: www.freshairfitness.co.uk or call: 01483 608860.

WWW.SENMAGAZINE.CO.UK

SEN Law Conference in March IPSEA, Douglas Silas Solicitors and Matrix are staging the new annual SEN Law Conference on Tuesday 6 March 2018 at the Law Society in Central London.

Places are reportedly going fast with now over 200 delegates attending this event.

This specialist conference has a range of speakers who will provide legal and policy updates across all aspects of this fastmoving and developing area. It is aimed at NGOs/campaign groups, parents/young people, local authorities, other public bodies, IASS and other advisers/professionals in SEN law.

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

OmegaBrite OmegaBrite is a high EPA 90 per cent omega-3 supplement.

OmegaBrite contains 70 per cent EPA (7:1 EPA/DHA) for antiinflammatory balance.

Formulated in 1998

by Dr Locke while on faculty at Harvard Medical School, OmegaBrite is used and recommended by physicians who require a high concentrate omega-3 supplement.

OmegaBrite is manufactured using Good Manufacturing Processes (GMP) in a nitrogen environment, undergoing advanced distillation to remove potential heavy metals or toxins (and therefore eliminate any aftertaste) and to obtain a high concentration of EPA and omega-3. OmegaBrite tests each batch before during and after every stage of production. omegabrite.uk 8000 443 224

Free autism events Hesley Group are back with their free autism events for 2018. Having listened to feedback from previous delegates, the team will be heading to Manchester in March, Newcastle in May and London in September.

The main topic for this year will be “help me to help myself”.

The parents’ day will focus on “valuable coping skills” and the professionals day will also include an afternoon on “making sense of my self-injury”.

Requests for places, as always, will be via their website: www.hesleygroup.co.uk around six weeks prior to the event dates.

SENISSUE93

15

16

WHAT’S NEW?

Outdoor canopies for schools

The Magic of Theatre brought to you

Providing outdoor canopies to schools since 2000, i2o Ltd design and manufacture freestanding canopies to provide year round access to outdoor space for learning and play.

M&M Theatrical Productions are committed to combining theatre with education, providing value for money productions that are innovative, colourful and captivating.

Their canopies offer bespoke constructions designed to last 10+ years, to make the most of the space and provide the best experience for children. Installed by a team that take care and consideration of the needs of SEN students, they are suitable for year round usage, low maintenance and easy clean. Leasing options are available Call: 01480 498297 or visit: www.i2oltd.co.uk to see how they can offer your school an enhanced outdoor space.

Discretionary bursary funding at Lake District Calvert Trust All visits to the Lake District Calvert Trust are already subsidised by around 30 per cent but, with discretionary bursary funding that needs to used in 2018 now available, additional support could help schools maximise attendee numbers, or help provide the catalyst needed to get an 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.

For more information, contact the trust on: 017687 72255 to find out if your school qualifies. www.calvert-trust.org.uk/lake-district/bursary-funding-2

Shapes Infinity Panel The new interactive panel

by Mike Ayres Design is designed to achieve the best functionality, durability, reliability and aesthetic value.

It has eight programmes and can be used as a passive visual effect through to running challenging interactive games for people of all abilities. Some programmes have audio as well as visual prompts and rewards.

Priced at £1,280-00 ex-VAT, it has an interactive touch panel to select colour, shape and rainbow effects. Each game encourages different skills including one handed and two handed use.

To avoid being a distraction, the control panel is behind a hinged cover.

Their expertly constructed sets, adaptable to any venue, allow for this experience to be enjoyed by the whole school, in the safety of their own surroundings.

The company aim to provide shows full of fun, laughter, excitement, music and larger than life characters. Produced by their experienced team of professionals, scripts, costumes, scenery and special effects are all designed to ensure the audience will enjoy a magical theatrical experience. www.magicoftheatre.com

New alarm station from Easylink Medpage T/A Easylink UK are launching a new range of care alarms. Their new alarm station, the NMDRX, is compatible with their popular range of MPPL code products.

The receiver is a fivechannel device with each channel ID represented by a different coloured bank of ultra-bright LED’s, making it simple to identify the alarm type: call pendant, bed leaving alarm or epileptic seizure monitor, for example. With an audible alarm with volume control and an output for a vibrating pillow pad for deaf people, it is ideal for home and professional use.

Visit: www.medpage-ltd.com and search “NMDRX” for details.

Helping families resolve education disputes Education Lawyers specialise in helping families with children who have SEN through the EHC needs assessment process and with appeals to the SEND Tribunal.

Education Lawyers is an experienced and skilled team, providing legal advice and practical solutions in relation to SEN cases. Their lawyers have been providing legal help to families throughout England and Wales for over 25 years.

If you would like to speak to someone from their team about your child’s SEN, email: education@langleywellington.co.uk or telephone: 01452 555166.

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

01359 251 551 www.mikeayresdesign.co.uk SENISSUE93

WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

New care facilities from Sequence Care

Pearson updates Wide Range Achievement Test

Sequence Care Group have recently opened supported living services in the London Borough of Waltham Forest and the Royal Borough of Greenwich.

A new residential service is also due to open in Tottenham this summer, incorporating a state-of-the-art sensory room which will be accessible for the service's users and the local community to book and enjoy.

The new Wide Range Achievement Test, Fifth Edition (WRAT5™) enables users to evaluate academic and vocational strengths and weaknesses.

In April, they will be launching a new website presenting their range of services, details about therapeutic care pathways, forthcoming training and conference events and opportunities to build a career by joining their teams.

01992 785 460 referrals@seqeuncecaregroup.co.uk sequencecaregroup.co.uk

Free training on autism in women and girls In March, the National Autistic Society will be launching their new online training module, focused on recognising, understanding and supporting autism in women and girls.

Created with a strong autistic voice, this interactive module aims to support diagnosticians to better understand autistic female characteristics and therefore enhance confidence to diagnose those individuals successfully. However, the information is accessible to everyone with an interest in learning more about the topic, whether teachers, parents, social workers or autistic people themselves.

This module will be free for the first year, thanks to funding by the Pears Foundation. www.autsim.org.uk/onlinetraining

OrCam artificial vision device for blind and visually impaired OrCam Technologies has launched its next generation artificial vision device, the OrCam MyEye 2.0.

This wearable, artificial vision device is designed for people who are blind, partially sighted, or have reading difficulties.

It is completely wireless, about the size of a finger, and magnetically mounts onto an eyeglasses or sunglasses frame. Despite its size, the device includes extremely powerful artificial vision technology which instantly and discreetly reads text off any surface, as well as recognising faces, currency notes, and products.

The device can also be used in low light environments. www.orcam.com 0800 358 5323 WWW.SENMAGAZINE.CO.UK

The WRAT5™ boasts a number of improvements. It offers subtests, focused on key foundational academic skills needed to succeed at school or work. It is more timeefficient: assessments can be completed in as little as 15 minutes for younger children or 30 minutes for older children and adults.

It’s easier to administer and score; administration is now available in two versions: traditional paper format and digitally on Q-interactive®, Pearson’s digital assessment system.

Order online at: pearsonclinical.co.uk/wrat-5

The effectiveness of play therapy The latest research by Play Therapy UK shows that between 77 and 84 per cent of children show a positive change after receiving therapy delivered to PTUK’s standards – based on over 44,000 independent observations by parents and referrers, mainly teachers.

The amount of change varies according to gender, age, condition, and severity of the issue. For example, when outcomes for children with a greater severity of problem were examined, 93 per cent observed by referrers, and 87 per cent by parents, showed a positive change.

To find a therapist, search: www.playregister.org.uk For information about play therapy training, visit: www.playtherapy.org.uk

Scotland’s residential school for visually impaired pupils The Royal Blind School is Scotland’s only residential school specialising in the care and education of visually impaired pupils, including those with complex needs.

It offers day places as well as a range of residential options including, weekly, termly and 52-week a year placements.

The School enrols pupils from P1 to P6 and has a weekly pre-school playgroup. As well as offering a full curriculum, the School delivers independent living skills, mobility and orientation to ensure that pupils become as independent as possible. www.royalblind.org/education

info@orcam.com

SENISSUE93

17

18

WHAT’S NEW?

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

Using simple language and visual cues, this edition gives readers a news round-up which includes an update on the plastic campaign, NHS winter crisis, the collapse of Carillion, the butcher and the black pudding, the Golden Globe awards, autism in Wales and much more.

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

New XRover launches in the UK The XRover is a safe, comfortable and practical three-wheel stroller for dayto-day and off road use.

Only available from SOS, the fully loaded All In One model includes everything needed to take a child on trips outdoors, including mosquito net, rain cover, basic postural support and all three front wheel options. It can also be used as a bike trailer with the cyclo attachment, which is great for trips to town and holidays away.

For more information, visit: www.specialisedorthoticservices.co.uk/xrover Contact SOS to arrange a free demonstration.

Tel: 01283 520400 or email: enquiries@specialorthotic.com

New products and website from SensoryPlus Sensory company SensoryPlus have announced a brand new website, a range of new products and a newly updated interactive catalogue.

Visitors can explore the new website by sense, need or SensoryPlus collections. The first featured new product is the highly anticipated SensoryPlus Explorer Mobile System, which offers an exciting, full-sized portable sensory experience with colourwash room lighting, a full size interactive bubble tube and a choice of four bespoke and interactive sensory panels, all in one comprehensive portable unit.

For more information, go to: www.sensoryplus.co.uk

Safety first with school trampolines Having a trampoline in a school necessarily involves risk. However, advances in manufacturing mean there are now trampolines available to schools which come with safety standards, so schools can be sure that the trampoline they are getting complies with requirements set out for playground equipment.

As part of the European committee for the setting of safety standards for trampolines, Sunken Trampolines are experts in helping you to manage that risk.

For more information about the products and services they offer, visit: www.sunkentrampolines.co.uk or contact Joel/ Angus at: sales@sunkentrampolines.co.uk

Sensory resources and training Sensory Wise is an online inclusive shop and information resource for families and professionals.

Free consultation and inspiration guide on inclusive, sensory outdoor play

In addition, training for early years and primary settings focuses on child development and improving outcomes for all, helping practitioners to become more confident in their ability to identify development delays and support children with SEN and disability.

The outdoor sensory space in any setting should be fully inclusive and provide the same opportunity for everyone to explore regardless of their ability or special need. It should be a place where diversity is respected and valued, enabling children of all abilities to explore their surrounding in a safe child-centred inclusive environment.

To enquire about Sensory Wise products and services, call: 01384 686700/ 07758740038, email: lucy@sensorywise.co.uk or visit: www.sensorywise.co.uk

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

For your copy, email: enquiries@timotayplayscapes.co.uk or call: 01933 665151.

The company believes that to enable children to reach their full potential we need to understand their needs and have access to the right tools and resources.

SENISSUE93

WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

SEN PRODUCTS/SERVICES

Free Tourette’s training for education professionals Tourettes Action are running free workshops for education professionals on Tourette’s syndrome. Backed by funding from National Lottery Awards for All, they seek to inform teachers and help them to better understand and support children with Tourette’s syndrome at school.

The next workshop will take place on 23 March at the Crowne Plaza, Leeds. This will include a clinical session with Lisa Du Plessis, Cognitive Behavioural Psychothreapist, and a talk from Tourettes Action volunteer David Masters.

It will run from 10am to 4pm and will include lunch and refreshments.

All enquiries should go to: michele@tourettes-action.org.uk www.tourettes-action.org.uk

Exhibition charts history of Liverpool’s Royal School for the Blind An exhibition at the Museum of Liverpool explores the history of the UK’s first school for blind people. Liverpool’s Royal School for the Blind was founded in 1791 and central to its story are its three purpose-built buildings and how changing attitudes reflected the changing architecture to meet the needs of pupils.

The exhibition features objects from the Museum’s collection alongside loans, personal stories and a film made with visually impaired students from St Vincent’s School for Sensory Impairment, West Derby.

The exhibition runs until 15 April 2018. www.liverpoolmuseums.org.uk/blindschool

School gardeners competition The Royal Horticultural Society (RHS) School Gardeners of the Year competition is now open for nominations.

Now in its seventh year, the nationwide competition seeks to celebrate the passion and creativity in school gardening, encourage schools’ ambitions with a range of prizes, and shine a light on the powerful impact that gardening can have on children’s learning, development and wellbeing.

The RHS is calling on schools to nominate their gardening heroes across three categories: RHS Young School Gardener of the Year, RHS School Gardening Team of the Year and RHS School Gardening Champion of the Year: Nominations close on 25 April. schoolgardening.rhs.org.uk

WWW.SENMAGAZINE.CO.UK

SENISSUE93

19

20

POINT OF VIEW

Point of view: parent

That autism “thing” Rachel Jackson has won many battles for her son with autism but what, she asks, is she fighting for?

F

irst there was the battle for

have I focussed on his autism and what

buildings with a parachute odd and

a diagnosis. We celebrated

is wrong, while under appreciated him

potentially disordered? What if autism

this victory despite it being

as he is, with all the things that are so

is actually more normal than “normal”

both a mixed blessing and a

right. Even the recommended books

in a world where we never stop moving

minor anticlimax.

I have read to him and his brother to

and communicate via text, email and

Then we had an EHC plan, which was

help them to understand autism seem to

messaging apps and we sit in isolated

also a bit of an anticlimax given how

focus on the “odd” things about him – as

“connectivity” assessing the “special

many hours went into it from so many

if we are all normal and he needs to be

needs” of our children?

people. Now we also have funding for

made more aware of how he is different.

Since my Chris Packham moment, I

the school we wished for, which would

What if he is normal and it is our

have been doing my level best to help

give us a real sense of achievement if

need to focus on difference that causes

my son to see that he is not non-normal.

only it could relocate into our county.

the discomfort in our relationship

Although I still find myself using the

with autism?

autism word to describe his behaviour

As a self-employed parent, I approach every September with optimism. By

I spent four years studying various

to others, I have been practicing seeing

October, I realise that my eldest son,

elements of psychology, physiology

his diagnosis the way he sees it – as

who has high-functioning Asperger’s, is

just a “thing”. When you look through

yet again not going to manage full days

this lens, he becomes far more than the

or a full week at mainstream school. I have booked days of client work only to cancel them. I have shouted at people I really shouldn’t have shouted at. I have cried tears that made absolutely no difference. I have written and reviewed

I focussed on his autism and what is wrong, while under appreciated him as he is

numerous documents and I continue

sum of his diagnosed differences. He is special in so many ways and however hard he finds it at times to be accepted and fit into “our” world, those difficulties will only ever be a “thing”. One day he may define his own world and we will be the ones who seem odd.

to read countless books and articles in the vain hope of some kind of eureka

and personality and in all that time I

moment where everything makes sense.

failed to recognise how determinedly

It never really does.

we work to define disability as a certain

The most profound shift in my own

level of deviance from the norm. Where

thinking came whilst watching Chris

we place that boundary is surely a

Packham bravely share his own journey

socially driven decision. Where does

through autism and point out that even if

eccentric behaviour sit on the curve?

there was some magical cure that would

What about wearing socks with sandals,

make him “normal”, he wouldn’t want it.

speaking too loudly or only eating certain foods? No account is taken of

Normal obsessions

changes in what is “normal”. Would

How many times have I prayed for my

those who spend all day staring at a

son to behave “normally”? How many

small screen be considered antisocial

ways have I tried to help him to fit in and

50 years ago or strange? Would we

do what the other kids do? How much

think the desire to throw oneself off tall

SENISSUE93

Further information

Rachel Jackson is a parent and a management consultant: www.facebook/TheAspergerThing

WWW.SENMAGAZINE.CO.UK

POINT OF VIEW

Point of view: parent

Sibling struggles Brothers and sisters of disabled children often suffer as much as the disabled child, writes Jane Gill

M

y oldest child has global learning delay so he attends a special needs school. We are lucky as my youngest son has always just accepted him the way he is, as it's all he's ever known. My oldest son doesn't have medical needs and he is a very easy going child. Other families of disabled children may be in very different situations which may make life more difficult for the siblings.

Disabled children often have complex health needs, meaning that the parents have less time to spend with siblings. On top of this, they also often have complex learning needs and parents have to devote time to fighting to get much needed support for their disabled child.

All this has a huge effect on the sibling who may feel they don't get enough attention. The Government is currently cutting much needed respite care which will only exacerbate the problem.

It is extremely important for the mental health and wellbeing of the

Isolated and confused

sibling that parents spend regular and frequent one-to-one time with their nondisabled siblings. If they are available to do so, grandparents of disabled children could play an important role here in caring for their disabled grandchild and allowing their children to spend time with the non-disabled children. For this to happen effectively, grandparents would need support and training in caring for disabled children, as many don’t feel confident in doing so. If grandparents can’t provide support in this way, then even fifteen minutes a day one-to-one time would benefit the family.

worry over their sibling’s problems. It’s essential for parents to overcome these issues quickly. Parents should also allow siblings to express negative feelings as well as positive ones.

Another thing that siblings of disabled children struggle with is guilt over what is happening to their beloved sibling and concern that it may happen to them too.

It is extremely important that parents of disabled children are open and honest about disability and take time to explain the situation to the whole family. This will alleviate worry for the siblings. It’s also a good idea to keep the sibling regularly

WWW.SENMAGAZINE.CO.UK

Siblings of disabled children also suffer from isolation as a result of bullying at school about their disabled brother or sister. Imagine if you had a disabled sibling whom you loved very much, it would come as a shock to you if other people showed hostility to them. This makes the siblings very confused and they might find it difficult to talk about their feelings. It is vital that they get the right support to be able to open up to someone about this. On top of this, other issues may crop up, such as lack of sleep, difficulty doing homework and

updated with new developments in their brother or sister’s condition, as well as improvements.

Encourage the siblings to bond. Show them activities they can do together to build a positive relationship between them. With this in mind, allow the sibling to decide how to divide their time between being with their brother or sister and spending time with other friends.

Finally, make sure you are a good role model for your child by taking time to enjoy doing things you’re passionate about. It is OK to get on with your own life and move towards achieving your own aspirations. Doing so will encourage your children to do the same.

Parents should allow siblings to express negative feelings as well as positive ones Further information

Jane Gill is a freelance writer who blogs about the challenges faced by families of children with SEN: www.janegillwriter.com https://sensandsensabilityblog. wordpress.com

What’s your point of view?

Email: editor@senmagazine.co.uk

SENISSUE93

21

22

SEN LAW

Education health and care plans Continuing his series of articles, Douglas Silas looks at the process for completing EHC plans

I

n the last issue of SEN Magazine (SEN92, Jan/Feb 2018), I looked at what education, health and care (EHC) plans are, what should be in them, who contributes to them and how they are compiled. In this article (which should be read in conjunction with the first), I will focus on the processes required to complete an EHC plan.

What are the “advices” that have to be obtained?

A local authority (LA) that agrees to an EHC needs assessment, must obtain “advices” in order to compile any EHC plan that it subsequently agrees to issue. Advice and information requested by the LA must be provided within six weeks of a request, or more quickly wherever possible (although there are some exemptions). The LA will seek written “advices” (reports) from a number of different people involved with the child/young person and must give to those providing advice, copies of any representations made by the child’s parent/young person and any evidence submitted by them, or at the request of the child’s parent/young person.

The SEN Code of Practice says that LAs should keep delays to a minimum The SEN Code of Practice (CoP) also adds that the principle underpinning obtaining advices is “tell us once”, avoiding the child’s parent/young person having to provide the same information multiple times. It adds: “Professionals should limit their advice to areas in which they have expertise.

They may comment on the amount of provision they consider a child or young person requires and local authorities should not have blanket policies which prevent them from doing so.”

What are the timescales?

The SEN Code of Practice (CoP) states that the process of EHC assessments and plans must be carried out in a timely manner. The whole process, from the point when an assessment is requested (or a child/young person is brought to the LA’s attention) until the final EHC plan is issued, must take no more than 20 weeks (subject to any exemptions). Time limits set out are the maximum time allowed, but steps must be completed as soon as is practicable. Under no circumstances should the child’s parents/ Parents are entitled to meet LA officers to discuss a draft EHC plan. young person be put

SENISSUE93

under pressure to agree things more quickly than they feel comfortable.

Where there is any doubt or the child’s parent/young person requests more time, LAs must follow these steps and timescales: • LAs must give their decision in response to any request for an EHC needs assessment within a maximum of six weeks from when the request was received or the point at which a child/ young person was brought to the LA’s attention • if an LA decides, following an EHC needs assessment, not to issue an EHC plan, it must inform the child’s parent/young person within a maximum of six weeks from the request • if an LA decides to issue an EHC plan following an assessment, a draft EHC plan must be issued to the child’s parent/young person within a maximum of 16 weeks from the request • the child’s parent/young person must be given 15 calendar days to consider and provide views on a draft EHC plan and ask for a particular school/other institution to be named in it.

The CoP says that LAs should keep delays to a minimum and let the child’s parent/young person know if any exceptions apply, so that they are aware of and understand the reasons for any delays, but all other parts of the process must be completed within their prescribed periods (regardless of whether exemptions have delayed earlier elements). There is a helpful diagram at paragraph 9.44 of the CoP, which sets out the statutory timescales WWW.SENMAGAZINE.CO.UK

SEN LAW

and decision points of the EHC needs assessments and plans process that LAs must adhere to (subject to specific exemptions) and it also says that LAs must work in partnership with the child’s parent/young person.

Can I make representations on the draft EHC plan?

Yes, the LA must send the draft EHC plan (including the advices, commonly referred to as “appendices”) to the child’s parent/young person and give them at least 15 days to give views and make representations on the content.

During this period, the LA must also make its officers available for a meeting with the child’s parent/young person on request if they wish to discuss the content of the draft EHC plan.

Can I request a preferred school?

Yes and no! Yes, because the CoP states that: “The child’s parent or the young person has the right to request a particular school, college or other institution of the following type to be named in their EHC plan: maintained nursery school; maintained school and any form of academy or free school (mainstream or special); nonmaintained special school; further education or sixth form college; independent school or independent specialist colleges (where they have been approved for this purpose by the Secretary of State and published in a list available to all parents and young people)” – these are known as “section 41” schools/colleges.

The LA must then consult the school or college concerned and send them a copy of the draft EHC plan, then consider their comments carefully, before deciding whether to name them in a finalised EHC plan. If another LA maintains the school, that LA must also be consulted. The LA must also comply with that preference and name the school or college in the EHC plan unless: it would be unsuitable for the age, ability, aptitude or SEN of the child/young person; or attendance of WWW.SENMAGAZINE.CO.UK

Where a nursery, school or college is named in an EHC plan, they must admit the child/young person the child/young person there would be incompatible with the “efficient education of others”, or the “efficient use of resources” (“efficient education” means providing for each child/ young person a suitable, appropriate education with regard to their impact on other children/young people).

However, I also say “no” because the child’s parent/young person may also make representations for places in non-maintained early years provision or at independent schools/specialist colleges/other post-16 providers not on the section 41 list and the LA must still properly consider their request. But the LA is not under the same conditional legal duty to name the provider; they only have to have regard to the general principle (in section 9 of the Education Act 1996) “… that children should be educated in accordance with their parents’ wishes, so long as this is compatible with the provision of efficient instruction and training and does not mean unreasonable public expenditure.” An independent institution must also agree to admit the child/young person, before the LA can name it in an EHC plan.

What if I disagree with the final EHC plan?

The CoP states that, when finalising a draft EHC plan, the LA must not make any other changes apart from those suggested by the child’s parents/ young person; if the LA wishes to make other changes, it must reissue another draft EHC plan to the child’s parents or young person. Where changes suggested by the child’s parents or young person are not agreed, the LA may still finalise the EHC plan but

must notify the child’s parents/young person of their right to appeal to the SEND Tribunal – normally referred to as the First-tier Tribunal (FtT) (Special Educational Needs and Disability), or previously known as “SENDIST”. They should also tell them of the time limit for doing so, as well as the requirement for them to consider mediation if they wish to appeal, and where to obtain information, advice and support on disagreement resolution services. The final EHC plan must also be issued to the school, college or other institution named in it (and to the relevant clinical commissioning group or NHS England).

Where a nursery, school or college is named in an EHC plan, they must admit the child/young person.

Where the child’s parent/young person disagrees with the school, college or other institution named in it and makes alternative arrangements, the CoP states that the LA must satisfy itself that those arrangements are suitable before it is relieved of the duty to secure provision. If it is satisfied, the LA need only specify the type of provision rather than a school/college, who would otherwise have to keep a place free that the child’s parent/ young person has no intention of taking up.

Further information

Specialist SEN solicitor 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 2017/18), 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.

SENISSUE93

23

24

SEN LAW

Making sense of SEN law Ian Clarke looks at how well education professionals understand the law around SEN

I

nclusion and positive outcomes are not on the rise, in spite of genuine commitment from a range of professionals to support children and young people with SEN and disabilities. The reasons are not straightforward; the SEN system may not be perfect, but is at least thorough, so why isn’t it doing better? The new SEN Code of Practice (CoP) sets out a variety of improvements but also makes clear that the test for provision of an EHC plan is the same as the test for the provision of a statement. So one reason for the lack of improvement could be connected to the prevailing understanding of what the Children and Families Act is intended to deliver in practice.

But, how fair is it to criticise relatively new legislation for misunderstandings resulting in failures that affect children and young people with SEN and disabilities? The Act is only four years old – except, of course, that its SEN element is based on the Education Act 1996. Twenty-one years seems quite long enough for these ideas to become familiar. The test of whether a plan or statement must be made hasn’t changed, but has the statutory definition of SEN changed? The answer is not wholly straightforward. If you had SEN under the Education Act, you will still have SEN under the Children and Families Act. However, the pathway to identifying SEN, in law, has changed.

Defining SEN Under the old law, SEN was identified if a child had learning difficulties which required special educational provision.

Learning difficulties were identified if a child had significantly greater difficulty learning (SGDL) than their peers, or they had a disability which prevented SENISSUE93

Why was the wording of the legislation changed, but apparently not made simpler? or hindered their access to school.

Under the Children and Families Act, SEN is identified if the child or young person has learning difficulties or a disability which call for special educational provision to be made.

Learning difficulties or disability are identified where there is significantly greater difficulty learning than the child or young person’s peers, or there is a disability which prevents or hinders their access to school.

Given the mental contortions required to follow the original test, why was the wording of the legislation changed, but apparently not made simpler? Look closely, and you will note that SEN is now defined by learning difficulties or learning disability and, viewed this way, the new definition is an improvement, bringing education into line with health, who have been using the term “learning disabilities” for some time.

What is unclear is the reason this change is not highlighted in the CoP, though this does explain why local authorities continue to refer to disabilities which also result in SEN and other awkward formulations which hark back to the definition in the Education Act. Today’s definition of SEN originated in the Warnock Report (1978) which coined the term “special educational needs” (SEN), but did not attempt an objective definition; we have Parliament to thank for that. In 2005, Baroness Warnock described the statutory definition of

SEN as “the purest vicious circle you will ever know”.

It would be difficult to take issue with that, in spite of the recent improvements, the law still says that a child has SEN if they require special educational provision, and a child requires special educational provision if they have SEN, giving no indication of what either means on its own. For any more clarity on the matter you’d need to look very closely at the CoP. The CoP does attempt to define special educational provision – “education that is additional to or different”. Elsewhere, learning difficulty is defined as “significantly greater difficulty learning”.

“Learning” isn’t defined anywhere, but the CoP helpfully adds that “slow progress and low attainment” may or may not mean a child has SEN. Essentially, the law says a child has SEN if they need additional help, but, to get that additional help the child must have the label “SEN”, so, rather than seeing need and reacting to it, the system withholds help until the complexity of SEN, or need for help, is at such a level it cannot be overlooked, and withholds any useful definition which might otherwise avoid this situation. The law which sits behind the current reforms is about as far from “person-centred” as it is possible to be, but all this certainly explains why people might misunderstand the law around SEN. So, what do they think it says?

The law in practice In 2016, I set up a survey designed to answer this question. In total, there were 23 questions, relating to SEN, disability and exclusion, and the option for participants to give some information about themselves.

WWW.SENMAGAZINE.CO.UK

SEN LAW

Although legal principles may be understood, they are not consistently translated into good or lawful practice

Many teachers are not fully aware of their responsibilities relating to SEN.

Requests for participation were sent to 3,384 schools, local authorities and parent partnerships; 74 people participated. Half of the respondents worked directly or indirectly with children and young people with SEN, including class teachers, SEN teachers, learning support assistants, a SENCO, three assistant headteachers (one with responsibility for inclusion), a school business manager, a SENDIASS advisor and manager, and a senior support officer. Describing their own knowledge: • 22 “more or less” understood the special educational needs system • 3 said they understood the system “completely” • 3 said they “didn’t really” understand the system • 1 didn’t understand the system “at all” • 12 said they felt that they had received sufficient training on the SEN and disability regime.

The results of the survey suggested that the level of understanding of the law around SEN, disability and exclusion, among professionals working with children and young people with SEN is weak. They also show that although legal principles may be understood, they are not consistently translated into good or lawful practice.

Across all 74 respondents, 20 per cent felt that SEN related to learning difficulties only, with disability being dealt with entirely separately; half WWW.SENMAGAZINE.CO.UK

of those worked in education. More positively, 95 per cent of people were aware that disability is not only physical, but more than half of these felt, incorrectly, that the impairment must be permanent. More than four in ten participants were able to identify who ought to have an education, health and care (EHC) plan, the same proportion who answered that the level of support made available for a child with SEN, but no EHC plan, is at the school’s discretion. Under six in ten were aware that schools receive funding for children without a plan.

Although 90 pr cent of respondents were able to identify what reasonable adjustments constitute, almost 40 per cent felt that these did not apply to admissions or behaviour policy (including two assistant headteachers).

Interestingly, almost all respondents recognised that a child with mobility issues could be excused standing when a teacher entered a room, but only 60 per cent responded that adjustments would be made for a child with emotional difficulties. Most tellingly of all, in response to the question “Can a mainstream school interview the family of a child with SEN to see whether they are able to meet the child’s needs?” 70 per cent responded “yes”; 24 of these people worked with children with SEN. The results showed that while it is understood that reasonable adjustments might be physical or policy changes, it is not understood that these

adjustments are applicable to nonphysical impairment. The duties flowing from the Children and Families Act and Equality Act applying to admissions and exclusions are poorly understood.

So while the legislative merry-goround surrounding the definition of SEN has a lot to answer for, it does not really explain poor inclusivity and outcomes; direct duties to meet the needs of children with EHC plans are reasonably well understood, but not the duties to make the adjustments that will be needed to allow these children to access education alongside their peers.

So, it seems clear that it is not the SEN reforms that are failing children, the greatest challenge to inclusivity is in schools’ application of the rights and duties around admissions and exclusions for children with SEN, and the failure (or ability) of local authorities to address this. There is good news: the transition to the Children and Families Act (theoretically) comes to an end in April this year, at the same time as Ofsted is applying pressure on local authorities through area SEN inspections. Will local authorities now be better placed to address challenges around inclusion and unlawful exclusion? I certainly hope so.

Further information

Ian Clarke has a masters degree in legal practice and SEND law and currently works as an independent consultant to local authorities, helping them to implement the Children and Families Act.

SENISSUE93

25

26

SEN LAW

ASSESSMENT SYSTEM

Let’s make a rainbow in the storm Education Lawyers help families resolve education disputes and specialise in representing families of children with Special Educational Needs.

We can help you with legal advice on: • Special Educational Needs (SEN) for children and young people between 0-25 years • The assessment process from start to finish • Education, Health and Care Plans • Appeals to the SEND Tribunal • Choosing a school • Judicial Review • Compliants to the Local Authority or the Local Government Ombudsman • School Admission and Exclusion Appeals

We have acted for families of children and young people with a range of complex special needs.

www.educationlawyers.co.uk Supporter of the

Organisational Member

Langley Wellington LLP is a limited liability partnership registered in England and Wales (registered number OC363475).

Authorised and Regulated by the Solicitors Regulation Authority.

SENISSUE93

WWW.SENMAGAZINE.CO.UK

28

CHILDREN'S HOMES

Making children’s homes outstanding What does best practice look like for children’s homes supporting those with complex needs? Eleanor Schooling explains Ofsted’s view

W

hile the majority of children looked after live in foster placements, around one in 12 of them live in children’s homes. Too often, children’s homes don’t get the recognition they deserve for the significant role they play in children’s lives. Around 82 per cent of children’s homes are rated good or outstanding by Ofsted. This might not grab the headlines, but it’s a real achievement by the sector.

Each child has a unique set of circumstances, and there is no onesize-fits-all approach to caring for them. Some children will struggle to be understood by others, understand their own feelings or needs, manage relationships and situations well, or achieve independence as they get older.

This may be due to physical or learning needs, or difficulties associated with autism or other complex conditions.

SENISSUE93

Disabled children are over three times more likely to be abused or neglected than nondisabled children In this article, I want to discuss what the very best children’s homes are doing to help and support children with the most complex needs. These are homes that have staff with the knowledge, skills and determination to help children. And their Ofsted judgements reflect that.

The challenges What issues are faced by children with complex needs in residential children’s homes, and those who care for them?

Many disabled children and/or those with SEN are dependent on a wide network of carers and other adults to ensure their social, medical and intimate care needs are met. Some children may need support carers to take them out. They also may not have the same network of relationships with their peers as other children. So maintaining the right support networks for these children when in residential care can be difficult, but it is essential.

Communication barriers can also pose a problem. At the most basic level, some carers will have difficulty understanding children’s wishes and feelings about the support they need, or concerns they might have. This can be incredibly difficult when children are placed in new situations, among people they don’t know.

Added to that are issues regarding the protection of disabled children and those with SEN. Research shows that disabled WWW.SENMAGAZINE.CO.UK

CHILDREN'S HOMES

children are more at risk of being abused than non-disabled children. In fact, it is estimated that disabled children are over three times more likely to be abused or neglected than non-disabled children¹.

This analysis of the risk covered a wide range of disability, including physical and sensory impairments, mental illness, mental or intellectual impairments and long-term health problems.

Ensuring children with SEN and disabilities understand healthy relationships, and how to keep safe, is vital. This in itself can be challenging. Research also shows that children who have SEN often have a poorer understanding of bullying and inappropriate touching, meaning that they are less able to recognise unsafe relationships or unsafe situations.

What are the best residential children’s homes doing?

Ofsted inspectors see many homes that specialise in caring for children with autistic spectrum disorders or other complex needs, and who do so very well. These children have unique needs, so specialist training and expertise are essential to ensure that children achieve the very best outcomes.

Managers ensure that they use knowledgeable trainers and work with them to create a bespoke package for their particular setting and their children. This is how it should be. In this way, staff are better equipped to do the right thing in the right way.

First and foremost, those homes doing particularly well ensure that placements are stable. Staff in the best homes: • have an in-depth understanding of children’s needs • are nurturing • show emotional warmth towards children • help children to develop independence • help children to influence decisions made about them.

Children come to trust staff and have a strong sense of belonging. These placements are usually long-lasting, WWW.SENMAGAZINE.CO.UK

29

Good and outstanding homes understand the value of maintaining relationships with families

treatment or advice in a way they understand.

Good and outstanding homes also understand the value of maintaining relationships with families. When it is in the child’s best interests, they seek to involve them in children’s care at every opportunity. Staff at the best homes facilitate regular contact with families, irrespective of the distance to travel.

which can help children to make good progress across all aspects of their development.

Supporting understanding of disabled children’s communication Outstanding residential providers share common characteristics in their approach to how children with physical and learning needs communicate their choices and preferences. The best providers use innovative approaches to make sure children take part in planning their own lives and the way the services are delivered. This helps children to be assertive, to make choices, exercise control over their bodies and lives, and be safer.

In the North-West there is a residential school for blind and partially sighted children who have complex health needs. The school uses a “total communication” approach to support children. Staff know that listening and responding to children, however they express themselves, is vital to promoting their rights and protecting them from harm. The multi-disciplinary team around the child places children and their families at the centre of their practice. Staff focus on the children in the room and communicate in the most effective way with each child so that they are included.

The environment is specially adapted to support clear communication and independence; areas are identified through sensory landmarks and smells.

Staff are trained in augmentative communication strategies (the use of forms of communication other than speech) and know their children so well that they can pick up on the smallest of signals to help understand and address their needs.

Bespoke care plans that involve the child Care plans that are bespoke, detailed and influenced by children prove most effective. These allow for clear strategies to manage any barriers to development, such as dangerous or isolating behaviour. Working closely with occupational therapists and therapeutic services, staff in the best homes are able to identify and plan each child’s unique support, sensory or communication strategies. This approach helps to lessen the frustration and anxiety that children experience. In turn, this reduces physical interventions and avoidable incidents.

Excellent multi-agency assessments ensure that children’s complex needs are understood and met. In one NorthWest home, inspectors saw truly comprehensive multi-professional assessments that produce individual strategies to help children regulate their emotional health. They are closely followed in practice. For example, staff use individual sensory stimuli such as water play or beanbags to act as a calming measure and to increase children’s feelings of security.

Proactive healthcare arrangements help children to access the right kind of support. Another home provided a “healthcare passport” for each child, detailing their communicative abilities and likes and dislikes. This means that health professionals can get the right information from children during appointments and offer appropriate

>> SENISSUE93

30

CHILDREN’S HOMES

Building self-esteem Good and outstanding residential providers make it a priority for children to have experiences that build their sense of self-confidence and self-esteem.

Children are empowered by learning new skills, being supported to communicate their wishes, and being involved in decisions about their daily lives.

For example, at a short breaks service in the East Midlands staff have supported young people to undertake work experience in a hotel. Young people have taken part in several fundraising events for local and national charitable organisations. They have also taken part in consultations on national issues for disabled children.

At a children’s home in the West Midlands, children’s physical and learning needs are not seen as barriers to independence. Staff assess their skills and abilities and devise programmes that assist them to be as independent as possible. The home’s children’s guide has recently been updated following feedback from young people. It is personalised to meet their individual communication needs.

Helping disabled children to develop personal safety It is essential to help children learn about what helps to keep them safe.

They must see and experience safe and effective care. Access to appropriate learning about relationships, sexuality and personal care helps them to develop an awareness of risky and harmful behaviour. In the better providers, we see elements of this work being threaded through the practical support that staff give to disabled children. For example: • effective role modelling of safe relationships • protecting personal space • teaching children about safe relationships • teaching children to keep themselves safe online • ensuring high-quality assessment and review of children’s needs.

SENISSUE93

Staff should be knowledgeable about the range of physical and emotional signs and symptoms that a child may demonstrate as a direct result of their complex needs. This helps them to identify any signs that may need further consideration, including potential child protection concerns.

Access to advocacy is important for disabled children. Good and outstanding residential schools have independent visitors and listeners who spend time with children, and then make clear evaluations about how well they are cared for and kept safe.

They share this information directly with governors and leaders so that any concern is dealt with promptly.

Preparing for independence Preparing children for independence and the next stage in their lives is key. The best places don’t allow physical or learning needs to be a barrier to accessing opportunities and broadening experiences. Many homes forge excellent links with the community, allowing children to develop their social and life skills. In one home in the South-East, staff make good use of local resources to meet children’s specific needs: • a nearby hairdresser allows extra time to cut the hair of children who are anxious • the charity shop saves dresses for a child who likes to dress up • the supermarket offers support for young people who are learning to shop independently.

These may seem simple steps, but they make a huge and positive difference to children’s experiences.

The role of inspection Ofsted expects all children, however complex their needs, to make progress and have positive experiences that contribute to that progress. This can take many forms, and is individual to each child – whether it is learning to manage emotions, developing self-care skills, achieving well in their education

Children’s physical and learning needs are not seen as barriers to independence and preparation for adulthood, or taking steps towards greater independence.

Recognising each small step of progress a child makes is a skill that is evident in the best practitioners. They recognise progress, celebrate it and build on it. This process is complex, and certainly not always linear – something inspectors take into account.

Of course not all challenges can be overcome, but we do want to see residential homes and schools doing all they can to make a difference and improve children’s lives. There are so many places that are doing this brilliantly. I hope others will learn from their example.

Footnote 1. Jones, L. and Bellis, M.A., et al., Prevalence and risk of violence against children with disabilities: a systematic review and meta-analysis of observational studies, The Lancet (accessed February 2018). www.thelancet.com/journals/lancet/ article/PIIS0140-6736(12)60692-8/ fulltext

Further information

Eleanor Schooling is National Director for Social Care at the Office for Standards in Education, Children's Services and Skills (Ofsted), the Government body which inspects and regulates services that care for children and young people, and services providing education and skills for learners of all ages: www.gov.uk

WWW.SENMAGAZINE.CO.UK

32

ADHD

Supporting ADHD at school Jo Alesbrook looks at how ADHD impacts on a pupil’s daily functioning and what teachers can do to help

A

ttention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that is thought to affect up to five per cent of children. In people with ADHD the brain works differently. The three main characteristics of ADHD are hyperactivity, impulsivity and inattentiveness. Some children have all three, some have inattentiveness only – known as ADHD inattentive subtype – and some have hyperactivity and impulsivity.

People with ADHD also have problems with executive functions.

Blood flow to the frontal lobe of the brain can be reduced in people with ADHD; this then affects the executive functions – the skills we need to get through the day. These functions are vital for success in everything we do, so it is understandable that when they are affected and children and young people “fail” and become frustrated with themselves and others, their selfesteem and behaviour often suffer and their outcomes may not be as positive as for their peers.

While people with ADHD can have excellent longterm memory, they often struggle to retain recent information What are executive functions?

People with ADHD can face difficulties with many of the main executive functions, as outlined below: Time management: being on time, managing deadlines, understanding the concept of minutes/hours/days.

Flexibility: often associated with autistic spectrum disorders, this can also affect people with ADHD and there is a need for structure and routine and pre-warning of any changes to the school day.

Planning, organisation and task initiation: planning and organisation of tasks, thinking ahead, prioritising, estimating how long tasks take, selective focusing and getting started.

Goal-directed persistence: sticking to a task until it’s finished and staying focused.

Self-regulation: managing emotions, feeling overwhelmed by situations and having a short fuse.

Response inhibition: acting first, thinking later – being verbally and/or physically impulsive.

Working memory: while people with ADHD can have excellent long-term memory, they often struggle to retain recent information.

Metacognition: the ability to observe, self-monitor and evaluate, the ability to read facial expressions and body language, and awareness of the effects of actions on others.

Supporting ADHD Once we understand how ADHD can affect a pupil’s daily functioning it becomes easier to see beyond mere “bad behaviour” and “not listening” in class. We can then look at the many strategies that can be put in place to support children with ADHD at school.

Start the day positively: • meet and greet the pupil and check their emotional wellbeing; this provides an opportunity for any changes in the day to be explained ahead of time, for any concerns and worries to be aired by the child to a trusted adult, and for the day to start off on a good footing • consider operating a breakfast club – a healthy diet is important for any child and especially for children with ADHD to help with concentration

Staying focused on a task can be a big issue for pupils with ADHD.

SENISSUE93

WWW.SENMAGAZINE.CO.UK

ADHD

• provide a calm environment; it might be that the playground is too noisy and presents too much of a risk of problems with other children; some children with ADHD also have sensory processing issues and noise and crowds can cause anxiety and discomfort.

In the classroom: • consider seating arrangements; this can be so important in avoiding conflicts with other pupils, and distractions from inside and outside classroom, like displays and models, and people coming in and out of doors to other rooms • sit the child near to the teacher or teaching assistant to provide focus and reassurance; some children need to be near the teacher to ensure they are concentrating, while others prefer not to have too much attention on them; it is important to find the best place for any child with ADHD in the classroom • children with ADHD function much more effectively without constant anxiety about what lies ahead, so use visual timelines, which are a great way to ensure the child knows what is happening during the day, whether this is a plan of the day on the board in the morning or timetables and lesson structures • ensure they have the correct equipment ready; problems with organisation may mean children misplace and forget things that they need throughout the day; although this can be disruptive at the start of a lesson, if spares are readily available this can reduce the possibility of arguments.

• ask the child to identify areas where they feel they need support; this promotes a sense of ownership and responsibility • due to the reduced blood flow to the frontal lobe which can be a characteristic of ADHD, WWW.SENMAGAZINE.CO.UK

Sit the child near to the teacher or teaching assistant to provide focus and reassurance

•

•

•

•

•

•

•

concentration is a problem; by fiddling with concentration aids or fidget toys the blood flow is stimulated and this then helps the child to concentrate; if they are always fiddling with things that they shouldn’t be, give them a legitimate object to play with use different approaches to learning, such as visual, auditory and kinaesthetic methods, to appeal to different learning styles and help keep students motivated; many children with ADHD are very hands-on and practical, and learn well this way due to a lack of concentration skills children may struggle to complete tasks, so chunking up work into more manageable amounts is really important for pupils with ADHD it can be useful to do some brain gym exercises or include movement breaks to refocus attention timers can be really effective in helping pupils with ADHD understand what is expected of them children with ADHD often shout out, as they are impulsive; to help with that they could have a white board to write their answers on, as often they only call out because they are concerned they will forget the answer. varying between hands up and hands down, and telling the answer to a partner, can help children with ADHD give an answer without calling out it important to have some preagreed prompts for pupils which are mainly non-verbal, either

•

• • •

for the pupil to communicate something to the teacher or for the teacher to remind or prompt them to do, or stop doing, something as children with ADHD often don’t sit still for long periods of time, giving them an errand to do gives them a legitimate reason to get out of their chair provide clear choices but not too many instructions at once if possible, provide a quiet study area and a calm space provide a calm box for pupils to help them reduce anxiety or calm themselves down after an outburst; this should include things they can fiddle with, touch and play with, and thing they respond well to.

Steady support It is important not to overwhelm pupils, so start to encourage their independence in small steps. If parents are also disorganised, they may not have help at home to organise their own bags and they may not yet have developed the skills they need to organise themselves in the classroom.

One in three children with ADHD will have a parent who also has ADHD. Children with ADHD can be challenging to teach but they tend to have many positive qualities – such as creativity, energy and enthusiasm – and finding strategies that work well with them will raise their self-esteem and help them achieve better outcomes in the future.

Further information

Jo Alesbrook has worked as an Asperger’s mentor, a secondary teacher, an SEN learning support assistant and a parent partnership officer. She is currently an ADHD specialist coach at ADHD Solutions CIC: www.adhdsolutions.org

SENISSUE93

33

34

ACCESSIBLE VEHICLES

Buying an accessible vehicle Liam O’Connor looks at how to identify and source the ideal accessible vehicle for your needs

B

uying an accessible vehicle for a school, local authority or any organisation can be a daunting and stressful process. But if you put in the groundwork at the outset, you should find that everything, including your vehicle, runs a lot more smoothly.

There are many factors to consider when choosing the type of vehicle that will be right for you, so it’s essential you do your research before talking to potential suppliers. You may well be overwhelmed by the range of options online so try to work out your ideal specification first. What are the key things you require from the vehicle? How will you use it and what features are essential to you? If you know before you start searching that you need, for example, a 16-seater accessible minibus with a long wheelbase and an underfloor tail lift, that’s up to six years old with a mileage of no more than 80,000, you will save a lot of time. Then you can enter these details into accessible vehicle supplier websites or discuss them with selected suppliers.

Be realistic Sales people often find that potential buyers have unrealistic expectations of the kind of accessible vehicle they can afford. For example, if you’re seeking a brand new 16-seater wheelchair accessible minibus but you only have £25,000 to spend, you are going to be way off the mark. So don’t waste everyone’s time; be pragmatic about the sort of vehicle you can acquire with the budget you have to work with. Be prepared to settle for an older model SENISSUE93

The needs of your passengers should be at the forefront of your decision making with a higher mileage if it means finding a vehicle that meets your specification.

Let your passengers have their say The needs of your passengers should be at the forefront of your decision making, so let them have their input into the process. For special schools in particular, it is a good idea to consult pupils and their families about what features they would like and what they feel they may need from your next accessible vehicle. Would they prefer a wheelchair tail lift or a ramp to access the vehicle? Is side-step access essential to help passengers with limited mobility board the vehicle easily?

Putting together a survey can be an excellent way of gaining insightful information from users. You can encourage them to list, and perhaps rank, the specification items that are important to them, such as climate control, parking sensors, layout and type of access.

New or used?

A new vehicle becomes secondhand the moment you drive it off the forecourt. Its value drops instantly and will only depreciate year on year. As a result, the used option is a popular choice for organisations looking to save money whilst still acquiring an accessible vehicle that should serve them well for a long time.

Used accessible vehicles may have wear and tear issues, and will have mileage on the clock, but there are huge savings to be made by buying used rather than brand new. You could grab a “virtually new” accessible minibus, perhaps just too or three years WWW.SENMAGAZINE.CO.UK

ACCESSIBLE VEHICLES

Bear in mind that your requirements may change, even in the near future

Tracked flooring systems allow seats to be removed to make space for wheelchairs.

old, in excellent condition and with low mileage, or pay thousands more for a new model.

There are, though, many benefits to buying a new accessible vehicle, as long as you have the required budget. If you want the best and have sizeable funds to work with, buying brand new is an option you should definitely explore. New vehicles offer you the latest technology and features, and zero wear and tear, so you can be safe in the knowledge that the vehicle has not been poorly looked after or suffered any hidden damage. You will not encounter any unforeseen technical problems or in the unlikely event that you do find faults with your new vehicle, the manufacturers warranty will cover any issues you identify.

Accessibility, layout and seating Safety is key when assessing the accessible vehicle you are buying. Is the specialist wheelchair equipment up to standard for your wheelchair passengers? Is there enough space on-board for the number of disabled passengers you are transporting? These are vital factors you must consider.

Evaluate the type of accessible equipment you want; choose from an underfloor or on-board tail lift, or even a wheelchair ramp. Tail lifts are electronically operated via a remote WWW.SENMAGAZINE.CO.UK

control and are easy to use, while a ramp requires somebody to manually set it up and assist wheelchair users in boarding.

Most accessible vehicles will have accessible seating in place. These are retractable as they will be on a tracked flooring system, which allows seats to be removed to allocate wheelchair space. If you are transporting seated and wheelchair passengers in one accessible vehicle, ensure the capacity caters for both once seats have been removed.

It is a good idea to bear in mind that your requirements may change, even in the near future. You may need to transport a greater number of pupils, or young people who require different facilities or types of support to use the vehicle. Therefore, purchasing a 22-seater accessible vehicle, as opposed to a 17-seater, could be worthwhile, if it helps you future-proof against changing needs. This might save you from having to go through the whole process of buying another accessible vehicle again soon.

Try before you buy Surprisingly, some buyers are happy to purchase an accessible vehicle over the phone, without having viewed it in person. However, as easy as it is to call up and place a deposit or make a payment over the phone, you don't

really know what you are buying unless you have seen it for yourself.

If when browsing online you find a vehicle that ticks all your boxes, try to visit the seller in person or send a trusted, and perhaps more knowledgeable, colleague to view it. Don’t settle for photos and a description of “good condition”. You should see what you are buying and test drive it before you even consider placing a deposit.

It is also worth meeting the seller to view vehicle documents before parting with any cash. Double checking the service and breakdown history could save you a lot of unnecessary aggravation down the line. Another advantage of viewing the vehicle is that you are likely to negotiate a better deal in person than you are by phone or email.

Buying an accessible vehicle can be costly and time consuming, so do it properly so you know exactly what you are buying, and that it meets your needs and those of your passengers.

Further information

Liam O’Connor is Social Media and Marketing Specialist at the accessible vehicle supplier Access A Bus Sales UK: www.accessabussales.com

SENISSUE93

35

36

ACCESSIBLE VEHICLES

SENISSUE93

WWW.SENMAGAZINE.CO.UK

38

DYSLEXIA

Assessing dyslexia Gavin Reid and Jennie Guise discuss barriers to learning facing people with dyslexia and how these can be overcome.

F

or many years now, there has been considerable debate on the nature of an assessment for dyslexia. This has resulted in a polarisation of assessment procedures, particularly noted within the UK. These range from the practice of a full and comprehensive psychometric and standardised assessment, with a traditional report containing a diagnosis and recommendations, to, at the other extreme, a “we don’t assess for dyslexia” approach or a “wait and see” policy.

We propose here that what is required is a mid-way point and a balance between these perspectives.

This can be achieved through sensitive and collaborative approaches, utilising a range of assessment sources (Reid and Guise, 2017).

These include standardised testing as well observation, classroom-based curricular assessment and information from teachers, parents and other professionals who may be involved.

A lynchpin of this process is how the child deals with everyday class work, and how this is reflected in current attainments and curricular progression. We have been involved in assessment for many years, and we are of the opinion that information from all sources is necessary for a full picture of the child’s challenges as this can inform any potential diagnosis. We also acknowledge the importance of teacher reports and parents’ or carers’ views and test results as well as the role of early identification (Reid, 2017).

Central to this approach is an understanding of the nature and description of the barriers to learning experienced by the learner. Taking this perspective, it is also essential to emphasise the broad nature of SENISSUE93

A broad understanding of a child’s issues with learning should help determine appropriate support.

dyslexia, indicating that it involves more than difficulties with literacy, but also cognitive issues, as well as social and emotional issues – all of which can impact on the learner’s progression and highlight his/her difficulties (and strengths). This means that we do not primarily assess for dyslexia, but assess to obtain a learning profile of the child that may – or may not – point to the presence of dyslexia.

Barriers to learning It is useful, therefore, to incorporate a “barriers to learning” perspective in the assessment process. This can also help with early identification and intervention; we can look at barriers, how these can be overcome, what has already been tried and what can still be done. With this type of perspective, the emphasis is on the barriers that prevent the child from meeting classroom targets, rather than focusing too heavily on what the child cannot do.

We do not primarily assess for dyslexia, but assess to obtain a learning profile of the child

It can also lend itself to consistency throughout the school, and a common understanding of the factors that may represent a dyslexic-type difficulty. This is represented in the table (right).

Different types of assessment Observational assessment This involves observing the child in the learning situation and noting strengths and weaknesses in relation to attention, handwriting, problem solving on own, working with others, listening, verbal expression and motivation. These areas WWW.SENMAGAZINE.CO.UK

DYSLEXIA

39

Barriers to learning Type of Barrier

Barrier

Possible reasons

Intervention

Difficulty remembering auditory instructions and lists.

Difficulties with short-term and working memory.

Present information visually.

Give verbal instructions one at a time, and/or provide written lists of instructions.

Memory

Difficulty taking notes.

Difficulties with short-term and working memory, processing speed or handwriting.

Allow pupil to photograph blackboard, or give electronic access to whiteboard notes.

Provide bullet point notes.

Organisation

Difficulty remembering timetable, materials and equipment.

Difficulties with short-term or working memory, and lack of strategies.

Structured support – provide checklists, repeat information, encourage routines, use visual reminders and IT supports.

Movement/ coordination

Difficulty with fine motor skills, such as tying shoelaces, and writing; also, poor coordination.

Possibly dyspraxia or dysgraphia – mixed laterality, lack of opportunity.

Use a buddy to assist.

Use visual cues for directions.

Touch-typing programs.

Reading development

Difficulty keeping up with class in reading, speed of reading, and reading comprehension.

Confusing similar sounds, poor awareness of rhythm.

Support in phonics. Paired reading.

Use of audio books.

Difficulty learning phonics, or remembering spelling rules.

Spelling errors, inconsistencies, unexpected mistakes, for example with highfrequency words.

Support in phonics.

Overlearning.

Spelling games

Spelling

Difficulty in starting, forming Working memory or sentences, or in overall processing speed structure of written work. difficulties.

Structured support to break tasks into steps, for example, by using checklists, writing frames and mind maps.

Extra time.

Use of computer to help with editing.

Voice recognition software/ scribe.

Difficulty keeping up with class work, and completing assessments in allocated time.

Processing speed or working memory difficulties; lack of automaticity in key skills.

Extra time, use of technologies, such as computer, voice recognition software.

Fewer examples so that student can work thoroughly at their own pace.

Support in key skills.

Difficulty in learning and/or remembering number facts.

Working memory and/ or processing speed difficulties.

Use of manipulatives, overlearning, extra time.

Writing

Processing speed

Numeracy

>> WWW.SENMAGAZINE.CO.UK

SENISSUE93

40

DYSLEXIA

can all help to provide a fuller picture of the learner’s profile.

Curriculum assessment This would involve assessing how the child performs in different areas of class work, including writing, reading, spelling and maths, and this information would be readily available from the class teacher. This is the information that parents and carers would usually receive on parents’ evenings and on report cards.

Standardised assessment This is essentially testing and it involves comparing the child’s current level of attainments with others. Usually, standardised tests (sometimes called norm-based assessment) are standardised in the UK as a whole, and the results can provide an indication of the child’s level compared to others in the UK of the same age in years and months. This would provide a standard score and a percentile.

Psychological assessment Registered practitioner psychologists would conduct this, and they can provide a comprehensive and detailed view of the child’s cognitive processing as well as analyses of progress in attainments. Cognitive processing refers to how the child (or adult) processes information – that is receives it, understands it, and is able to use the information appropriately. Some of the tests used by psychologists are closed tests. This means you have to be a currently registered and appropriately qualified psychologist to access them.

Psychological assessments are expected and sought after in many countries. In the UK, they can be useful to supplement data that the school has accumulated on the child, and can be seen as time-saving for the school because they can provide a comprehensive report, with recommendations for learning and teaching. A psychological assessment can provide a framework for intervention.

It goes without saying that this type of SENISSUE93

Observational assessment involves observing the child in the learning situation and noting strengths and weaknesses report would also be extremely useful for parents, and particularly when the child is transitioning – for example, to secondary school, college/university, or if he or she is changing schools.

characteristics and criteria for dyslexia.

It is helpful if this is done in relation to the curriculum, and that the barriers to learning are considered, as well as standardised and diagnostic tests.

The assessment can provide an illustration of the learner’s strengths and weaknesses, as well as an indication of the child’s current level of performance in attainments. Some form of an explanation for the learner’s lack of progress can be suggested, as this can connect with intervention. An understanding of the child’s learning preferences should be indicated, as well as a note on his/ her emotional needs, self-esteem and social development.

The assessment process: some key points It is crucial to recognise that, while testing is important, an assessment needs to be seen as more than using tests: • many of the characteristics that can contribute to a diagnosis can be noted in the classroom situation; it is therefore vital that the class teacher’s comments and views are taken into account • teachers should have an understanding of the range and breadth of characteristics associated with dyslexia, and acknowledge that these characteristics can be identified in the classroom • it is also important that appropriate materials and teaching programmes are developed from the results of the assessment; assessment needs to link to intervention.

Moving forward An assessment strategy needs to be developed. The starting point can be observation, or through the results of routine baseline or screening assessments. This information needs to be put into the child’s learning profile and learning context, so that an overall profile of the child can be seen. This can then be matched against the

References • Reid, G. and Guise, J., The Dyslexia Assessment, (2017) Bloomsbury, London.

• Reid, G., Dyslexia in the Early Years: A Handbook for Practice, (2017) Jessica Kingsley Publications.

Further information

Dr Gavin Reid is an international practitioner psychologist with over 25 years’ experience in assessment and in the field of dyslexia. Previously a classroom teacher and university lecturer, he is widely published in the field of dyslexia and learning, and currently lectures worldwide. Dr Reid is Chair of the British Dyslexia Association Accreditation Board: www.drgavinreid.com Dr Jennie Guise is a practitioner psychologist with extensive experience of assessing for dyslexia and other specific learning difficulties. She is highly qualified in the areas of psychology and education, and has worked in research, and is now in applied practice as Director of Dysguise Ltd: www.dysguise.com

WWW.SENMAGAZINE.CO.UK

DYSLEXIA

WWW.SENMAGAZINE.CO.UK

SENISSUE93

41

42

DYSLEXIA

ADVERTISE WITH In print 36,000 readers per issue*

Online 18,000 unique users a month

Next issue features include: learning disability • SLCN technology in the classroom numeracy • fostering • sport all-ability cycling • autism • dyslexia play • recruitment • CPD and more…

Email newsletter 57,300 recipients

* SEN Magazines are typically circulated to four or more readers.

SENISSUE93

To book your space, contact Denise: Tel: 01200 409808 Email: denise@senmagazine.co.uk

www.senmagazine.co.uk WWW.SENMAGAZINE.CO.UK

SENSORY PROCESSING DISORDER

43

Sensory strategies Becky Lyddon looks at how to recognise and support people with sensory processing difficulties

S

ensory processing disorder impacts the way someone will interact and engage with their environment. It is important that we are familiar with identifying characteristics which can relate to some of these processing difficulties in order for us to provide appropriate and personalised support.

In this article, I will run through some familiar characteristics and what we can understand from them relating to sensory needs.

WWW.SENMAGAZINE.CO.UK

Our senses are the primary way that we learn about our surroundings and respond to them; because of this, it’s crucial that we know how a sensory processing disorder (SPD) can impact a students learning. We should be confident to offer sensory approaches to learning not only to support the students to engage but also to offer new experiences.

An SPD affects one in 20 children (www.spdstar.org/basic/latestresearch-findings), who do not necessarily have any other diagnosis, so that could be at least one child in a classroom. SPD is recognised as part of an autism spectrum diagnosis, but can also commonly be associated with a wide range of conditions, including dyspraxia, ADHD, Down syndrome, cerebral palsy, fragile X, foetal alcohol syndrome, Angleman syndrome, epilepsy and premature birth.

We are all processing sensory information from each of our sensory systems every second of the day.

Our brains are active in making us aware of sensations as and when we need them. When we process sensations, there are two key parts to what happens. The first is the “sensation” – the physical act of receiving sensation by the sensory organ (for example, light entering your eye). The second part is “perception” – the interpretation of the sensation by our brain and the meaningful response to it.

An SPD occurs when our brain finds it difficult to do the second part (perception); while all the sensory organs may work perfectly well (sensation), it is the organising of the messages into meaningful responses which is the difficulty for people with SPD.

We are all processing sensory information from each of our sensory systems every second of the day Too much information (or too little) People with SPD can have difficulties modulating sensory information; this can mean they process too many (hyper-sensitive) or not enough (hyposensitive) sensations. This is often the most common way we recognise children with SPD in the classroom; these students may be seeking or avoiding particular activities. Other ways SPD can impact someone include difficulties discriminating sensory information (working out how intense a feeling is or where the location of the sensation came from) and problems with motor-based coordination, which can be linked with dyspraxia.

We are able to recognise characteristics relating to SPD that can help inform us about what sensory information someone might be having difficulties processing. In the classroom, this is a really important skill to have as it will help to improve students’ learning.

These characteristics are in response to how that student is experiencing their environment; once we can recognise them, we can personalise the support we provide.

Some characteristics may be more obvious than others. For example, if a child covers their ears while still doing an >> SENISSUE93

44

SENSORY PROCESSING DISORDER

activity, it is likely that they are processing too many auditory messages, so they might be hyper-sensitive to auditory information. They are covering their ears to try to avoid or block out some of the sounds. As one child, Niamh, explains: “When I’m in a classroom, it feels like I’m in a playground because the class is so loud.”

However, if a child enjoys flickering reflective fabric in front of their eyes, following shadows or spinning objects, they are seeking more visual information, which would suggest they are hyposensitive to visual sensations. Flicking and spinning objects are great ways to give or seek out more visual information.

Because SPD can be prevalent without any other diagnosis we are likely to recognise students in mainstream as well as SEN settings.

In cases where SPD is misunderstood or not known about, it could mean that a student’s sensory needs have been supported as a “behaviour”. This can

We have to be detectives in working out why we are observing different characteristics have a negative impact on a student’s cooperation and learning.

Let’s look a little closer at some of the common characteristics of SPD and what they mean. These factors are an indicator to us of what that child’s body needs.

SPD characteristics relating to modulation difficulties In the table below are a few common signs of modulation difficulties for each sensory system which we might observe in people with SPD. Some characteristics, however, can relate to more than one sensory system.

For example, if someone is walking on their tiptoes, they could be hypersensitive to tactile sensations or hyposensitive to proprioceptive or vestibular sensations. Before we begin putting in place strategies to support a student, it is important we are able to view the bigger picture of their sensory needs and identify which sensory systems over-ride the others. We have to be detectives in working out why we are observing different characteristics.

If a student is walking on tiptoes, we should try to look out for other opportunities where characteristics of being hyper-sensitive to tactile information are in evidence; are they sensitive to clothing, or certain textured foods? However, if they are regularly seeking out movement and body awareness – they may fidget in their seat or bounce or jump – this will then help to answer the question as to why they might be walking on their toes, if it’s relating to an SPD.

Hyper-sensitive (too many sensations)

Hypo-sensitive (not enough sensations)

Auditory

Covering ears.

Fingers in ears.

Pushing behind ears.

Constantly making sounds.

Enjoys music.

Turns up the volume.

Loves speaker vibrations.

Bangs things.

Visual

Covers eyes/hides.

Stares away.

Squints.

Pushes things off desk.

Distracted by shadows.

Enjoys looking at water, waves and flickering shiny objects.

Plays with saliva.

Tactile

Difficulty changing clothes.

Withdraws from lining up or sitting next to others.

May seem to overreact to light touch.

Refuses hugs.

Fidgets with objects.

Puts things in mouth.

Eats crunchy dry foods.

Loves playing with sand and messy play.

Breaks pencil nibs when writing.

Seems heavy handed.

Difficulty with buttons.

Enjoys climbing.

Claps often.

Stands up and jumps.

Stumbles frequently.

Prefers to stay seated.

Reluctant to join in activities.

Enjoys swinging.

Sits in strange positions.

Spins in circles.

Bangs their head.

Smell

Gags easily.

Keeps objects or clothing to nose.

Smells other people.

Licks objects and food.

Taste

Drinks water – unflavoured.

Eats bland flavoured foods of any texture or colour.

Eats strong flavoured foods.

Proprioception (body awareness) Vestibular (movement)

SENISSUE93

WWW.SENMAGAZINE.CO.UK

SENSORY PROCESSING DISORDER

Top tips to support people with SPD Here are a few practical ideas and pieces of advice to help people of different ages to manage SPD in a range of settings: • turn off all technology when it is not being used, as the frequencies can be painful • wear plain clothes when you are teaching, as patterns are often a huge distraction • don’t drink a strong smelling cup of coffee just before reading a book with a child • let the child keep their headphones on while working, as they may be able to hear your voice better with music playing in the background • take account of the effects of weather conditions; for example, wind can be really painful, whether it’s a storm or a light breeze, so the person with SPD may prefer to stay inside • walking into the canteen may make them gag, so they may be much happier eating their lunch outside • in the office, be aware that people with SPD can easily become overwhelmed with information, such as numerous emails, phone calls and conversations • don’t take away the pencil they are rolling between their fingers as it may be helping them to concentrate • give them plenty of time to process each question you put to them and if you ask it a second time, don’t phrase it differently as they may understand this as a whole new question • think about the smells you wear each day, such as those from shampoo, shower gel, deodorant, perfume, aftershave, washing detergent and coffee • eating really crunchy foods can help them to drown out all the other sounds around them • recognise that they may enjoy spending time alone; if they withdraw from a social environment, it may sometimes be to help them self-regulate.

WWW.SENMAGAZINE.CO.UK

Managing SPD Implementing appropriate strategies to support students with SPD is important because it will help them to regulate the information being processed. Students will be able to concentrate better and focus on an activity if their senses are able to work together.

Physical activity between periods of work can be really supportive; something helpful like moving books to the teachers desk or pushing a trolley of resources to the store room can really help someone with SPD to regulate themselves. The effects of this kind of physical activity (or heavy work) will be much longer lasting, in terms of promoting concentration, than just having sensory resources available at someone’s desk. So if you can, try and incorporate this kind of activity into your classroom routines.

It’s also a good idea for classrooms to have a “sensory support sack”. This can contain a selection of sensory items which are ready to be used as and when needed. In this bag, I suggest including sound cancelling headphones and swimmers wax (which is used in the ears to stop water from going in).

Not all students will like the feeling of headphones so they may like to block out sound by putting something else in their ear. You could also include a cap, sunglasses, a mirror and a desk clip torch, which can all provide simple and immediate ways to support students who avoid or seek visual information to help them concentrate. Weighted bean bags or lap rests can be really calming and help someone to feel grounded and aware of themselves.

You could also explore textures for students who feel things around them and fidget, such as exfoliating gloves, squidgy textured fidgets, and rough and smooth brushes. For students who find it difficult to sit down throughout a lesson, a massaging cushion can be really effective. Place it behind the child’s back or under their feet. This will provide lots of stimulation and may be enough to help them sit for longer.

Opportunities to drink or do activities using straws are brilliant to create an awareness of ourselves, and can also be calming as many of our senses are being organised when we drink or blow bubbles through straws.

Being creative in the classroom Creativity is such an effective tool. If a hat works for one child with hypersensitivity to light, remember it might not be as effective for another student.

Try and implement something which replicates what that student is doing to regulate the specific sensation. If they are peeping through their fingers to see you, think about where they are seated. Is it possible to move them? If they are sitting opposite a window, it could be really painful on bright days.

Sunglasses can work in this instance.

Sensory strategies can be helpful for all students, so offer support for all the class, if you can, as it will help reinforce their understanding of different learning styles within the classroom.

Students who have a sensory diet which has been initiated by an occupational therapist should be able to access it as and when needed throughout their day. View this as a sensory lifestyle – a support routine which helps someone to engage and learn in all settings. For students with SPD, the most important thing to remember is that sensory support should never be used as a reward or taken away from a student as a punishment.

Further information

Becky Lyddon is the founder of Sensory Spectacle, a company providing workshops and immersive training to help professionals, families, employers and organisations to understand and support people with SPD: www.sensoryspectacle.co.uk

SENISSUE93

45

46

SENISSUE93

WWW.SENMAGAZINE.CO.UK

MULTI-SENSORY Advertisement feature

Listen to Me: supporting learners with multi-sensory impairment (MSI) Seashell Trust’s Michelle Jones and Vimla Ramrakhiani discuss the barriers facing MSI learners and how these can be overcome by listening to each child.

MSI learners are a unique group of children with distinctive needs for learning and development. All children and young people with MSI experience the following difficulties: • access to information about the world • communication and forming relationships • independent movement and mobility.

This presents huge challenges for their support and learning needs. A one-size-fits-all model is not effective and personcentred approaches are essential in planning interventions and packages of support. There are everyday practical challenges such as connecting with others and having conversations and, longer-term, there may be issues around developing relationships and inclusion in society. It’s vital that MSI learners have meaningful, purposeful access to and engagement with all learning.

Every MSI learner is unique, with their own sensory needs, skills and ways of accessing information and communicating. It’s the responsibility of those who support them to find ways into their world, ensuring that they are listened to and valued. Learning should be purposeful so minimal isolation, active participation and equal partnership in the process are essential. Listening to the MSI learner and identifying their strengths, challenges and motivations facilitates an individualised approach that supports their learning and quality of life. By building relationships and understanding the child we can prevent learned helplessness.

From the start of their learning, children should have opportunities to engage with the world, which means that adults must take a step back and listen. We must look beyond their disabilities and enter their world through touch, movement, gesture, signs and objects, learning to share and sustain the connection and being directed by each other. Paul Hart describes communication as being about partnership, responding to the communication needs of the child at their level and their mode.

The loss of vision and hearing is different for each individual and further complicated by how the other sensory systems function.

David Brown identifies real variation in the impact of sensory processing on MSI learners. Some may seek strong sensory input to feel connected with their bodies and environment, while others may be sensory defensive, withdrawing from touching or struggling to self-regulate. So “knowing the child” is the best guiding principle to support them to connect with their own bodies and the wider world.

to listen and know them well. Transition to a new environment or next phase for the MSI learner must be well planned, through interactive decisions, shared goals, continuity and coordination.

MSI learner case study J is a young person with multi-sensory impairment as a result of CHARGE syndrome. He has vision and hearing loss and difficulties with every sense. Seashell Trust’s multi-disciplinary Through digital art, J expresses how team has taught J to he experiences the world. communicate effectively, enabling him to express himself and develop more control of his world. He uses a total communication system which includes symbols, tactile signs, objects, body language, routines, calendar systems and an iPad. J often has difficulties regulating his body but, by using his communication book, he’s able to address this by telling his intervenor he needs to go for a walk.

By listening to J, our team have supported him to express himself through digital art. J creates amazing photographs, allowing others to see his unique perspective on the world.

The 'Listen to Me' MSI Conference will provide practical strategies for supporting children and young people with sensory impairment and feature keynote speakers, David Brown and Paul Hart. It takes place on Thursday 10 May at Manchester Conference Centre. For more information and early bird booking details, please visit: www.seashelltrust.org.uk/listentome #ListenMSI

Making a change from one setting to another, or transitioning from one phase of life to another, can be challenging for anyone.

It’s often difficult for MSI learners who rely on routine and predictability. Successful transition depends upon our ability WWW.SENMAGAZINE.CO.UK

SENISSUE93

47

48

MULTI-SENSORY

Introducing St John's Catholic School for the Deaf St John’s School for the Deaf offers placements to hearing impaired pupils and is a specialist school for young people with sensory and physical impairments. We are an oral school where pupils are taught by specialist teachers of hearing impaired children.

Our aim is to make sure every voice is heard and celebrated.

We’re based in Boston Spa, West Yorkshire and can provide both day and residential placements. Ofsted have rated both our care and our education provisions as Good.

What can St John’s help deaf children achieve?

Our teaching and support teams focus on working with children to ensure they reach their full potential. Last year our outcomes, which have been praised by Ofsted, included: • 100 per cent of young people leaving the school went on to further education, specialist colleges or training • 100 per cent of courses undertaken were completed • 100 per cent of courses taken were passed.

The children achieved a wide range of qualifications; on average, each child achieved eight qualifications each at GCSE or equivalent.

Why St John’s?

Our school is a warm and nurturing environment which welcomes children of all faiths, and none, and provides specialist residential and day school placements for young people who have sensory and communication needs.

We can support children aged between five and 17 and offer additional therapeutic support such as Deaf CAMHS, an audiologist and speech and language therapists all on site. Our unique complex needs unit offers one-to-one support for young people with complex multi-sensory needs, including visual impairment, autism spectrum disorder and hearing impairment. They are taught by a specialist teacher experienced in supporting multi-sensory needs, alongside support from a team of speech and language therapists.

How can I find out more?

We welcome visitors to St John's. To arrange to visit or find out more, email: referrals@stjohns.org.uk, call: 01937 842144 or visit: www.stjohns.org.uk

SENSORY WISE ONLINE Sensory Wise online is a sensory toy and education resource shop. Free special needs information resource, with a focus on sensory play and motor skill development.

We provide you with access to a fantastic range including: • Portable sensory toys • Sports equipment • Therapy resources Our services also include sensory room and play area design and installation.

Visit our free comprehensive Resource Hub to learn about sensory difficulties and what strategies you can use to help children overcome the challenges they experience.

TRAINING AND WORKSHOPS Sensory Wellbeing and Inclusion in Special Education - A training program for Early Years settings, Primary Schools and Special Schools. ✓✓ Enhance CPD for all levels of education within your team. Learn or revisit the important topic of child development and specific learning and physical disabilities. ✓✓ Increase the confidence of your staff in their ability to identify and support delays in development and special education needs and disability (SEND). ✓✓ Support early intervention. Action to address children’s needs is crucial to their future progress and transition through childhood into adult life. ✓✓ Learn practical strategies that can be easily incorporated into daily activities, without increasing your workload. ✓✓ Improve outcomes for all

To enquire about Sensory Wise products and services please email lucy@sensorywise.co.uk or call on 01384 686700/ 07758740038.

www.sensorywise.co.uk

Sensory Wise – More Smiles, Less Stress, Better Support SENISSUE93

WWW.SENMAGAZINE.CO.UK

MULTI-SENSORY

Charity pays For Alannah’s garden of delight A Weston-super-Mare-based charity has funded the creation of a sensory garden which has given a local girl a new lease of life.

The family of six-year-old Alannah say they are extremely grateful to the Axentis Michael Charitable Trust, which provided £5,000 for the garden to be created.

Alannah, who lives with parents Andy and Lisa, and 11-yearold sister Ella, in Weston Village, is registered blind and has global developmental delay, which means she cannot walk, talk, sit unaided or stand.

Dad Andy said: “All her needs, such as feeding, changing, and bathing, are met by us.”

As Alannah grew older and bigger, it became increasingly difficult to carry her upstairs to wash and sleep, so her family raised some funds, and secured a disabilities facilities grant, to have a downstairs wet room and bedroom built, with lifting hoists.

Andy said: “After the build we were left with a muddy, inaccessible garden. We needed it landscaped to allow Alannah level access so that she can be wheeled into her bedroom. “We thought she could benefit from her outside space that would meet her sensory needs such as sweet smelling flowers or rustling tall grass, wind chimes and so on.”

WWW.SENMAGAZINE.CO.UK

Andy contacted the Axentis Michael Trust through a work colleague, and the end result was that the Trust gave £5,000 to allow the landscaping work to be undertaken by Mendip Grounds Maintenance.

He added: “Without this donation, it would have taken us a considerable amount of time to raise the funds, and the work would not be able to take place for a long time.

“But now, the garden has been finished, and Alannah already really enjoys it. When the weather gets better, it will be a wonderful outside space for her to explore, and will significantly enhance her sensory experience”.

SENISSUE93

49

50

SCHOOL EXCLUSIONS

The costs of exclusion School exclusions are harming young people and exacerbating their mental health issues, writes Asha Patel

R

esearch by the Institute for Public Policy Research (IPPR)¹ published in September 2017 made grim reading. They found that at least one in two pupils permanently excluded from schools had a mental health issue, and only one in a hundred children who had been permanently excluded from mainstream schools went on to achieve five good GCSE grades which is the passport to employment.

The IPPR report argued that child poverty is increasing, the number of children in insecure accommodation is rising as is the incidence of mental ill health, and the number of children in need of a social services assessment more than doubled from 2010 to 2016 to more than 170,000 children. The report also found that: • excluded pupils are four times more likely to grow up in poverty, twice as likely to be living in care, and seven times more likely to have SEN as other children • boys are much more likely to be asked to leave their school, with three boys permanently excluded for every girl

SENISSUE93

• black pupils from Caribbean backgrounds are still significantly over-represented in pupil referral units, though most pupils (70 per cent) are white British • of the 85,975 people in UK prison, the IPPR estimates 54,164 were excluded when at school.

Isolated and marginalised Removing individuals with the greatest social, economic, academic and emotional needs from their learning, and separating them from their peers, does little to combat disruptive behaviours.

The sense of social isolation has a bad effect on the child who feels singled out; they become defensive and feel traumatised and are further excluded.

Children need to be part of at least one community. In fact, exclusions tend to reinforce feelings of separation from the school community, creating a cycle of disengagement. This results in challenging behaviour which too often leads right back to school exclusions².

We now know that mental health difficulties can be a cause of those disruptive behaviours which often lead to school exclusion³ but rather

Not only do exclusions not make things better, they can make them worse than being provided with targeted psychological interventions, young people are effectively being punished for experiencing poor mental health.

In addition, these young people – who often need academic support – are getting less teaching than children who learn easily.

Why are exclusions so popular?

The punitive approach to addressing behaviour that challenges us has been at the forefront of conduct management in schools for many years. There has been little evidence to show that it works yet the numbers of exclusions continue to rise. Why are we so wedded to a system which cuts our most vulnerable and troubled young people off from the support they need?

WWW.SENMAGAZINE.CO.UK

SCHOOL EXCLUSIONS

Perhaps exclusions are on the increase because schools are trying to deal with more children than ever who have social emotional and behavioural issues. In other words, perhaps “broken Britain” is responsible and there is not enough money in the system to provide the care and guidance these young people need if they are to stay in mainstream settings.

Schools need more mental health support. There is welcome news that “Teach First” is to offer some teachers two-year on-the-job training combined with a master’s degree to create mental health specialists. Children who are excluded are not having the social exchanges that other children have and this is likely to increase their sense of isolation and have a negative impact on their social skills.

Changing the perspective Researchers report that where staff show a more compassionate approach and try to look at what is happening in the classroom from a young person's point of view, pupils have higher levels of respect for their teachers, are increasingly connected to school and have lower rates of disaffection and subsequent exclusions.

Not only do exclusions not make things better, they can make them worse. Children may be set work to do without supervision or explanation.

Pupils eligible for free school meals are four times more likely to be excluded and if they are excluded, they may not be getting fed. If children are stuck at home, perhaps in an abusive situation or left unsupervised, there is a danger that they will be out on the streets and more vulnerable than ever. Schools have a duty of care but often children who are excluded are left to fend for themselves.

We often think that bad behaviour followed by punishment is a fine example of cause of effect and will prove to be a corrective, but is this the lesson they are learning? It is more likely that they learn that they don't fit in, that they don't have a place, and that days are long and boring when there is no WWW.SENMAGAZINE.CO.UK

Young people who are excluded are generally not good communicators stimulation or interaction. What is certain is that they are not learning anything that will help with their academic progress or with working towards qualifications.

What would change look like?

Suppose schools were to decide there should be no detentions and no exclusions, what would they have to put in place? Perhaps talking therapies, anger management groups, restorative justice programmes, nurture groups, targeted projects with parents and families, personalised timetables, mentoring, placements, a focus on wellbeing and self-esteem, counselling, and art, music or sports therapies.

Perhaps they might even try to have a more wholehearted attempt to identify a child's talents in the widest sense, instead of trying to pigeonhole them into an increasingly narrow curriculum.

This is a richer offering than exclusions where we take away the little that a child has and risk leaving them with a more solitary and isolated lifestyle.

Communication is vital. Young people who are excluded are generally not good communicators. Perhaps they have speech and language problems or an inability to use words to convey their meaning or their feelings. This is why so many of them resort to displays of physical aggression. Schools need to help them to maintain the skills they have, to set their own goals and to be the best version of themselves they can possibly be.

Whatever schools decide to do, there must be consensus across the board. There will always be staff who are wedded to the punitive approach, who think that these interventions are “soft on crime” and that young people will take advantage. Without a desire for

change there is a danger that schools will be stuck in a reactive cycle where no-one takes responsibility and no-one looks for a solution.

We live in a world where there are facilities to help people of all ages to increase their physical strength and improve their level of fitness but we do not spare a thought for those who need help to develop their resilience or their coping strategies. Statistics show that young people who have been excluded from school are more likely to leave with fewer qualifications and fewer opportunities for training and employment, and are more likely to commit crimes, get caught and end up with a custodial sentence. This is expensive for society and so wasteful.

There should be a better way but it will require a shift in thinking.

Footnotes 1. www.ippr.org/news-and-media/pressreleases/half-of-expelled-pupils-suffermental-health-issues-in-burninglyinjust-system-think-tank-finds (accessed February 2018).

2. Howarth, C., School exclusion: when pupils do not feel part of the school community, (2006) Journal of School Leadership.

3. Lewinsohn, P. M. et al., Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III—R disorders in high school students., (1993) Journal of abnormal psychology, 102(1), 133.

Further information

Dr Asha Patel is CEO of the community interest company Innovating Minds, a consultancy offering psychological support in education, training and employment to foster emotional wellbeing and resiliency: www.innovatingmindscic.com

SENISSUE93

51

52

PERFORMING ARTS

Licence to learn The performing arts can play a central role in the education of children with SEN, writes Belinda Ellicott

W

e are living in a time when the Government is squeezing the arts out of the education system to focus on the EBacc, which measures pupil performance in core academic subjects, and channelling children into a predominantly academic education. For a country that makes a lot of money through its creative industries, this seems to me to be very short sighted. At the same time, the Government is pushing for more students with SEN to attend mainstream placements. I believe that they run the risk of alienating and disadvantaging thousands of students and damaging the future UK economy in the process.

In Vygotsky’s Imagination and Creativity in Childhood, first published in 1930, he argued that play formed the early basis for creativity. He believed that learning was achieved first through cooperation with others in a variety of social settings and second through “symbolic representatives” of a child’s culture. Art, language, play, song, metaphors and models are part of a two-way process that structures a child’s intellect. Many students with SEN do not have the opportunities to engage in group activities at nurseries, playgroups or other settings before attending school, as provision outside the education sector increasingly does not exist. So it is vital that opportunities for all pupils to participate in performing arts are offered as part of their education.

In all performing arts there are three main strands: appreciation, performing and creating. Each of these strands supports learning beyond the discrete subject being studied. Whether the performance art is dance, drama or music, many of the skills acquired SENISSUE93

Through the performing arts, children with SEN can interact with others and explore relationships.

Many of the skills acquired are transferrable beyond the subject into everyday life through these three strands are transferrable beyond the subject and education into everyday life. In his 1983 book Frames of Mind: The Theory of Multiple Intelligences, Howard Gardner identifies seven forms of intelligences: • bodily-kinaesthetic • musical • spatial • linguistic • logical-mathematical • interpersonal • intrapersonal.

These all are beyond the rote-learning style of education, that schools seem to be encouraged to adopt to simply gain exam results, and focus more on the development of the whole

person. This kind of approach is hugely beneficial and far more pertinent in SEN environments, as much of the focus is on development of the whole student, beyond just the acquisition of facts.

Art and development Rudolf Laban believed that our first language was movement and that basic effort actions were often a window to the state of mind of an individual and therefore important for everyday life. Subsequent practitioners have also recognised the benefit of dance as a tool to help reorganise the central nervous system, improve emotional competency and support development of social skills. These are all vital components in aiding a student’s cognition and helping them to fulfil their learning potential, and hugely important to students with SEN, who may have missed out on early movement experiences.

Many of the students I teach are wheelchair users and spend most of WWW.SENMAGAZINE.CO.UK

PERFORMING ARTS

their time “contained” in these vital pieces of equipment. It is, therefore, hugely important to give them access to dance and other movement experiences to allow for vital and often missed movement development opportunities and to give students opportunities to explore their own physicality and creativity, so they can relate to the world around them. I completed an action research project last year that incorporated Sherborne Developmental Movement principles into a “dance as art” model of delivery for students with profound and multiple learning difficulties. Although this was only a small study, the results showed that students not only improved in the skills expected in dance but also took a greater stake in their own learning and engaged more with activities and with those around them.

Mind and body Tia De Nora discovered that there is an intrinsic connection between sound and motion, evident from the time a child spends within its mother’s womb.

The regular pulse of the mother’s heartbeat surrounds an infant and helps to regularise processes such as breathing, blood pressure, heartbeat and sleep. Many students with SEN have often been born prematurely and are plunged into a world of machines all working at different speeds and creating alien sounds. Steven Mithen’s research has shown that the singing of lullabies to neonatal infants improves their sucking abilities and as a result their weight gain. This idea, that the body can attune to an external beat (entrainment) is being recognised and used as a tool in medicine, rehabilitation and athletics training.

When people respond to music, it is often in a visceral way, and music has been shown to have associations that not only reveal a physical response but an emotional one too. It has also been revealed in research by neuroscientists Daniel Levitin, Steven Mithen and Oliver Sacks that music links to the rhythm of language and speech. For students with WWW.SENMAGAZINE.CO.UK

Drama as a discrete subject allows students the chance to interpret experience to create meaning SEN, this could be hugely beneficial as active participation reinforces the mindbody connection vital to aid learning.

Gunilla Lindqvist carried out research that looked at child’s play and discovered that much of a child’s relationship with its surroundings is dramatic and conflict is hugely prevalent. Themes relate to fear/ safety, weakness/strength, restrictions/ freedom and power/equality. This resonates with Vygotsky’s theory from 1971 where he related child’s play to drama and the aesthetic form of the fairy-tale. Most children have opportunities to interact with other children when attending pre-school but for many students with SEN, this opportunity has not existed and so the inclusion of drama as a discrete subject is vital as it allows students the chance to interpret experience to create meaning. A chance to practise situations in a safe environment, and to suspend reality so that all

involved can enter a common world to establish communication and meaning, provides a base for abstract thinking and creative ability. Drama offers an opportunity to distance oneself from an actual situation by creating a fiction and in doing so it allows expression.

Thought, imagination, language and bodily action occur simultaneously.

Drama links to play and play creates meaning. Drama is a vital discipline that can extend beyond the studio to all aspects of learning.

In the current rapidly evolving work and employment environment, the need for adaptability, creativity and interpersonal skills is perhaps greater than ever. The performing arts are currently leading the way in providing opportunities for integration using a creative approach to working practices and how society is represented. For students with SEN and the schools that support them, there could be very exciting times ahead.

References • DeNora, T., Music in everyday life, Cambridge, New York, Cambridge University Press (2000) 75 - 108.

• Gardner, H., Frames of Mind: The Theory of Multiple Intelligences, New York, Basic Books (1983).

• Laban, R, Modern Educational Dance (2nd edition), London, Macdonald and Evans Ltd (1963).

• Levitin, D., This is your brain on music, London, Atlantic Books (2008) 57 - 82.

• Lindqvist, G., The relationship between play and dance, in Dance Education 2 (1), (2001) 41 - 52.

• Mithen, S., The Singing Neanderthals, London, Phoenix (2006) 69 - 84.

• Sacks, O., Musicophilia: Tales of Music and the Brain, London, Picador (2008) 254 - 269.

Further information

Performance provides valuable opportunities for expression.

Belinda Ellicott is a dance teacher and music leader at Victoria School, Poole, a non-maintained school providing specialised education, therapy and care for young people aged three to nineteen: www.victoria.poole.sch.uk

SENISSUE93

53

PERFORMING ARTS

South London and SE England Interactive, sensory fun and stimulation through puppetry, song, rhyme, rhythm & repetition, with Makaton signing and voice output communication aids • • • •

SHOWS PANTOMIMES MASK WORKSHOPS IMMERSIVE EXPERIENCES (curriculum-based or story-based drama) • HALF-DAY FAMILY HOLIDAY ACTIVITIES

www.head2headtheatre.co.uk 01372 278021 office@head2headtheatre.co.uk

WWW.SENMAGAZINE.CO.UK

SENISSUE93

55

56

PERFORMING ARTS Advertisement feature

The benefits of music and drama in developing students with autism Students with a diagnosis on the autism spectrum can benefit greatly from the different perspective on communication and expression that engaging in music and the performing arts encourage. These activities provide safe spaces for young people to experience the give and take of communicative exchanges and explore their feelings.

Music can serve as a medium for communication, much like verbal language, supporting the development of collaboration, spontaneity and creativity. Often, the ideas that students bring to a music session and the recognition that these ideas receive, can build confidence and self-esteem, both areas that many students with an ASD diagnosis struggle with. For some students, their musical ability is an area of strength and enjoyment, and can be not only a timetabled session, but built into their schedule as a motivator. encourage students to give voice to some of their hopes and fears. Drama can provide students with alternative viewpoints as they take on the role of different characters, allowing them to see a particular issue through the experiences of others. The voice that students acquire through drama sessions can give them the confidence to advocate for themselves in other areas of their lives.

Social skills Coming together in small groups to play music together provides a medium through which students can socially interact with their peers with a joint focus, and they learn turn taking, compromise and group goals during these activities. The LVS Hassocks Blues Band developed such strong bonds and confidence from their musical sessions that in 2015 they opened the show at Autism’s Got Talent on a West End stage in front of 600 people – a daunting test which they not only passed with flying colours but also relished.

Finding their role Sixth formers at LVS Oxford are offered a drama component, called “exploring acting”, in their Vocational Studies BTEC. This culminates in a group-devised piece which they perform collectively, encouraging them to work cooperatively and use their imagination in an acting role. Additionally, students who show engagement with drama and a desire to act are given the opportunity to perform in assemblies and certain celebratory events.

Performing in front of an audience can be a daunting experience, and some students need to be gradually introduced to small audiences initially. Not all students will want to perform on stage, but they can be involved behind the scenes, with their contribution being recognised and valued whether it be on the sound desk, painting the scenery, or printing the programmes.

This allows each individual to have a key role in a final production.

Music as a reward, an outlet for expression and a way to build self-esteem now takes the form of weekly tuition for LVS Hassocks students with local company Rok Skool. As well as teaching musical skills, the sessions offer so many other benefits.

With sessions for groups of all abilities, music is made accessible to all to encourage students to work together within their band, communicate with each other through more than just words and practice listening to teaching and instruction in a different environment than a classroom.

Experienced staff are required to support students taking part in music and the performing arts, as students may experience strong emotions during these sessions as they become more selfaware. These emotions are not necessarily negative, but positive emotions also need sensitive handling to avoid students becoming over aroused before returning to their timetabled activities.

Drama too can provide additional opportunities for students to explore their emotions. Structured role-plays enable working through emotions and feelings, with staff able to support and

For more information, go to: www.lvs-oxford.org.uk or www.lvs-hassocks.org.uk.

SENISSUE93

WWW.SENMAGAZINE.CO.UK

TOURETTE'S SYNDROME

57

Don’t panic!

Pupils with Tourette’s just need the right support, not fear and misunderstanding, writes Suzanne Dobson

W

hen a teacher first hears that they are about to have a child with Tourette’s syndrome (TS) in their classroom they often feel anxious. What will the child be like?

How will they affect the dynamic of classroom and will they have an impact on the other children?

TS can be poorly understood by teachers and fellow pupils but, with the right support, children with TS can generally function as successful and happy members of the school community.

What is Tourette’s syndrome?

TS is a neurological condition which has a genetic basis and therefore has a hereditary element. It does not of itself reduce learning capacity or intellect.

One in 100 children have TS. This statistic holds good all round the world, apart from in sub-Saharan Africa were it is about half this number. Unfortunately, nobody knows why this reduction

occurs. What it does show, however, is that TS is more common than you think and that most teachers will have taught a child with TS but will not have been aware of it. This is because for many children it is quite mild and they can cope without any intervention either from the medical profession or the teaching profession.

For a person to be diagnosed with TS, he or she must: • have two or more motor tics (for example, blinking or shrugging the shoulders) and at least one vocal tic (for example, humming, clearing the throat, or yelling out a word or phrase), although they might not always happen at the same time • have had tics for at least a year; the tics can occur many times a day (usually in bouts) nearly every day, or off and on; there should be a tic free period of no more than three months within the year

They are as surprised and upset as you when those words leave their mouths • have tics that begin before they are 18 years of age; after this it is called Tic disorder, although the effects are identical.

There is no medication specifically for TS and those that exist often have unpleasant side effects. Especially with young children, the balance between controlling the tics and causing other problems must be finely weighed.

Only 12 per cent of children with TS have pure Tourette’s (that is, just the tics). The other 88 per cent will have a number of co-morbidities such as ADHD, OCD or ASD. >>

Most pupils with Tourette’s syndrome can work well in the classroom.

WWW.SENMAGAZINE.CO.UK

SENISSUE93

58

TOURETTE'S SYNDROME

Talk to the child One of the key things for the successful integration of a child with TS at school is to talk to the child and the parents about how their TS affects them, what makes life harder and what makes it easier. One of the main things which makes a difference is for the class to be told about TS. It really helps if the young person can be part of this and talk about how it affects them. It could, though, be part of a wider programme about understanding difference, or maybe even a research project for groups to look at several neurological conditions or the different conditions children in the class have, such as epilepsy or diabetes.

Many schools have peer support programmes or “friendship benches” which can help a child feel secure that there is someone who is there for them if they are having a bad day.

What aggravates tics?

Tics and other linked behaviour can be made worse if the child is anxious, for example if they have limited time to complete tasks, or if they feel they have to be quiet or discreet. Looking forward to birthdays, an outing or other much anticipated events can also provoke tics, as can tiredness, which is why sleep is so important. As with many other conditions, the changes around puberty also usually make tics worse.

In the classroom Only around ten per cent of people with TS have the swearing tic coprolalia, so it is unlikely, although of course not impossible, that your young person will swear.

What is often more of a problem in school is the phenomena known as “non-obscene, socially inappropriate behaviour” (NOSI). This means that if you are bald, short, over-weight or have a lot of make up on, a TS child with this type of behaviour will often comment.

It is hard to believe that, despite their comments, this is not what they are thinking. It’s even harder to believe that they are as surprised and upset

SENISSUE93

The one thing you really shouldn’t do with a child with TS is ask them not to tic

as you when those words leave their mouths, but that is the case. So, unlike with a toddler – when you can explain that their comments are not nice, will upset the person concerned and help them to learn not to do it – the tactic for a child with TS is to explain what’s going on to the staff and children they interact with.

The one thing you really shouldn’t do with a child with TS is ask them not to tic. It immediately becomes the only thing their brain wants to do. It is much better to sit with them and ask what their tic feels like before and during the tic. Is there anything that you could alter to make them tic less often?

Some children can suppress their tics for a short while, but it requires a huge amount of concentration which means they won’t be engaged with the lesson.

Younger children, though, will probably not be able to suppress tics at all.

Because tics wax and wane and can be suggestible, people believe either that the student can control their tics or that they are using them as an excuse for negative behaviour. Of course, very occasionally this may be the case but usually it is just the normal course of TS.

relationship with every child and many supply teachers may be wary of a child saying they have TS. Schools can use a “passport” which includes the child’s picture and a brief description of what helps them, and what doesn’t, signed by a member of the school’s senior staff.

Time out cards can be useful but they should have boundaries; this is even more important for younger children.

There needs to be designated place for pupils to go to release their tics, along with some suggestion as to how long you expect them to be gone for. For younger children, it is useful to say “I will check on in you in five minutes and see if you are OK”, and perhaps extend the number of visits depending on how the child is coping.

It is better, though, if their tics can be accommodated in the classroom. Once other children understand what is going on and are not startled by their tics, the pupil with TS usually works well in the classroom, as they might do with general background noise.

For a teacher of a child with TS, it is important to trust yourself. Try to remove the words “Tourette’s syndrome” from your interpretation of the situation and think about the actual tics and behaviours that you have before you. Realise that anxiety is anxiety and ADHD is still ADHD; then you will know that you have the skills to help the child with TS to grow and learn in your class.

Classroom support Depending on how the tics manifest themselves, a seating plan can be really helpful. If you have a motor tic, sitting at the end of a row can help; some children prefer to sit at the back so no-one can watch them, while others prefer to sit at the front. Again, talking to the child and the parents can be key to understanding how to support your student.

Especially in high school, it is more difficult for teachers to have a close

Further information

Suzanne Dobson is Chief Executive of the charity Tourettes Action: www.tourettes-action.org.uk

WWW.SENMAGAZINE.CO.UK

TOURETTE'S SYNDROME

WWW.SENMAGAZINE.CO.UK

SENISSUE93

59

60

TRANSITION

Transitioning to higher education Caroline Butterwick provides a useful guide for young people with SEN and disabilities starting university

T

he move to university is daunting for anyone, but it is especially so for many students with SEN. Knowing what support is available and getting it set up before starting university is a key part of making the transition to higher education go as smoothly as possible.

Disabled Students’ Allowance The Disabled Students’ Allowance (DSA) provides funding for students with disabilities. It can fund nonmedical helper support, such as study skills tutors for students with specific learning difficulties and mentors for students with mental health conditions

or on the autistic spectrum. It can also help fund equipment, such as computers and assistive technology, with the student paying the first £200 towards the cost of a computer.

All students who apply for DSA have a study needs assessment to determine what support is best for them. There are assessment centres based at universities across the country. After the assessment, the assessor writes up a report detailing what support the student needs.

DSA can be applied for before starting university, which is the best option in terms of getting support in place before starting a course. When I started my undergraduate degree in September 2010, I had my DSA needs assessment in June, so that support was in place before studying began. My computer equipment, which included a large monitor and magnification software, arrived within my first week of university, and someone came to set it up for me, so I didn’t have to worry about doing that myself. I was also given weekly one-to-one sessions with a mental health mentor.

DSA only covers costs related to studying. Students can also apply for Personal Independence Payments (PIP) through the Department for Work and Pensions (DWP) to help cover the additional costs of living with a disability.

Support from the university

University can be a hugely rewarding experience.

SENISSUE93

Most universities have a disability support team, who provide support to disabled learners. This team usually has disability advisers who can offer advice on what support is available. It’s worth getting in touch with the university’s

I was given weekly oneto-one sessions with a mental health mentor disability team early on to find out more about what they offer.

Some students are eligible for extra time in exams, which is put in place by the disability team. You would need evidence of the student’s disability for any support to be put in place. Some universities provide a specific learning difficulty diagnostic assessment service, with the student usually having to contribute towards the cost of the assessment.

Some support can’t be provided by the university. Help with personal care, for example, would need to be provided by the local area.

Getting used to the campus Getting orientated on the campus and in surrounding areas can be particularly challenging to students with SEN. Visiting universities on open days is a key part of selecting where to study for most students. It’s a useful opportunity to get a feel for the campus, hear more about specific courses, and talk to current students and staff about the university. It’s well worth going on open days to help decide where to study. It can also be a chance to see how accessible the campus, buildings and accommodation are.

Some universities provide an earlier start date or a summer school for disabled students, before the hustle and bustle of welcome week, WWW.SENMAGAZINE.CO.UK

TRANSITION

Before I started university, I took part in mobility training, getting me used to using public transport

Open days enable potential students to ask questions and explore any accessibility issues.

with opportunities to get used to the campus. When I worked in a disability support team at a university this “moving on up” event was popular with new students, and allowed them to make new friends early on. It left them better prepared for starting university.

About a month before I started university, my mum and I travelled up on the train to see the university campus when it was quiet for the summer. We also practised getting the bus from the campus into the city centre and had a wander around there to help orientate me. It enabled me to feel less scared about learning new routes when I started university. It also meant I was able to take the lead when venturing to the city centre with new friends, as I already partially knew my way around.

Getting prepared Learning skills for independent living is important for any new student, but especially for ones with SEN. For most students this is the first time they’ve lived away from home and have to prepare their own meals and plan their own time.

As a visually impaired person, I found getting around independently a challenge as a teenager. So in the summer before I started university, I took part in mobility training, getting me used to using public transport on my own. I WWW.SENMAGAZINE.CO.UK

also had cane training to increase my ability to get around independently.

I practised skills like cooking, with my mum and I making a recipe booklet together with meals I could prepare for myself. I got used to using aids like a liquid level indicator for making cups of coffee.

It’s worth contacting the local social services team or a disability charity (my mobility training was done via a visual impairment charity in Leicestershire) to see what can be provided. Developing skills for independent living before starting higher education makes it easier to transition to university.

with the disability team at the university, as well as other areas including estates, the library and the equality and diversity officer, to highlight areas which needed improving.

The National Union of Students (NUS) runs the Disabled Students’ Campaign.

I was lucky to be a delegate to the Campaign’s annual Disabled Students’ Conference, where we shaped NUS policy around disability issues.

Getting involved in a disability group is a great way for SEN students to meet new people and have their say about their experience at the university.

Starting university can be daunting, but with the right support put in place and with preparation it can be a hugely rewarding experience. I was very nervous and apprehensive about becoming a student, but I’m so glad I took the plunge.

Student groups A big part of student life can be joining activities, from sports to special interest groups. These student clubs and societies are usually run by the students’ union. You can often find a list of these on the union’s website. It’s worth looking at these while deciding where to study, as joining groups can be an important part of the student experience.

Some university students’ unions have groups specifically for disabled students. When I was an undergraduate I started up a student group called the Disabled Students’ Forum, where disabled students could get together and share our experiences, good and bad, and campaign together to create change on campus. We worked closely

Further information

Caroline Butterwick has worked in two university disability teams and is a current postgraduate student.

Caroline has a visual impairment.

Her website is: www.carolinebutterwick.com Information on Disabled Students’ Allowance and Personal Independence Payments is available from: www.gov.uk/disabled-studentsallowances-dsas www.gov.uk/pip

SENISSUE93

61

TRANSITION Advertisement feature

Exeter Deaf Academy – supporting achievement at post-16 and post-19 Exeter Deaf Academy is the UK’s only post-19 specialist provision for deaf young people with additional needs.

Post-16 and post-19 learners are supported with bespoke learning pathways into further education, employment and independent living.

Academic and vocational courses with recognised qualifications and supported-internships are tailored to the individual needs, strengths and independent choices of the learner, putting Exeter Deaf Academy at the forefront of specialist post-16 and post-19 provision.

The Academy’s specialist team include Teachers of the Deaf who teach a multi-sensory curriculum, alongside experienced deaf and hearing staff who are qualified in British Sign Language. Learners also access a full range of onsite therapies including audiology, speech and language, counselling, occupational therapy and physiotherapy.

All this underpins the Academy’s specialist work around building confidence and independence allowing deaf young people to thrive. Book a visit: exeterdeafacademy.ac.uk

WWW.SENMAGAZINE.CO.UK

SENISSUE93

63

64

TRANSITION

SENISSUE93

WWW.SENMAGAZINE.CO.UK

TRANSITION

Adult autism service opens in West Aberthaw A new residential home for adults with complex needs associated with autism has been opened in West Aberthaw, Vale of Glamorgan.

The 12-bed service offers a transition for adults who have left full time education, as well as those who are learning to live more independently. The facility is arranged across a series of grade II listed stone barns.

Mike Currier, CEO of Orbis Education and Care who manage the site, said: “Ty Carreg is a wonderful addition to our adult services. We saw the site and knew we had to have it, as it provides a beautiful environment and home. It is custom designed for the needs of its residents and staff to ensure they get the best experience whilst living and developing at Ty Carreg.�

Ty Carreg was developed by X-Stream Developments, which is owned by former All Black and Cardiff Blues captain Xavier Rush. orbis-group.co.uk

WWW.SENMAGAZINE.CO.UK

SENISSUE93

65

66

BOOK REVIEWS

Book reviews

by Mary Mountstephen

The Teacher’s Guide to SEN N. Packer

The Management of ADHD in Children and Young People

Crown House Publishing Ltd £18.99 ISBN: 978-1785-83025-9

V. Harpin (Editor)

The author, who specialises in SEN and school improvement, has held roles as a headteacher and SENCO and runs professional development courses in collaboration with national and international organisations. In this book, she sets out to provide class and subject teachers with the knowledge they need to meet the requirements of legislation.

The book is divided into two main parts, with the first providing information on the current state of SEN, EHC plans and the implications of “high quality teaching” within an inclusive teaching environment. Further chapters cover the elements of successful SEN support and working in partnership with other professionals and parents.

Part 2 of the publication is titled “The Teacher’s Toolkit” and covers areas such as: communication and interaction; cognition and learning; social, emotional and mental health issues; and sensory physical needs.

The chapters share a common structure that details classroom strategies and specific activities, with links to published resources and websites. Packer includes short case studies that are based on classroom experience and on advice from practitioners and specialist organisations.

Chapters end with short reflective activities and links to additional sources of professional development.

The book closes with a useful list of abbreviations, a glossary of related terms and a description of the roles of a range of associated professionals.

This is a practical and informative text that would be of value to a wide range of classroom practitioners seeking information and strategies for delivering more inclusive provision.

The Editor of this book is a consultant neurodevelopmental paediatrician, based in the UK, with many years of experience working in the fields of child mental health, behavioural difficulties and the management of children and young people with ADHD in education.

This publication is aimed at clinicians and, building on insights into the history of our understanding of the condition, it sets out to provide information on assessment and intervention protocols and ways of addressing them.

The book opens with a positive prologue. This sets the tone for a publication that recognises the difficulties that ADHD can contribute to, but also celebrates the achievements of one of Dr Harpin’s former clients.

She provides an overview of the evolution of the concept of ADHD and the ways in which the symptoms influence development at different stages of development.

Subsequent chapters provide targeted advice on referral, assessment, comorbidity, medication, and classroom strategies and other related aspects.

These contributions come from specialists in their fields and each chapter includes a detailed reference section as well as a summary of the content.

The chapter by Fintan O’Regan will be of particular interest to teachers as it focuses on school and classroom strategies in relation to teaching and managing the child with ADHD, and includes advice for working with parents.

This is an interesting contribution to the field of ADHD that provides insight into the clinician’s perspective.

SENISSUE93

Mac Keith Press £34.95 ISBN: 978-1-909962-9

WWW.SENMAGAZINE.CO.UK

BOOK REVIEWS

Health and Wellbeing in Childhood: Second Edition S. Garvis and D. Pendergast (Editors)

Kids, Music ‘n’ Autism: Bringing Out the Music in Your Child D.S. Berger

Cambridge University Press Price: £52.99 ISBN: 978-1-316-62300-8

Jessica Kingsley Publishers £10.99 ISBN: 978-1-78592-716-4

The Editors of this updated and comprehensive text hold positions as Professors in universities in Sweden and Australia. They have brought together a range of experts in health and wellbeing education to provide readers with recent research and practice across key priority areas, in terms of physical, social and emotional learning and childhood development.

Chapters open with an introductory overview and include case studies, questions for reflection and related reading and references, as well as drawings and photographs. Many practical examples are provided to illustrate concepts of child development.

The book covers the period from birth to 12 years old and includes areas such as: communication development; developing wellbeing through movement and motor skills; addressing developmental challenges to improve wellbeing in children; supporting resilience; and strengthening social and emotional learning in children with special needs.

It is divided into four parts, with the first part focusing on setting the context and the second featuring contributions from international experts. Part 3 provides information on a range of interventions, such as “talking circles”, and the final section explores issues relating to leadership and implementing innovations and effective interventions in a variety of settings.

The book has a companion website where the reader can access activities to consolidate learning, links to video and audio clips and extended reading lists. It would be of value to undergraduate education students, as well as teachers undertaking post-graduate courses and academics.

Dr Berger is a concert pianist, music therapy consultant and educator. She uses a sensorimotor music-based approach for working with children and adults on the autistic spectrum and is the author of several books in this field.

This text provides the reader with a guide to the contribution music can make to the developing child, stressing its potential importance in providing positive and enjoyable interactions through a wide range of musical activities.

It is divided into two main sections, with the first part covering areas such as: music and sensory education; music and anxiety reduction; and music and the developing emotional brain.

In the second part, Berger explains the differences between music lessons and music therapy and advises on ways to find and select the right professionals. The distinction between teacher and therapist is an important one for teachers as well as parents to understand and the advice given should prove very useful for those working in schools.

The effects of visual and auditory difficulties are linked to ways in which music can be integrated into programmes and Berger explains how issues such as hyperarousal and hyperactive meltdowns may be caused by excessive sensory overload.

The book closes with a useful guide to related resources internationally and Berger makes a final point that she believes “all brains benefit from music”.

WWW.SENMAGAZINE.CO.UK

SENISSUE93

67

68

SHORT BREAKS/RESPITE

Short breaks breakdown Health and social services for families of disabled children are in crisis, writes Amanda Batten

R

ecent research found that a quarter of parents with disabled children provide more than 100 hours of care – the equivalent of working three full time jobs simultaneously and without any of the usual benefits like regular or sick pay, holidays or a pension.

Carried out by the charity Contact, the research, Caring More Than Most, presents the most reliable and comprehensive picture of the lives of UK families with disabled children to date. Its findings show that there is a marked and unacceptable difference between the quality of life and opportunities available to disabled children and their families compared to those without disabilities. For example, when compared to non-disabled children, disabled children are: • twice as likely to live in a home where there is no parent in paid work (34 per cent compared to 17 per cent) • more likely to live in a lone parent household • more likely to live in a household without a car, in a home without central heating and in overcrowded housing.

And at the heart of this is the fact that many parent carers are providing an unimaginable amount of care day in and day out. Providing 100 hours of care a week – which is often emotional, stressful, and physically demanding – leaves very little time for work, social opportunities, or partners. Of course, all parents care for their children, but without access to services and support, the extraordinary levels of care that so many families with disabled children are SENISSUE93

Providing 24/7 care for a child is emotionally and physically draining.

providing is unsustainable and drives the negative socio-economic trends that are described in this research.

Simple solutions It doesn’t need to be like this, because the solutions aren’t complicated. It is often quite modest levels of support that families want, to help balance life and care – a couple of hours off to do the weekly shopping, spend time with other children or have a bath. This support could be in the form of short breaks, respite, adaptations to the home, the right equipment, personal budgets – these are all services that enable disabled children to be children, and help families to stay in work, stay together, or just to have a decent night’s sleep. They can make all the difference.

Families that receive a regular break from 24/7 caring are emotionally healthier and experience lower rates of stress, depression and sleep deprivation. For disabled children, short breaks help to open up the world and

Providing 100 hours of care a week leaves very little time for work, social opportunities, or partners give them a sense of independence.

Short breaks also allow parents to spend more time with their other children. Essentially, they relieve the pressure on families’ day-to-day lives, helping them stay together and preventing them from reaching crisis.

Short breaks services can be provided by local authorities, health services or private, voluntary and community sector organisations. Short breaks services can include day-time or overnight care in the home or elsewhere, educational or leisure activities outside the home, or services to assist parent carers in the evenings, at weekends and during the school holidays.

WWW.SENMAGAZINE.CO.UK

SHORT BREAKS/RESPITE

Personal and social costs Failure to provide short breaks risks the health of disabled children and increases the need for more frequent medical interventions or hospital admissions. Lack of this support also impacts on the emotional and physical wellbeing of the whole family. The cost savings of providing short breaks are well documented, because the alternative crisis interventions, such as children going to live in residential care are so costly. Based on local authority case studies, providing short breaks to 22 children at risk of going into residential care, has a potential cost saving of £1.8 million.

Research shows that there is an increased number of disabled children, due to advances in medicine and better diagnosis of conditions. Many more children are living longer with very complex health and care needs. Yet instead of seeing a roll out of health and social care support for this growing population of disabled children, we are in fact seeing the opposite.

The impact of austerity and pressures on health and social care budgets means that more and more services are being cut or are harder to come by for families with disabled children. It is heart breaking to see families faced with the small amount of support they do receive, being reduced or taken away, as a short-term measure to cut budgets at a local level.

Angela and three-year-old Thomas.

WWW.SENMAGAZINE.CO.UK

When the tiny bit of respite support you get is cut, you can imagine what a slap in the face that is Yes, local authorities are experiencing budget cuts on an unprecedented scale, but it is short sighted to cut such crucial services that enable families to continue caring for disabled children in their home. That's why the 50 charities that make up the Disabled Children's Partnership are calling on the Government to review the funding of short breaks services.

What do parents say?

Angela from Hertfordshire, mum to three-year-old Thomas, said: “Thomas is blind, non-mobile, has severe learning difficulties and is mostly tube fed. Most families face the juggle of care and work, but when your child has complex disabilities you need much more help to keep the show on the road. When your child can't manage a normal nursery, you need help to transport them, or you need on site medical support for your child, then trying to manage both care and work takes a lot of planning. You need your family, your employer and the state to help you out. Then, when the tiny bit of respite support you get, for example four hours per week of care, is cut, you can imagine what a slap in the face that is. These are the breaks that help us do the shopping, get a haircut and re-set our family life, without them it's hard to know how we will cope.”

Jennie’s five-year-old son Ben has quadriplegic cerebral palsy. He needs 24 hours a day, one-to-one care and has a severe sleep disorder, which means he is awake up to six hours a night. Jennie says: “Ben’s dad and I struggle with the 24-hour a day care and lack of sleep. It’s crippling at

times. The whole social care and health system for families like ours works on a system of crisis management.

There’s no forward thinking. We live with the constant feeling that at any given moment our situation could implode. We were denied a social care assessment three times. It took us 18 months in the end. ​For a long time we were told Ben was so young he was really no different from any other child his age – despite being on high rate Disability Living Allowance. We were eventually given a social care package and we now get a few hours home help each week which, among other things, means we can collect his sister from school while Ben stays at home.

Our lives are precariously balanced and if just one of the wheels falls off, for whatever reason, we could lose our home and have to pay back money for the home adaptations we've had done for Ben. It makes me so angry that families with disabled children aren't getting the support they need and are made to feel like this. It shouldn't be this hard for people to secure the help they need and deserve.

“Local authorities and the NHS have a duty to provide short breaks services. However the law around their obligations is complicated and not as clear cut as it needs to be and it’s vital that we review this before more services are closed due to loopholes.”

Further information

Amanda Batten is chair of the Disabled Children’s Partnership (a coalition of 50 charities) and CEO of Contact, a charity for families with disabled children: contact.org.uk

SENISSUE93

69

70

MEDIATION

SEN and mediation Mediation can avert many battles in SEN disputes, writes Ben Walsh

V

ery often, when it comes to SEN, there is a substantial gap between the views of the parent and those of the local authority (LA). Parents who feel that school support isn’t working for their child can become involved in a struggle with the LA to try to secure the right provision.

Parents can challenge an LA’s decision through the SEND tribunal, which deals with disagreements about education, health and care (EHC) plans. Many see these coveted legal documents, which specify funded support, as passports to provision. When resource-strapped local authorities refuse to conduct an assessment for a plan, or decide not to provide one, parents have the right to appeal. Parents can also appeal the needs, provision or placement specified in an EHC plan.

This legal move may seem unavoidable for parents. The message to them from peer-support groups can often be “arm yourself and prepare for battle”. In fact, parents win over 80 per cent of appeals. The strain and longterm impact of a tribunal, though, can be immense. On top of the financial fallout, there is a draining “cost to the emotional, mental and physical wellbeing” of families, as described in the University of Warwick’s Review for the Department for Education (SEND disagreement resolution arrangements in England: review, March 2017).

Proceedings also risk disadvantaging those who may struggle to argue their child’s case or pay for professional reports and lawyers.

The 2014 SEN reforms gave new emphasis to the option of free, independent mediation. If this process can lead to early agreement focused on a child’s best interests, the value of mediation is plain to see.

SENISSUE93

The atmosphere is usually cordial, constructive and far from combative How does mediation work?

Mediators do not judge or propose solutions. They facilitate a controlled and balanced conversation through questioning, encouraging parties to hear each other’s perspectives and explore new ways forward. LAs must arrange mediation for any parent who asks for it.

Parental choice to partake is voluntary, but appealing parents must seek advice on what mediation could offer.

LAs have to balance high caseloads and ever-limited resources, but mediation is typically the first chance for them to get a real picture of the child as a person rather than a case on paper. The meeting “opened up the conversation”, one parent told me, “the decision was rescinded in the first five minutes”.

In other cases, key information is exchanged and parties explore what actions should be put in place to provide the best support. “I left mediation with a very clear idea of what the right steps were and who to involve next”, said one SENCO. The atmosphere is usually cordial, constructive and far from combative, leaving parents satisfied their child is at the heart of the resolution. Noone, though, should be pressured to compromise; if rifts remain, the tribunal remains an option.

Mediation isn’t the answer in all cases; I spoke to one parent who felt that “the local authority just wouldn’t engage”. There are also questions about how a non-judicial forum can

safeguard rights. I argue that mediators, although impartial, should be trained in SEN law. This is not current practice across-the-board and there will be less confidence in the process until it is.

Parents who can do their homework often get the most out of mediation.

This means knowing what to prepare.

An understanding of the law will empower parents to make all-important choices. My own research has shown that it is vital for children and young people to have their say, too. Their views are critical to the solution and it is our duty to listen to them.

Before seeing it in action, I was cynical about how mediation could forge fruitful dialogue in SEN, where positions appear polarised and ingrained. Actually, they are often not, and mediation brings a unique opportunity to establish this. That makes it a brilliant resource, if not a panacea. The University of Warwick review found that the majority of mediations led to resolution and significantly reduced the likelihood of appeal. If engaged with effectively by LAs, mediation has the potential to spare families months of strife and give them back their lives.

Further information

Ben Walsh is an English teacher and volunteers as a mediator in EHC plan disputes between parents and local authorities. He is part of a working group advising the Department for Education on the SEN reforms.

WWW.SENMAGAZINE.CO.UK

FACE BLINDNESS

Recognising prosopagnosia Sally Gates outlines research that sheds new light on how “face blindness” can be identified and supported

S

chool can be an isolating place for a child with prosopagnosia: a sea of blank faces in the playground, with the same clothes, the same hairstyle and the same shoes. It’s not surprising that many children with prosopagnosia, or “face blindness”, withdraw completely and have difficulty making friends.

It is a recently identified condition – only listed by the NHS in 2014 – and so diagnosis has been patchy.

Research published in January 2018 in Scientific Reports¹ has revealed there are early indicators of face blindness in children as young as seven. If these are recognised, they could prompt early diagnosis and management.

“People we spoke to recalled childhood experiences of face blindness that weren’t picked up at the time,” explains Dr Sarah Bate who led the study at Bournemouth University.

“These occurred between the ages of seven and eleven and were usually an embarrassing or even dangerous situation arising from the child’s inability to recognise faces. This demonstrates the potential to diagnose the condition much earlier. We realised we needed to provide a tool or checklist to help detect prosopagnosia in children. This just hasn’t existed until now.”

Common factors By analysing interviews with over 50 adults and children with prosopagnosia, and some partners or parents too, the research team could identify common behavioural manifestations. These do not just focus on the limitations of the condition, but reveal the remarkable coping strategies people employ to manage everyday life.

WWW.SENMAGAZINE.CO.UK

“Someone with prosopagnosia will always arrive first for a meeting, so they don’t have to approach the other person,” says Dr Bate. “A child with prosopagnosia will gravitate towards someone in their class with a distinct appearance, like a Chinese child in a class of mostly Caucasian children or vice-versa.”

The team have used these and other common indicators to compile the first evidence-based symptom checker; something healthcare and education professionals have needed for some time.

Helen Brewer is Inclusion Coordinator at St Mark’s C of E Primary School in Bournemouth. “I’ve encountered a young child who doesn’t

Key signs of prosopagnosia: •• difficulty following the storyline in films or TV programmes •• problems identifying people in photographs

A child with prosopagnosia will gravitate towards someone in their class with a distinct appearance engage in the playground,” she says.

“Maybe it’s because she just can’t see the people she knows in such a large and busy space, rather than because she doesn’t want to play with anyone.

I can also see how face blindness may explain some attachment issues, particularly in larger families. The obvious suspicion in these cases is autism, but perhaps this isn’t the case.”

If you suspect your child or a child you work with has prosopagnosia you can check their symptoms against the online prosopagnosia checker.

Footnotes 1. www.nature.com/articles/s41598-01820089-7

•• appearing lost at a busy place (playground or train station) •• avoiding asking personal questions or using names •• never introducing people •• over-reliance on hairstyles, accents or other features to identify someone •• confusing people who have similar hair or other features •• not recognising someone out of context •• not being able to imagine a person’s face.

Further information

The research team at Bournemouth University have created a prosopagnosia symptom checklist, which can be downloaded at: www.prosopagnosiaresearch. org/symptoms

SENISSUE93

71

72

LEARNING OUTSIDE THE CLASSROOM

Outdoor inspiration Out of the classroom learning offers a wealth of opportunities to challenge and engage young people with SEN, writes Anthony Wood

A

s any teacher will tell you, nothing compares to the experience of watching something click inside a student's head. Often, this is a specific skill learned in a lesson, but the moments are where a student demonstrates newfound confidence, a genuine belief that they can take on the task in front of them. For young people with SEN, the development of this selfesteem and the ability to adapt to new challenges is central to their education.

In my teaching, I work to develop this confidence through a range of out of the classroom activities, from nature-based learning to sports and volunteering. These activities are instilled in the core of the school curriculum and have been further supported by the framework provided by offering The Duke of Edinburgh’s Award (DofE) to our Key Stage 4 and 5 students.

When I speak to my young people about the “work” we did today out in the garden, or in the gym, they tell me that they haven't been working, as there were no textbooks or pens. I always ask them “Didn't we discuss what we were SENISSUE93

going to be doing, didn't you have to think closely about what you were doing, and think of what your answers would be?” They gradually embrace the fact that it is not only in highly structured lessons that they are learning.

Activities that we offer as part of the curriculum range from a horticultural programme to taking trips to the seaside. What each young person has to gain from outdoor experience varies entirely from one individual to the other, and it is the role of the educator to gauge what is most helpful to each student. For one young person, spending time outdoors may be a challenging experience, as they may be more used to the familiar environment of the indoor classroom. For another, digging in a vegetable garden may provide a comforting respite from the academic challenges of the classroom.

By providing young people with a certain degree of challenge, and the support they need to tackle this challenge, we are able to diversify their range of experience.

This diversification is essential. As special schools work so hard to provide a supportive environment, we also have

Volunteering with local community groups can give pupils a lifelong place within the community to remind ourselves that our young people are soon to be young adults.

By providing them only with familiarity for the seven years they are with us, we would be denying them the ability to adapt to the new circumstances of their adult lives. Instead, we must focus on broadening their horizons.

Experience has shown me that a minor negative experience can ultimately turn into a positive gain, as it gives the young person better knowledge of their own interests. For example, a young person who finds the activity of painting a garden mural to be dull has still gained the knowledge that this is not something they enjoy.

As teachers, we have to facilitate environments that empower young WWW.SENMAGAZINE.CO.UK

LEARNING OUTSIDE THE CLASSROOM

people to learn about themselves in this way, and from there to make informed choices about their interests.

The goal of resilience is enshrined across the spectrum of education, but for young people with SEN, resilience is at the core of everything they do.

Everyday activities that many people take for granted – such as speaking in a social group – can require bravery, strength of will and conscious effort for some young people. Young people with SEN have to be resilient throughout their lives as they confront and expand the limits of their abilities.

We must remember the resilience they already show in their daily lives when considering new challenges to put before them.

Getting active I am a firm believer that sport can break down all kinds of barriers. There are some challenges to young people with SEN getting involved in sports; these might potentially including a dislike of physical contact or of competitive sports, trouble with coordination, visual or hearing impairments, or limited mobility. Yet there are a whole host of accessible and inclusive activities available to young people. Physical activity is essential to the healthy development of all young people, and young people with SEN deserve the right of full inclusion within that.

73

The expedition was able to challenge each young person, whilst still being achievable by all

As a leader for sports in my establishment, we have had great success in offering a range of sports activities to our young people, some of whom will soon be heading off to the national Disability Gymnastics Finals in Cardiff. A young person with extremely limited mobility may play boccia seated and with the use of a ramp, using vocal direction to decide the aim of the ball. We have recently secured funding to offer fully inclusive wheelchair basketball, in which wheelchair users have the experience of being an advantage to their peers.

Sporting achievements, whether through official competitions and schemes, or simply through a young person's understanding of gradual improvement over time, can give young people the confidence to better tackle the whole of their school experience.

If they find that their academic studies cause frustration, and find it difficult to mark their gradual achievements in their studies, sport provides a positive

New experiences can be very empowering for students.

reinforcement of the results of hard work and focus.

Sport's social dynamic also provides a structure from which young people can understand team work and social boundaries. The strong individual support that special schools offer can lead to a young person's main social contact coming from the teaching staff, rather than from their peers. Working together in a sports activity opens young people up to socialise with their peers, and to communicate with them as a team. This allows for role modelling, where one student having a very sociable attitude can lead to a more social dynamic for the whole group. For young people involved in sports that take them out of school, these activities can also help them find a place in the wider community.

Making a contribution Getting involved in volunteering activities can further expand the boundaries of a young person's experience. Again, the experience of a variety of activities is invaluable, All children should be able to take part in sporting activity.

WWW.SENMAGAZINE.CO.UK

>> SENISSUE93

74

LEARNING OUTSIDE THE CLASSROOM

as it empowers young people to make informed decisions on what they do or do not enjoy. Our school has been able to arrange a variety of volunteering opportunities, including being a volunteer at the local Rainbows group, helping at a local church group, and working locally with countryside management at Llyn Llech Owain Country Park.

Volunteering opportunities that involve taking part in a community, ensure that the groups of people that our students are exposed to are not limited only to our own school.

Young people with SEN can be at risk of being isolated from communities, whether through lack of confidence to explore new opportunities, issues with access and mobility making it difficult to physically encounter new places, or from the challenge of socialising and communicating. Getting involved in volunteering with local community groups at a young age can give pupils a lifelong place within the community, and an understanding that their work can be of benefit to the community.

We are now hosting the local Rainbows group from within our own

Many students flourish when away from the pressures of the classroom.

SENISSUE93

school classrooms, and our young people are taking pride in sharing their space with other young people. We know that volunteering has value to these young people as they continue to enjoy volunteering on a weekly basis.

The challenge of adventure As part of The Duke of Edinburgh's Award, led by my colleague Liz Hopkins who has been teaching Key Stage 4 and 5 and SEN/ALN for 27 years, we were determined to enable our young people to fully participate in the DofE's expedition experience.

This involves two days of a pre-planned walk, and one night of camping. Our team included young people with cerebral palsy, a young person who is wheelchair bound with spina bifida, and another with Down’ syndrome.

After much consideration, we were able to offer an expedition through The National Botanic Garden of Wales, which features a range of rough terrain as well as paved walkways.

By setting off in groups across a variety of mapped routes, each with their own coordinates and meeting points, the expedition was able to challenge each young person, whilst still being achievable by all. Some of our pupils with the most limited mobility were nonetheless the most eager to take on the challenge, and showed absolute determination in achieving their goals.

The highlight of the expedition was the camping, as the National Botanic Garden had arranged for us to stay in their Great Glasshouse, the largest single-span great glasshouse in the world. The young people played an active role in every element of the camping trip, from cooking their own dinner and breakfast to setting up the tents. For many of our young people, this was their first opportunity to go camping.

The combination of the excitement of an entirely new experience, the beautiful gardens and greenhouse, and the sense of achievement in what many had previously thought impossible, all added

together to make it a highly valuable experience for our young people.

The enthusiasm felt by all was evident in the commitment of our teachers and teaching assistants, many of whom have their own children and family commitments, but all of whom rushed to give up their time to support our expedition.

The achievement of a Duke of Edinburgh's Award by our young people demonstrates my personal belief in the capacity of young people of all abilities to rise to the challenges put before them, when offered appropriate support. Both larger adventures like the expedition and smaller daily adventures all contribute to a young person's social, emotional and cognitive development. By taking education out of the classroom, and into the natural world, young people can be enriched by new challenges, gain a host of practical skills, and expand their horizons.

Further information

Anthony Wood has been teaching for 22 years, 15 of which have been spent in SEN education. He teaches Key Stage 3 at Canolfan Amanwy, a specialist SEN facility based on the site of Ysgol Dyffryn Aman, a comprehensive school in Ammanford, South Wales.

The author would like to acknowledge the substantial contribution of his colleague Liz Hopkins to the production of this article.

The Duke of Edinburgh’s Award (DofE) is a youth achievement award for 14- to 24-year-olds of all abilities, with an emphasis on outdoor and physical activities, amongst others: www.dofe.org

WWW.SENMAGAZINE.CO.UK

LEARNING OUTSIDE THE CLASSROOM

Bursary Supported Residential Outdoor Learning The Calvert Trust has been delivering residential ‘learning outside the classroom’ experiences for pupils with special educational needs since 1976.

If you are looking for ways to develop your students’ social skills and build their confidence, all while having fun with their friends in a new environment, we have something amazing to offer you.

To find out more, including dates and availability, call us on 017687 72255

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

WWW.SENMAGAZINE.CO.UK

CalvertTrustLakes

@CalvertLakes

SENISSUE93

75

76

LEARNING OUTSIDE THE CLASSROOM Advertisement feature

How to quickly create a stylish sensory garden Sensory gardens are highly beneficial for children with sensory processing disorders, autism and other disabilities.

The Sensory Trust states that it is vital that your sensory garden is designed well to be fully accessible. Those in wheelchairs should be accommodated by using raised beds, for example. Paved pathways are important to ensure you have a practical and suitable space.

If you are short on space, time, carpentry and landscaping skills, you can find great solutions for quickly installing above ground planters, ponds and sandpits to create a sensory garden. These are ideal for children and adults and, importantly, can be used on a variety of surfaces, so you don’t need to undertake large garden remodelling projects.

How to get started If you are excited to get started on with your sensory garden for this spring, talk to Garden Paradise. They manufacture British made and seriously strong wooden raised beds, ponds and sandpits.

You can add more interest to your garden by choosing from products that are square, rectangular and octagonal in their standard range, or create a custom shape to suit your requirements.

The pressure treated timber is guaranteed on grass, soil and concrete, above ground or in-ground. You can choose between a 27mm or 44mm wall thickness across the range. Everything is built to last and safe too – the timber treatment is ACQ and play park friendly.

All the range is quick and easy to put together. An 8ft octagonal raised bed could be set up in approximately 30 minutes with the Garden Paradise smart system. The tongue and groove wood is pre-cut with slots to swiftly assemble the walls; they provide fully illustrated guides to set up ponds, planters and sandpits.

The Garden Paradise ponds are always a talking point. The Wooden Pond Kit includes a Garden Paradise pond liner and sidemount linerlock to attach the pond liner to the wall. There is a five year warranty on all 27mm thick products and ten years on 44mm products.

Sensory garden benefits: • stimulate and develop the five senses: sight, sound, taste, touch and smell • create a calming, fun and safe environment for people of all ages • allow children to engage with the environment • encourage exploration and discovery skills • promote creativity and heighten focus and concentration.

How to stimulate the five senses Sight Planting colourful flowers and plants creates a visually appealing environment. Vibrant, non toxic flowers include pot marigolds, snapdragons, evening primroses and hibiscus. And remember, colourful, nectar-rich plants attract colourful birds and butterflies!

Smell Choose strong smelling flowers and herbs to stimulate the senses and create calming aromas.

Pungent herbs include chives, rosemary and sage. For plants, try lavender, geraniums and roses (all non toxic and child friendly).

Touch Consider planting soft and velvety flowers such as Lamb’s Ear (Stachys) and grasses that can be brushed through. Why not feature a sandpit too? Sand is a wonderful texture and allows children to explore their sense of touch and encourages imaginative play. And of course, there’s water play too.

Taste Incorporate the taste element into your garden. You can plant edible herbs, fruit trees, vegetables and fruit.

Sound Sound is crucial to creating a relaxing environment. Grasses are a great addition to a sensory garden, as they rustle in the wind.

To enhance sound even more, you could include wind chimes, water features or fountains.

Good luck with your sensory garden project. Call the Garden Paradise customer service support team with any questions on: 01424 857857 or browse the range at: www.gardenparadise.net

SENISSUE93

WWW.SENMAGAZINE.CO.UK

LEARNING OUTSIDE THE CLASSROOM

WWW.SENMAGAZINE.CO.UK

SENISSUE93

77

78

LEARNING OUTSIDE THE CLASSROOM

“Into the woods” theme for school curriculum Oakwood School in Chichester recently ran a whole-school, term-long creative curriculum based on an “into the woods” theme. Teachers across the school reported increased engagement and understanding of learning among pupils.

The theme saw children of all ages using the outdoor environment and extensive woodland areas in the school grounds for learning in every subject from maths to poetry and music. And when they couldn’t go outside, they brought the inside in, with every classroom transformed with woodland-themed art work, displays and design projects.

The success of Oakwood’s initiative reflects the findings of a recent report by the Government’s Natural England project which revealed that learning outdoors had multiple benefits for children, with 92 per cent of schools surveyed seeing an improvement in pupils’ health and wellbeing, and engagement with learning.

SENISSUE93

WWW.SENMAGAZINE.CO.UK

LEARNING OUTSIDE THE CLASSROOM

i2o Ltd has been providing outdoor canopies to schools & nurseries since 2000.

An approved supplier of PTA UK, i2o manufactures canopies for the education sector under the brand name Pocca™

Why choose a Pocca canopy?

• Registered with Trading Standards “Buy with Confidence” scheme • Project managed installation • Experienced teams qualified in safety requirements • Free site surveys • 10 year guarantee • Product life expectancy of 20 years • Cost effective options

“i2o went above and • Design structures for unique spaces beyond to accommodate To get in touch call 01480 498297 or view our product our needs in what we range at www.i2oltd.co.uk were asking for” - Sean

Robson, from Little Miracles - a SEN setting in Peterborough - see photos.

WWW.SENMAGAZINE.CO.UK

SENISSUE93

79

80

OCD

Living with OCD Hayley van Zwanenberg provides a useful guide to supporting children with OCD at home and at school

C

hildren often find expressing their emotions difficult, so it can be challenging for a parent, carer or teacher to recognise when a child is suffering from a mental health problem such as obsessive compulsive disorder (OCD).

Early intervention can help to prevent the condition from becoming anything more serious that could impact a child’s quality of life later on.

Therefore it is important to be able to recognise signs of OCD so that a child with the condition can get the support and care they need.

What is OCD? OCD is an anxiety disorder made up of two parts – obsessions and compulsions. Obsessions can occur in the form of thoughts, images or urges. These come into a person’s mind when they do not want them and can be extremely upsetting. Compulsions are the actions a person carries out to manage or get rid of their obsessions, SENISSUE93

while helping to reduce the anxiety associated with them.

OCD symptoms can differ between children and adults. Children are likely to have different concerns to adults.

They can also experience solely compulsions or just obsessions. If a child doesn’t have obsessions and compulsions in equal parts, this isn’t a reason to overlook the symptoms.

OCD symptoms at school If you are the teacher of a child you think may have OCD, here are the symptoms to look out for: • frequently getting up from their assigned chair to carry out repetitive behaviour • avoiding equipment and not interacting with children in the playground • worrying about writing neatly or keeping their desk organised, to the point of anxiety • constantly requesting to go to the bathroom

Compulsions are the actions a person carries out to manage or get rid of their obsessions • asking repetitive questions and regularly seeking reassurance • being unable to shift between subjects easily • retracing or counting steps • being frequently disengaged and not listening in class.

OCD symptoms in the home At home, there are also signs to look out for that could indicate a child has OCD: • doesn’t want to play with other children or unfamiliar toys • frightened at the thought of catching germs • collecting or hoarding objects in high volumes WWW.SENMAGAZINE.CO.UK

OCD

• washing their hands and possessions repeatedly • constantly worrying that a mistake could have a disastrous impact, such as the house burning down or a parent dying • repetitive or ritualistic movements with irrational justifications • repeatedly tapping objects and making sure objects are in the right place • preoccupation with death, religion and abstract concepts such as good and evil • obsession with special numbers • asking for words to be repeated from the television that they believe they have missed • asking for certain phrases to be repeated over and over.

OCD symptoms in a child may not be consistent and may increase and decrease over time. It is important to note that this is the natural course of the illness and isn’t a sign of recovery, so it is still crucial to take steps in order to get the child the care that they need.

What to do if you think a child has OCD? Children can sometimes struggle to explain how they feel. As a parent, teacher or carer, you are in the best position to act as a confidante. These tips can help you to get a child to open up and talk about their emotions: Teachers: • introduce self-soothe boxes into the classroom; allow children to decorate the boxes and place items in them that help to relax them; they can go to these boxes when they start to feel upset • use PHSE lessons or group time to talk about mental health; encourage children to talk about when they were last anxious or worried, and what they did to overcome these feelings; this can help them to learn coping strategies for any future situations WWW.SENMAGAZINE.CO.UK

Acknowledge that you understand their feelings before you distract them with something more positive • have time for relaxation; have a keyword or phrase for a relaxation exercise that you use at some point in the day; when you say the word, everyone should stop and practice the skill.

Parents: • listen to why a child is upset or anxious; acknowledge that you understand their feelings before you distract them with something more positive • take time out to talk; many children don’t understand the depths of their emotions; when you see a child feeling a certain way, point out the emotion, name it, and explain why they may be feeling it • set boundaries and be flexible with routines; it is important for a child to learn that everything will be fine if the same routine isn’t followed all the time.

colleague to accompany you for support • talk the parents through the signs you have identified and encourage them to talk to a medical professional • assure parents that you will continue to do all you can to support their child; show them some of the strategies you have in place – or want to implement – to help their child cope with OCD. How a parent can support • talk to your GP; they can arrange a referral to your local child and adolescent mental health service; here, you and your child can discuss their symptoms with a health professional, who can advise on the next steps • alternatively, you can talk to a private practice; here, they will be able to provide practical guidance or help arrange an appointment • speak to your GP or health professional about your own feelings; this can help to make sure you get the information and support that you need.

How to get the right support for the child OCD symptoms can be a worrying experience for a child. The earlier you can treat a child for their condition, the greater the impact the support is likely to have.

If you think a child that you teach or care for is expressing worrying signs, these steps can help you ensure they get the support they need.

How a teacher can help: • arrange a meeting with the child’s parents; this may be a difficult meeting, so ask the headteacher or a senior

Further information

Dr Hayley van Zwanenberg is a consultant child and adolescent psychiatrist at Priory Group, which offers specialist treatment for people suffering from obsessive compulsive disorder: www.priorygroup.com

SENISSUE93

81

World Autism Awareness Day Monday 2 April 2018

World Autism Awareness Week 26 March to 2 April 2018

Three of the UK’s leading autism charities outline key issues they will be highlighting during the global autism awareness events this spring.

83 Giving autistic people a voice Jon Spiers, Autistica 84

Equal opportunities to learn Alison Worsley, Ambitious about Autism

85

A strategy for autism Jane Harris, National Autistic Society

AUTISM

Giving autistic people a voice Jon Spiers outlines new research that seeks to transform the lives of many on the autistic spectrum

O

ne in four autistic children speak few or no words.

Research shows that a five-year-old child’s ability to communicate is one of the best predictors of their life chances. That’s why Autistica is investing in one of the autism community’s highest priorities: language and communication. Our research will aim to give some of the most vulnerable autistic children and adults the chance to communicate their needs, desires and hopes.

“My son is in his fifties and I’ve never had a conversation with him. There’s a sort of grief in that”, says dad Michael.

Autism is often first spotted because of a child’s communication difficulties: delayed or absent speech, repetition of words and phrases, or problems with understanding social interaction. In our recent consultation with over 1,000 autistic people and families, language and communication was a top priority for research. It’s clear we need to provide the best communication support as early as possible. But we need high quality research to find out what that support looks like.

“We worked for years to help Freddie to communicate. We desperately

Communication is a key priority for families living with autism.

WWW.SENMAGAZINE.CO.UK

wanted him to be able to tell us what he needs, ask questions and describe his feelings”, says mum Jo. “With so little information it was all trial and error. I’ve now started to train as an autism researcher to find ways to help children like Freddie to develop these vital skills.”

Finding answers Right now, we’re investing in some of the big questions about autism and communication: How can we diagnose mental health problems in those who speak few or no words?

We know that autistic people who speak few or no words are often left untreated or are misdiagnosed when they visit the doctor. It is difficult for professionals to understand if changes in behaviour are related to their autism, to physical pain or to mental health issues like anxiety or depression.

Our scientists in Birmingham are developing a new assessment tool to give health professionals a reliable way of assessing the mental health of autistic people who speak few or no words. This 20 minute assessment will allow professionals to correctly diagnose in the first appointment and get people the treatment or support that they need as soon as possible.

What interventions help in the development of communication and language skills in autism?

We know that many professionals and family members are forced to resort to trial and error when trying to help the person they care for to communicate.

Right now, we’re inviting bids from

It’s clear we need to provide the best communication support as early as possible language and communication experts from all over the UK to develop cuttingedge tools and ideas that can be used to help autistic people improve their communication skills. We aim to fund three new studies, accelerating practical solutions to help families as soon as possible.

Shouting for those who can’t During World Autism Awareness Week, we’ll be calling for more understanding and more research for language and communication challenges in autism.

We’ll share tips from parents and professionals, and our scientists will talk about their groundbreaking work.

We’ll be asking everyone who wants a better future for autistic people to make their own contribution, large or small, to finding the answers that will change lives.

Further information Jon Spiers is CEO at Autistica, a UK national autism research charity: www.autistica.org.uk

SENISSUE93

83

84

AUTISM

Equal opportunities to learn We need to put an end to illegal school exclusions of children with autism, says Alison Worsley

N

elson Mandela said that education is the most powerful weapon which you can use to change the world. Accessing the right learning opportunities can be life-changing both for young people with autism and their families – opening up a world of new possibilities and hope for the future.

But far too many young people with autism find the path to getting a decent education fraught with difficulties.

Children with autism are three times more likely to be excluded permanently from school; fewer than one in four will continue their education beyond school; and only 16 per cent of adults with autism are in full time work. These statistics point to an education system that is failing children with autism, rather than preparing them to live, learn and work in the community of their choice.

This has to change. Children with autism should be entitled to extra protection and support at school but for many, this simply isn’t happening.

Instead, they face a continuing struggle to have their autism understood and their needs met – in an environment that too often wants to push them to one side and forget about them.

We know children with autism are at growing risk of being sidelined through “informal” exclusions at school – for example, being sent home early, banned from school trips or isolated from their peers. This can not only have a devastating impact on children’s emotional wellbeing and academic progress but it is also unlawful behaviour, denying children their basic right to education. Parents often don’t realise that schools are breaking the

SENISSUE93

They face a continuing struggle to have their autism understood and their needs met rules and so Ambitious About Autism have produced resources to help families identify when an illegal school exclusion has taken place and showing them how they can challenge it.

Changing attitudes We recently spoke to the family of Jack, a 16-year-old boy with autism who was denied education for three months during a crucial GCSE year, following an incident at school. During this time, his parents faced a constant battle with school staff, governors and the local authority to get their son the support and education he deserved.

Altogether, Jack missed 700 hours of school and he became very depressed.

He has now returned but the ordeal

has had a detrimental impact on his expected GCSE grades.

It is experiences like these that we must eradicate. The key to real change begins with greater understanding of autism in schools. It is a welcome step forward that basic autism training has recently been made a mandatory part of teachers’ initial training. However, it’s crucial that all teachers – not just newly qualified ones – as well as support staff and classroom assistants receive autism training as part of their ongoing professional development. The more school staff appreciate and value the differences in children with autism, the better their ability to offer them the support they need to succeed.

We also need to make sure that schools who break the rules and illegally deny children of their right to education are held to account. We’re continuing to work closely with Ofsted to ensure that evidence of illegal school exclusions are reflected in schools’ inspection performance reports.

Making the ordinary possible for children and young people with autism is a crucial goal. It shouldn’t be difficult for any young person to access a decent education and we should all continue to push for change in the system to make this a reality for all children with autism.

Further information Alison Worsley is Director of External Affairs at the charity Ambitious about Autism: www.ambitiousaboutautism. org.uk “Unofficial” exclusions deny a child’s right to education.

WWW.SENMAGAZINE.CO.UK

AUTISM

A strategy for autism Autistic children and young people are still being held back, writes Jane Harris

I

n 2014, the Government introduced a new SEN and disability system in England, promising to make it easier for children and their families to get support. While the aims of the reforms were the right ones, progress in implementing them has been slow and we still hear the same desperate pleas from families across the country who are having to fight long and hard to ensure their autistic child gets a decent education. Autism is the biggest single reason that families go to Tribunal over their child's education.

The National Autistic Society (NAS) spoke to politicians about the challenges autistic children were facing and they told us that they were hearing the same issues from their constituents.

As a result, we decided to join forces with the All Party Parliamentary Group on Autism (APPGA) to run an inquiry into what was and wasn’t working in our schools for those on the spectrum. In addition to surveys carried out with over 3,000 parents, carers, young people and teachers, the inquiry involved witness sessions where parents and young people explained their experience of the education system.

The findings were distressing. Less than 50 per cent of teachers said they were confident about supporting a child on the autism spectrum. Over 50 per cent of children and young people on the spectrum said they were not happy at school. And what needs to change was clear: six in ten young people and seven in ten parents said the main thing that would make the school better is having a teacher who understands them.

Difficulties at school can have a devastating effect on a child's prospects, mental health and development, in many cases creating problems that last into adulthood.

With the right education and support, WWW.SENMAGAZINE.CO.UK

More than half of children with autism say they are not happy at school.

Most of the 120,000 autistic children in England will go to mainstream schools autistic children can achieve great things. Without it, families are left to struggle alone resulting in children being held back.

On the back of the report, the NAS worked with Ambitious about Autism to launch the education campaign Held Back, urging the Government to develop a national autism and education strategy. This strategy would ensure local areas plan ahead for what types of school are needed in their areas and as a result, the Government would hold councils to account for the schools and support they provide.

Most of the 120,000 autistic children in England will go to mainstream schools, so this also means making sure that all school staff have the right level of training and understanding of autism.

How we can all help All of society needs to understand autism better; our research shows that hundreds of thousands of autistic

people end up trapped in their homes because they fear the public's lack of understanding. Currently 79 per cent of autistic people feel socially isolated and 50 per cent sometimes or often don't leave the house due to fears of the public misunderstanding their behaviour.

All schools can get involved in World Autism Awareness Week. This year, we will be focusing on helping the public understand how autistic people can become overwhelmed by unexpected change – something that we all find frustrating in our daily lives but can cause many autistic people to “meltdown” or “shutdown”.

Your support can be something as simple as watching and sharing the campaign video, to downloading materials to use in lessons or assemblies. We also have learning materials about autism for teachers to use all year round.

Further information

Jane Harris is Director of External Affairs and Social Change at the National Autistic Society: www.autism.org.uk

SENISSUE93

85

THE AUTISM SHOW Advertisement feature

The Autism Show 2018 – ticket office now open The Autism Show, the national event for autism (including Asperger syndrome), has opened its online ticket office enabling visitors to book their tickets for June and save over 20 per cent off the door price.

The show runs in London, Birmingham and Manchester, attracting over 10,000 parents, carers, professionals and individuals with autism. Visitors can choose from over 100 hours of talks, clinics and workshops plus hundreds of specialist products and services which can make an immediate difference to children and adults on the autism spectrum.

The first speakers for The Autism Matters Theatre, in partnership with The National Autistic Society, have also been announced.

These include Lorraine Petersen, education consultant and former NASEN chief executive, who will be speaking on best practice guidelines for true inclusion of autistic pupils; Dr Olga Bogdashina, co-founder of the International Autism Institute, discussing how sensory difficulties can impact on behaviour and how to help; and actor Travis Smith, who plays Mark in the BBC's The A Word, talking about his own experiences of autism.

Other confirmed speakers include Dr Rona Tutt OBE, SEND consultant, writer, and former NAHT President; Ella Tabb, blogger, YouTuber and autism speaker; and Dr Dave Hewett, Director of the Intensive Interaction Institute.

Practical support and advice The Autism Show is about offering practical help and support.

Located in the centre of the show, the Hub Theatre 1 offers visitors the opportunity to listen to the direct experiences of adults on the spectrum. This year's topics will include Supporting Autistic Children and Young People with Transitions; Autism and “Challenging Behaviour”: Who is Challenging Who?; Establishing an Autism and Allies Network in the Workplace; and Hidden Hardships and Quirks of Asperger Syndrome.

Many of the autistic speakers from the Hub Theatre 1 will be available in the Autism Meets area after their session. Here they will be able to provide more detail on their presentations and answer specific questions.

Next door, the Hub Theatre 2 provides a huge variety of tips and strategies from experienced and specialist professionals. Listen to

Lorraine Petersen, Education Consultant specialising in SEND and previously Chief Executive of NASEN.

Dr Olga Bogdashina, Co-Founder, Programme Leader and Lecturer at the International Autism Institute.

Travis Smith, actor who plays Mark in the BBC's The A Word.

talks on making sense of self injury, improving sensory processing, how to find the right school, exploring the barriers to employment and developing early language and communication skills.

Wireless headphones are provided to visitors in all theatres and relevant features, to reduce sound levels in the venue, helping those with sensory processing difficulties.

Visitors wanting personalised advice can book a free 30 minute session with a clinician or advisor in a one-to-one clinic. Subjects covered include managing challenging behaviour, independent advice on SEN, speech and language and occupational therapy.

Hand’s on experiences New this year, the art and music therapy workshops will offer visitors the chance to learn about the theory behind these therapies and then take part in some practical demonstrations – likely to prove particularly popular with families visiting on the Saturday.

The ever-popular Sensory Room, created by Mike Ayres Design and OM Interactive, offers a fun and immersive sensory experience while showcasing the latest in sensory design and technology. Mike has also designed a Quiet Room for visitors who might need to find a calm space during their visit.

Meanwhile, the EHCP Help Centre, hosted by SOS!SEN, returns to provide parents, carers and professionals with information on the education, health and care plan process and how to navigate it successfully – whether going through the process for the first time, transferring from a statement or approaching the 16+ and 18+ transitions.

Amongst all this content, visitors can explore the exhibition and speak to the UK’s leading suppliers of learning tools, visual aids, sensory equipment, furniture, advice and support services, residential care, specialist schools and much more.

Book your tickets now and save 20 per cent at: www.autismshow.co.uk ExCeL London: 15 to 16 June 2018 NEC Birmingham: 22 to 23 June 2018 EventCity Manchester: 29 to 30 June 2018

WWW.SENMAGAZINE.CO.UK

SENISSUE93

87

88

AUTISM Advertisement feature

Supporting your students with autism Autism is a development disability that affects people for their whole lives from childhood through to adulthood. If you’re autistic, you might experience the world differently and can sometimes find communicating and relating to others challenging. It’s like you’re getting too much information and it can make daily life overwhelming. There are around 700,000 people including children in the UK living with autism – that's more than one in 100.

As an educator, you may be familiar with students on the autism spectrum and aware of the varying experiences of autistic students in your classroom. Some autistic students' difficulties may not be obvious or they may not appear to fit the same profile as other autistic children that you know. Every autistic person is different.

You are a key component in the support network of children with autism diagnosis, you may be the first to notice autistic traits in a child. The National Autistic Society wants education professionals to step into the world of children with autism to understand their unique needs.

MyWorld is the National Autistic Society’s resource programme, offering support for teachers and education professionals. The MyWorld resource offers real-world knowledge based on firsthand experience. If you have an autistic student in your class, you may not know about the many small ways in which you can help them to have a better time at school. Sometimes it's a little bit of the right kind of extra support which can make all the difference to someone on the autism spectrum who is struggling.

“Knowing I have the resources to support the children with autism coming into my class makes things much easier.”

Ayesha, Teaching Assistant MyWorld is a free and fortnightly newsletter, providing you with tips and expert professional insights to help your autistic students have a better time at school. Whether you are new to autism and feeling slightly lost, or an SEN expert looking to keep on top of the latest thinking, MyWorld is here to make to make things easier.

“It is very, very useful to be prompted every couple of weeks to think about certain topics and follow up on the information, whether they are new or familiar areas of experience.”

MyWorld subscriber Young people on the spectrum often need routine in order to help them understand the world around them. This means that they can find unstructured times such as lunch and break times particularly difficult. They need longer to process information and can also find socialising and communicating challenging.

They can become bullied if their peers lack autism awareness and acceptance. Some may have intense interests or lack organisation and planning skills that can affect their ability to take part in the school day.

In addition to this, many will have difficulty processing sensory information. This can occur in one or more of the seven senses.

Their senses can be intensified (hypersensitive) or under-sensitive (hyposensitive). The degree of difficulty will vary from one individual to another and according to other factors such as mood and levels of stress and stimuli.

As an education professional, recognising autism and planning the right support for the above is needed to ensure students thrive at school. MyWorld can support you with free resources, guidelines and professional advice to help you support your autistic students.

Sign up today and you will get the UK’s most extensive range of autism-related resources for schools, free to your inbox. From practical classroom strategies and lesson plans through to the latest academic papers on autism, each resource will help you understand how to support children with autism in your school. www.autism.org.uk/myworld @Autism | 0808 800 1050

SENISSUE93

WWW.SENMAGAZINE.CO.UK

AUTISM

WWW.SENMAGAZINE.CO.UK

SENISSUE93

89

AUTISM Advertisement feature

HELPWorks at Hesley At the centre of supporting people positively in Hesley services is our modern, ethical approach to positive behavioural support: the Hesley Enhancing Lives Programme – HELP. HELPWorks comprises the activity and values of every member of the Hesley Group team, working together to ensure HELP is delivered to the highest possible standard.

HELP could not be effective without the framework provided by the excellent staff of all disciplines and departments, the positive values of Hesley, the focus on progressive workforce development, the high-quality facilities providing class-leading therapeutic settings and a range of other key components.

This framework of key elements, with HELP, together represent HELPWorks – the essence of what we do at Hesley, to give children, young people and adults with autism, learning disabilities and complex needs, as much as we can, to support them to achieve and progress.

HELPWorks encompasses a number of key components which all inter-link. They include: • the Hesley Enhancing Lives Programme (HELP) – a modern, ethical approach to positive behavioural support, based on the principles of therapeutic crisis intervention (TCI); HELP teaches us to recognise that our actions and reactions powerfully shape the emotional wellbeing and development of those we support • the Values of the Group – of being person-centred, outcome focused and quality driven – and of being intent on keeping those who live in our services safe and happy • the belief that the collective, positive efforts of all our staff, at every level and in every department of every service, are vital in enabling the positive progress of those we support – and of each member of staff too; everybody is important – those who live in services and staff • a commitment to ensuring that each person who lives in services has their own individual pathway to facilitate their ongoing sustainable positive progress • an emphasis on meaningful person-centred educational, vocational and other activities • the provision of high quality, purpose-built, evolving therapeutic environments and of extensive therapeutic green space • experienced, highly trained staff in every service, supported by a workforce development team who ensure ongoing training of staff matches the evolving needs of those they support • an experienced and expert multidisciplinary therapeutic team, including occupational and speech therapists, WWW.SENMAGAZINE.CO.UK

psychologists and applied behavioural analysts, psychiatrists and therapy assistants, working directly with people in services and with staff teams to inform and support their work • a belief in close and respectful partnership working with those who live in services and their families, with care managers and commissioners and with regulatory agencies and all others key to supporting those with complex needs.

Free autism events Helping the people we support to help themselves is something we at Hesley are fully committed to achieving. It’s also the basis for our topic for this year’s free autism events that will be taking place at three locations around the country.

The events team, together with our excellent speakers Angela and Laurence Stanton-Greenwood, will be heading to Manchester in March, Newcastle in May and London during September with “help me to help myself”, which for the parents day will focus on “valuable coping skills” and for the professionals day will also include an afternoon on “making sense of my selfinjury”. Requests for places, as always, will be via our website: www.hesleygroup.co.uk around six weeks prior to the event dates.

For more information about the services Hesley Group provides, visit: www.hesleygroup.co.uk. For referral enquiries or to arrange a visit, please call us on: freephone 0800 055 6789.

SENISSUE93

91

92

AUTISM

SENISSUE93

WWW.SENMAGAZINE.CO.UK

ABOUT SEN MAGAZINE

Contribute

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

Subscribe

Never miss an issue of the UK's leading special educational needs magazine! See inside back cover or contact Anita or Amanda: 01200 409 800 subscribe@senmagazine.co.uk

Advertise

For the best advertising packages, contact Denise: 01200 409 808 denise@senmagazine.co.uk

Free SEN Newsletter

Sign up for your monthly email update on all aspects of SEN at: www.senmagazine.co.uk/newsletter or email: newsletter@senmagazine.co.uk

SEN Magazine: keeping you informed and up to date SEN Magazine Ltd. Chapel House,

In the next issue of SEN Magazine: • learning disability • SLCN • technology in the classroom • numeracy • fostering • sport • all-ability cycling • autism • dyslexia • play • recruitment • CPD and much more Follow us on

Join us on

5 Shawbridge Street, Clitheroe, BB7 1LY T: 01200 409800 F: 01200 409809 W: www.senmagazine.co.uk E: info@senmagazine.co.uk WWW.SENMAGAZINE.CO.UK

www.twitter.com/senmagazine

www.facebook.com/ senmagazine SENISSUE93

93

94

RECRUITMENT

The right staff Ian Hartwright provides some useful tips on how schools can attract and keep the best teachers

A

nyone working in a school knows how rewarding it is to help young people learn and grow. On a good day, there’s no better profession to be in than education. Yet we know that recruitment and retention of staff are two of the biggest challenges faced by school leaders. So what’s going wrong?

NAHT’s Leaky Pipeline report, published in November, clearly illustrated that there is still a major recruitment and retention crisis in education, and the teacher supply pipeline is leaking at both ends. At present, the Government is failing both to recruit enough new teachers and to retain those that we already have. The latest UCAS data for teacher training shows a dramatic 29 per cent fall in applications against this time last year.

These are truly challenging times.

There’s no simple solution for attracting the best teachers, but the SEN sector is a hugely rewarding place to work. Many teachers and leaders have compelling stories to tell about their work with SEN pupils. This could be just the tonic to attract an early to mid-career teacher looking for greater job satisfaction.

School leaders should set out the professional rewards of the sector, remembering to “sell” its unique and different aspects. Here are some other suggestions for both attracting and keeping teaching staff.

Staff should be able to develop new and existing skills.

SENISSUE93

Engage staff in strategic developments to encourage shared ownership of the vision Recruitment of staff: • link to an initial teacher training provider to offer placements for trainee teachers to gain experience in SEN settings • work collaboratively with local schools in your community; share your expertise, and link to FE colleges and universities to elevate your school profile; people are more likely to apply if your school is known to them • use social media to spread the word about any staff vacancy; as one school leader said, “It’s amazing how social media can be just as effective as costly advertising and just by putting together a quick post and asking subscribers to pass on and share with anyone who they think might be interested.”

• use your networks and share ideas with other leaders.

contribute, goals are shared and regular feedback is provided; collegiality can inspire, motivate and boost team morale • invest time in developing the wellbeing and welfare of staff; review systems and processes to streamline workload and promote a supportive workplace community • develop roles for more experienced staff that reflect their individual strengths and interests, offer opportunities for professional growth, and ensure their contributions are spotlighted and valued • provide regular opportunities for staff to identify and celebrate successes, and to feedback on positive aspects of school.

In SEN, no two days are ever the same, but in many ways this is what makes it so appealing. Those who work in the sector help their pupils to overcome enormous challenges on a daily basis, often against the odds. They can look back on a day’s work confident in the knowledge that they are doing something that matters and that they are making a real difference.

Retention of staff: • devise opportunities for staff to develop and lead while enhancing their skills base and engagement, deploying a range of methods to facilitate this, including teaching and learning responsibility payments, unpaid status, coaching and mentoring; support aspiring leaders • engage staff in strategic developments to encourage shared ownership of the vision; ensure all are encouraged to

Further information

Ian Hartwright is Senior Policy Advisor at school leaders’ union NAHT: www.naht.org.uk The author would like to thank Stuart Beck at Sacred Heart of Mary Girls School in Upminster and Sabrina Hobbs at Severndale School in Shrewsbury for their help with this article.

WWW.SENMAGAZINE.CO.UK

RECRUITMENT

Pearson Teaching Awards 2018 If you have a teaching colleague who is brilliant at their job, there is still time to nominate them for the 2018 Pearson Teaching Awards.

The Pearson Teaching Awards, celebrating their twentieth anniversary this year, are often known as the “Oscars for teachers”. They recognise and celebrate the exceptional and life changing work of teachers across the country.

The deadline for nominations is 16 March 2018. The judging period is between April and May. The Silver Winners are announced on Thank a Teacher Day on 22 June 2018.

The Silver winners are celebrated at an event on the Terrace at the House of Commons in early July.

The UK ceremony is televised in late October.

Pearson Teaching Award Categories 2018: • Award for Outstanding New Teacher of the Year • Award for Teacher of the Year in a Primary School • Award for Teacher of the Year in a Secondary School • Award for Headteacher of the Year in a Primary School • Award for Headteacher of the Year in a Secondary School • Award for Special Needs Teacher of the Year • Award for FE Team of the Year • Award for FE Lecturer of the Year • Award for Teaching Assistant of the year • Award for Outstanding use of Technology in Education • Award for Lifetime Achievement • Award for “Making a Difference” – Transformational School of the Year. www.teachingawards.com

WWW.SENMAGAZINE.CO.UK

SENISSUE93

95

CPD, training and events Keep up to date with the latest developments in special educational needs, with SEN Magazine's essential guide to the best courses, workshops, conferences and exhibitions We take every care when compiling the information on the following pages. However, details may change, and we recommend that you contact the event organisers before you make arrangements to attend.

CPD, TRAINING AND EVENTS 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

Training: 12 weekend days over two terms Diploma in Trauma and Mental Health-Informed Schools (Practitioner Status) The Institute for Arts in Therapy and Education

020 7704 2534 info@artspsychotherapy.org

www.reboundtherapy.org

www.artspsychotherapy.org

Managing Challenging Behaviour

New Skills Academy

Carmarthenshire, Wales

Four-day comprehensive training course focusing on assessment of challenging behaviour along with evidence based proactive and reactive strategies including positive handling. info@skyboundtherapies.co.uk

New Skills Academy pride themselves on providing the best online education courses to further your career.

Their experienced tutors have meticulously created some incredibly well received

Enrol to suit

diplomas. Their diverse portfolio

CACHE Level 3 Qualification: Supporting Children and Young People’s Speech, Language and Communication via The Communication Trust’s Platform 3. Up to 10 credits; Achieve within 4 months. £450.

includes courses in the following

coursebeetle.co.uk

WWW.SENMAGAZINE.CO.UK

areas: Autism Awareness Diploma; ADHD Diploma; Asperger Syndrome Awareness Diploma. newskillsacademy.co.uk

MsC Speech and Language Sciences MSc University College London

This MSc is an accredited professional programme leading to qualification as a speech and language therapist (SLT). 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/ BPhil/Advanced Certificate University of Birmingham

This 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) including autism (where it overlaps with SLD/ PMLD). www.birmingham.ac.uk

MEd Autism and Learning University of Aberdeen

The programme aims to give practitioners an in-depth understanding of the condition and the working of the autistic mind. It seeks to 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. www.abdn.ac.uk

MA in Education (Early Years) Centre for Research in Early Childhood

All Modules are designed specifically for early years practitioners and leaders in the early years. As such, they are offered as part-time courses which can be fitted around a busy, full-time working life. www.crec.co.uk

SENISSUE93

97

CPD, TRAINING AND EVENTS MA in Professional Practice for Dyslexia and Literacy Dyslexia Action’s Master’s Degree in Dyslexia credits are undertaken with Middlesex University London. This part of the programme is applied for directly with the University. dyslexiaaction.org.uk

MA Leading Inclusive Education Middlesex University

Developing inclusive education practice to support the needs of all learners is one of the most important challenges facing education professionals today.

The MA Leading Inclusive Education is a distancelearning pathway for education

Various dates

Pathological Demand Avoidance Syndrome (PDA) Workshop A course that focuses particularly on the understanding that individuals with these conditions may communicate/ present differently to neurotypical learners but can still achieve their potential with the implementation of appropriate interventions. Various dates and times; see website for more details: www.peoplefirsteducation.co.uk

Autism in Women and Girls, Online Module

Award for SEN Coordination. www.mdx.ac.uk

www.autism.org.uk/training

their leadership careers, offering alternatives to, and routes on from, current NCTL leadership qualifications and the National

March 2018

Various dates

Autism/Asperger syndrome training Strategies for effective inclusion of learners with autistic spectrum disorders (ASDs): a day course for teachers and/or support staff, designed to enable successful inclusion of learners with autism and Asperger syndrome.

Various dates; see website for more details: www.peoplefirsteducation.co.uk

Various dates

Promoting Positive Behaviour Designed to enable successful

6 March

SEN Law Conference 2018

learners including those with neurological conditions such as autism, Asperger syndrome, ADHD, ADD and related

Organised by Douglas Silas Solicitors, IPSEA and Matrix.

Confirmed speakers for this one day conference include: Colin Diamond (Director of Children's Services at Birmingham), Ali Fiddy (IPSEA), Sarah Hannett (Matrix Chambers), André Imich (DfE), Michael King (LGO), Douglas Silas (Douglas Silas Solicitors) and David Wolfe QC (Matrix Chambers). £225. www.senlawconference.co.uk

6 March

SENISSUE93

Manchester

A diagnostic assessment report is an important and valuable document. At its heart is the individual for whom it can provide the “gateway” to understanding their strengths and weaknesses and achieving their goals. It is also likely to be read by specialists and nonspecialists alike and so must be accessible whilst being rigorous enough to stand up to potential legal challenge.

specialist teachers to gain confidence in the more subtle and complex areas of diagnostic assessment, refresh their knowledge of statistical concepts in psychometric testing and enhance their skills in the analysis of data and profiles.

www.patoss-dyslexia.org

www.patoss-dyslexia.org

15 March 7 to 8 March

Autism Professionals Annual Conference Harrogate

This two-day conference explores how to empower autistic voice and choice. Hear

Autism and eating challenges London

This course will examine and explore the common patterns of eating in autistic children and evidence and practice-based strategies for intervention www.autism.org.uk/training

the latest information from experts in the field and learn

15 to 17 March

from case studies illustrating

The Education Show

best practice.

Birmingham NEC

www.autism.org.uk/conferences

Hundreds of exhibitors, guest speakers and a comprehensive seminar programme.

10 March

Therapeutic Conversations with Children and Teenagers with Mental Health Problems Conference. Cost: £183 The Centre for Child Mental Health

020 7354 2913 www.childmentalhealthcentre.org

13 to 14 March

Understanding the workplace for

This two-day training course

childbraininjurytrust.org.uk

Diagnostic Assessment: Renewing Your Assessment Practising Certificate: SASC authorised

An opportunity for assessors/

Birmingham

www.peoplefirsteducation.co.uk

dates and times; see website for

14 March

London

autistic women

more details:

the needs of their peers. Various

SASC authorised

Child Brain Injury Trust Annual Conference The event will explore the many connections of the brain and the positive rehabilitation outcomes that families seek following childhood acquired brain injury.

disorders, whilst fully meeting

Statistics and Interpretation:

London

inclusion of a broad range of individuals and groups of

Confidence in your Tests,

interpretation of standard score

Available from March

This brand new module from the National Autistic Society explores what it means to be autistic as a woman or girl, and how best to support and understand the autistic people you work with.

professionals seeking to develop

7 March

London

www.education-show.com

19 March

Masterclass on autism and gender dysphoria London

With Wenn Lawson, this masterclass will explore autism and gender dysphoria, referencing both academic knowledge and understanding along with his own personal story and anecdotal accounts. www.autism.org.uk/training

22 March

Autism and continence London

complexities of the workplace.

This course, delivered by Dr Eve Fleming and Lorraine MacAlister, is aimed at those working with autistic children who are experiencing difficulties with any aspect of toileting across a variety of settings.

www.autism.org.uk/training

www.autism.org.uk/training

is for autistic women in work who want to increase their understanding of the potential

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

WWW.SENMAGAZINE.CO.UK

SENISSUE93

99

100

CPD, TRAINING AND EVENTS April 2018 11 April

University of East London Undergraduate Open Evening Stratford Campus, London

If you’re looking to advance your career, specialise or change direction, at UEL’s Undergraduate Open Evening you can talk to expert lecturers and current students about undergraduate courses. To book a place, visit: uel.ac.uk/open-days

11 to 12 April

17th international conference on offenders with an intellectual and/or developmental disability Birmingham

This two-day conference explores the latest thinking from eminent international speakers, as well as giving delegates a chance to learn from smaller scale research and innovations in the concurrent sessions. www.autism.org.uk/conferences

21 April

A Day with Dr Dan Hughes: Why “Pace" Heals (Play, Acceptance, Curiosity And Empathy) Conference. Cost: £183.

The Centre for Child Mental Health

020 7354 2913 www.childmentalhealthcentre.org

21 April

2018 Annual Conference & AGM

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

19 and 20 April

PECS Level 1 Training Workshop London

8 and 9 May

NAPLIC Conference Aston University, Birmingham

Developmental Language Disorder: Making change happen. Keynote: Jean Gross CBE, Chair Bercow Review Panel. Presentations: Making use of evidence and sharing best practice. Exhibition. Nonmembers welcome.

01273 381009

carol.lingwood@btopenworld.com www.naplic.org.uk/conferences

London

May 2018

Keynote speaker: Maggie Snowling. www.patoss-dyslexia.org

25 April

University of East London Postgraduate Open Evening University Square, Stratford, London

If you’re looking to advance your career, specialise or change direction, at UEL’s Postgraduate Open Evening you can talk to expert lecturers and current students about postgraduate courses. To book a place, visit: uel.ac.uk/open-days

25 April

The Academies Show 2018 ExCeL, London

19 and 20 April

28 April

The Academies Show London is dedicated to supporting headteachers and senior school management teams in their journey to improve education for children and young adults. 100 experts will deliver eight hours of CPD certified content, alongside 200 suppliers demonstrating cost-saving innovations. www.academiesshow.london

25 and 26 April

1 May

Naidex is Europe's most established event dedicated to the disability and independent living sectors. Returning for its 44th year, Naidex provides fully CPD accredited seminars, demos, networking and more. www.naidex.co.uk

www.autism.org.uk/training

2 May

How to Help Learners with Verbal Memory Difficulties London

Verbal memory difficulties (especially working memory problems) have a marked impact on both life and learning, affecting the acquisition of maths and literacy skills as well as on organisation and concentration.

Memory difficulties also make learning hard work and can contribute to poor motivation and low self-esteem. www.patoss-dyslexia.org

8 May

Next steps for child mental health in England - developing a multiagency approach and provision in schools London

020 7354 2913 www.childmentalhealthcentre.org

www.westminstereducationforum.co.uk

SENISSUE93

Conference. Cost: £183.

The Centre for Child Mental Health

www.pecs-unitedkingdom.com

12 May

Conference. Cost: £183.

The Centre for Child Mental Health

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.pecs-unitedkingdom.com

A Day with World-Leading Expert Dr Bessel Van Der Kolk “The Body Keeps the Score”

01273 609 555

London

01273 609 555

27 April

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.

Sensory Attachment Intervention. A day with Éadaoin Bhreathnach

With Claire Robson (Public Health England), Catherine Tyack (Department of Health and Social Care), Professor Louise Arseneault (King’s College London), Sue Baillie (Royal Grammar School, Newcastle), Professor Dame Sue Bailey (Academy of Medical Royal Colleges), Laurie Day (ECORYS) and more.

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.

Belfast

Understanding stress and anxiety in autism and their impact on behaviour

Naidex NEC Birmingham

PECS Level 2 Training Workshop

020 7354 2913 www.childmentalhealthcentre.org

15 May

Supporting the Dyslexic Student to Effectively Learn in the Digital Age London

Most learners today are digital natives. Educators can use low cost and free apps to encourage their learners to develop their own metacognition. www.patoss-dyslexia.org

17 and 18 May

The Pyramid Approach to Education Workshop London

Establish effective learning environments through the use of ABA. This approach provides the foundation for a positive environment for growth. The Pyramid emphasises how to teach, rather than simply what to teach, in order to maximise an individual's learning outcomes.

01273 609 555 www.pecs-unitedkingdom.com

26 May to 3 June

Edinburgh International Children’s Festival The Festival will bring leading theatre, dance, multi-media and puppetry specifically made for young people to Edinburgh for nine days of entertaining shows and special events. www.edinburghfestivalcity.com

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

Autism

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

2 & 3 DAY TRAINING COURSE June 2 DAY 25-26 2018 £287 January 3 DAY TBA 2019 £TBA

Course led by: Prof Gary Mesibov Div. TEACCH

This induction training is most appropriate for educators, therapist, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com

Mental health support for schools Mental health charity YoungMinds has launched a new schools programme to help put wellbeing at the heart of school improvement.

Built on 25 years of experience, YoungMinds 360° Schools takes a holistic view of the needs of a school and supports it to take a whole school approach to mental health and wellbeing.

YoungMinds 360° Schools focuses on three key areas. First, it supports whole school improvement. Schools are supported to take a whole school approach and ensure the school achieves best practice in wellbeing and resilience.

A whole school approach is the most meaningful and impactful way to build resilience and wellbeing in staff and pupils, including those who are more vulnerable, says the charity. By helping schools to assess their systems and embed approaches such as academic resilience across the school, pupils and staff will learn how to cope with change and adversity, to enjoy learning and to look after their mental health and wellbeing.

Both bespoke in-house training and consultancy delivered at school and tailored to individual needs are offered.

Second, it supports professionals by providing training and resources to give them the skills, knowledge and confidence to make a difference – making mental health and wellbeing a core and rewarding part of their job. It offers both in-house and open access training as well as advice, guidance and resources to support whole school improvement.

Third, the programme seeks to equip pupils, parents and the wider school community with the tools they need to build their resilience and improve wellbeing. It provides training, peer mentoring and resources for teachers, pupils and parents to ensure this mental health understanding is shared across the people they interact with every day. youngminds.org.uk

WWW.SENMAGAZINE.CO.UK

SENISSUE93

101

102

CPD, TRAINING AND EVENTS June 2018

22 to 23 June

The Autism Show 12 June

Autism and SPELL in Higher Education London

This course will build your knowledge of autism and how to support autistic students at university using the SPELL framework. www.autism.org.uk/training

15 to 16 June

The Autism Show in association with The National Autistic Society ExCeL London

The Autism Show, the national event for autism (including Asperger syndrome), attracts over 10,000 parents, carers, and professionals looking for the latest autism information, practical advice, products and services on the condition.

Book your tickets now and save over 20 per cent at: http://london.autismshow.co.uk/

16 June

University of East London Undergraduate Open Day Stratford, London

If you’re looking to advance your career, specialise or change direction, at UEL’s Undergraduate Open Day you can talk to expert lecturers and current students about undergraduate courses. To book a place, visit:

in association with The National Autistic Society NEC Birmingham

The Autism Show, the national event for autism (including Asperger syndrome), attracts over 10,000 parents, carers, and professionals looking for the latest autism information, practical advice, products and services on the condition.

Book your tickets now and save over 20 per cent at: http://birmingham.autismshow.co.uk/

26 June

Initial teacher education in England – future for QTS, teaching apprenticeships and best practice provision London

With Sir Andrew Carter (South Farnham School Educational Trust), Dr Angela Milner HMI (Ofsted), Malcolm Trobe (ASCL), Professor Samantha Twiselton (Sheffield Institute of Education) and more. Chaired by Baroness Donaghy. www.westminstereducationforum.co.uk

29 to 30 June

The Autism Show in association with The National Autistic Society EventCity Manchester

The Autism Show, the national event for autism (including Asperger syndrome), attracts over 10,000 parents, carers, and professionals looking for the latest autism information, practical advice, products and services on the condition.

Book your tickets now and save over 20 per cent at: http://manchester.autismshow.co.uk/

uel.ac.uk/open-days

July 2018

18 and 19 June

2-Day TEACCH Training Course Led by Professor Gary Mesibov, former Director of Div. TEACCH. £TBA. www.autismuk.com

20 to 22 June

3-Day SCERTS Training An introduction and application and assessment using the SCERTS framework Led By Emily Rubin, MS, CCC-SLP Director, Communication Crossroads. £355. www.autismuk.com SENISSUE93

3 July

SoSAFE! Social and Sexual Safety/ Safeguarding Workshop Sheffield

How safe are your students in their relationships? The need to educate children and young people about relationships and social safety is not being met at the moment. SoSAFE! is a visual teaching tool which enables learners to develop their abilities in managing and communicating about their relationships.

01273 609 555

www.pecs-unitedkingdom.com

Edinburgh International Children’s Festival From Saturday 26 May to Sunday 3 June, the 29th Edinburgh International Children’s Festival will bring some of the world’s best theatre, dance, multi-media and puppetry specifically made for young people to Edinburgh for nine days of inspiring and entertaining shows and special events.

“2018 promises to be another spectacular year for the Children’s Festival,” said Edinburgh International Children’s Festival Director Noel Jordan. “We are delighted to present some of the very best companies making work for young people from around the world as well as some of the best artists living in Scotland”.

The Festival will include works of intimate, immersive theatre specifically designed for babies and toddlers, through to high-energy and thought-provoking shows for primary and secondary school age children. www.imaginate.org.uk/festival WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

SEN Law Conference 2018

Introduction & Application to the

SCERTS

Tuesday 6 March 2018 London

Model

Organised by Douglas Silas Solicitors, IPSEA and Matrix.

2 & 3 DAY TRAINING COURSE

Confirmed speakers for this one day conference include:

June 3 DAY 27-29 2018 £355 January 2 DAY TBA 2019 £TBA

Colin Diamond (Director of Children's Services at Birmingham)

Ali Fiddy (IPSEA) Sarah Hannett (Matrix Chambers) André Imich (DfE)

Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder

Course led by: Emily Rubin MS, CCC-SLP Director

Michael King (LGO) Douglas Silas (Douglas Silas Solicitors) David Wolfe QC (Matrix Chambers) £225, with an early bird discount of £195 if places are secured before 19 January 2018.

This training is appropriate for: educators, therapists, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com

Any profits will be donated to IPSEA, a charity offering free and independent legally based information, advice, support and training to help get the right education for children and young people with SEN and disabilities.

www.senlawconference.co.uk

Children and young people challenged to read 100 million minutes in a week Following the success of Achievement for All’s Ten Million Minutes Reading Challenge in March 2017, the Challenge is returning in March, but this time with a target of 100 million minutes.

The event’s organisers say that introducing all children and young people to the habit of reading in everyday life can improve communication skills and brighten future prospects.

Starting on Thursday 1 March (World Book Day) until Friday 9 March 2018, children and young people across the country

can log their reading minutes in class and at home. Prizes will be awarded to those schools or settings who achieve the highest average number of reading minutes per child or young person and certificates will be available to the individuals who reach key reading targets throughout the week.

One of the judges, Lola Jaye, says: “I know that storytelling is one of the most powerful ways we can understand each other’s unique experiences. That’s why I am so pleased to judge Voices 2018, a competition that amplifies the voices of young people in the care system and gives them a platform to tell the world their stories. I can’t wait to read what they produce and celebrate their achievements.”

A young person who previously entered Voices said: “The competition is a safe opportunity to share your personal story – it’s a wonderful way to embrace your history and yourself” and another added, “to put what you feel on a piece of paper is quite therapeutic.”

For further information, go to: www.100millionminutes.org

WWW.SENMAGAZINE.CO.UK

SENISSUE93

103

104

SEN RESOURCES DIRECTORY

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

ADHD

Bullying

Epilepsy

ADDers.org

Bullying UK

Epilepsy Action

Information and support forum for those

Support and advice on bullying:

Advice and information on epilepsy:

affected by ADD/ADHD:

www.bullying.co.uk

www.epilepsy.org.uk

www.adders.org

Childline Advice and support for those suffering from bullying:

National Attention Deficit Disorder www.childline.org.uk Information and Support Service (ADDISS) Cerebral palsy Resources and information for ADHD: www.addiss.co.uk

Autism/ASD Asperger Foundation UK (ASF) Support for people with Asperger’s syndrome:

www.aspergerfoundation.org.uk

Autism Awareness Forum for sharing experience/advice for those affected by ASD:

www.autism-awareness.org.uk

Autistica Charity raising funds for medical research into autism:

www.autistica.org.uk

National Autistic Society (NAS)

Young Epilepsy Support for children and young people with epilepsy plus training for professionals:

www.youngepilepsy.org.uk

FASD

Scope UK Help, advice and support for children and adults affected by cerebral palsy:

www.scope.org.uk

Down syndrome Down’s Syndrome Association (DSA) Information, support and training for those affected by Down syndrome:

The FASD Trust Foetal alcohol spectrum disorder charity.

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

www.downs-syndrome.org.uk

The Down’s Syndrome Research Foundation UK (DSRF) Charity focussing on medical research into Down syndrome:

www.dsrf-uk.org

Dyslexia

Help and information for those affected

by ASD:

General SEN British Institute for Learning Disabilities Charity for learning disabilities:

www.bild.org.uk

Cerebra UK Charity for children with brain related conditions:

www.cerebra.org.uk

www.autism.org.uk

Child Brain Injury Trust

Research Autism

Charity supporting children, young people, families and professionals.

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

Beat Bullying

British Dyslexia Association (BDA) www.childbraininjurytrust.org.uk Information and support for people affected by dyslexia:

Department for Education (DfE)

www.bdadyslexia.org.uk

UK Government department.

Driver Youth Trust

www.education.gov.uk

Charity offering free information and resources on dyslexia.

Mencap

www.driveryouthtrust.com

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

SENISSUE93

WWW.SENMAGAZINE.CO.UK

SEN RESOURCES DIRECTORY

General SEN

PMLD

SEN.fyi (App)

PMLD Network

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):

Information and support for PMLD:

www.specialeducationalneeds.co.uk/ senfyi-app.html

www.pmldnetwork.org

Rebound Therapy ReboundTherapy.org

SEN law Douglas Silas Solicitors

Action on Hearing Loss Hearing impairment charity:

www.actiononhearingloss.org.uk

Deafness Research UK Charity promoting medical research into hearing impairment:

www.deafnessresearch.org.uk

National Deaf Children’s Society Charity to help deaf children and young people:

www.ndcs.org.uk

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

Education Lawyers specialise in helping families with children who have SEN through the EHC needs assessment process and with appeals to the SEND Tribunal.

www.educationlawyers.co.uk

Spina bifida Shine

www.thenuk.com

www.shinecharity.org.uk

Literacy National Literacy Trust (NLT)

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)

Support and advice to those affected by visual impairment:

www.rnib.org.uk

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

ACE Centre Advice on communication aids:

www.ace-centre.org.uk

Afasic Help and advice on SLCN:

www.afasicengland.org.uk

Communication Matters

Literacy charity for adults and children:

Support for people with little or no clear speech:

www.literacytrust.org.uk

www.communicationmatters.org.uk

WWW.SENMAGAZINE.CO.UK

Tourette's Action

SLCN

Learning outside the classroom

www.lotc.org.uk

Tourette’s syndrome

Langley Wellington LLP Solicitors

Information and support relating to spina bifida and hydrocephalus:

Awarding body for the LOtC quality badge:

www.thecommunicationtrust.org.uk

www.ipsea.org.uk

National organisation for home educators:

Council for Learning Outside the classroom (CLOtC)

The Communication Trust Raising awareness of SLCN:

Legal advice and support for parents:

Home education The Home Education Network UK

SLCN

The UK governing body and international Information and advice on Tourette’s: www.tourettes-action.org.uk consultancy for Rebound Therapy:

www.reboundtherapy.org

Hearing impairment

105

SENISSUE93

SUBSCRIBE TO SEN MAGAZINE

eazine for special SthuebUK'sslecadrinib g mag

to year (6 issues) educational needs £48.50 a+44 1200 409800) tions please call: (UK only. For international subscrip

Get every issue of SEN Magazine delivered direct to your home or work place.

Simply fill in this form and send it to the address below.

Contact details for delivery: Home q Work q Organisation ________________________________________________________________________________________ Title ___________ First name _____________________________ Surname ____________________________________ Address ____________________________________________________________________________________________ Town _____________________________________________ County __________________________________________ Postcode _________________________________ Tel. (inc. STD)______________________________________________ Email _______________________________________________________________________________________________ Signature ___________________________________________________________________________________________ Which of the following categories best describe your involvement with special educational needs?

SENCO Headteacher Teacher TA/classroom assistant Student

q q q q q

Parent q Carer q Therapist q Educational psychologist q Other (please specify) _______________________

How to pay By cheque: make your cheque for £48.50 payable to SEN Magazine Ltd and post with this form to the address below.

Bank or card payment: If you would like to pay by BACS or debit/credit card, please contact the office on: 01200 409800 or email: subscribe@senmagazine.co.uk

Invoice required q Invoicing details (If different from above) Contact name ______________________________________________________________________________________ Organisation ________________________________________________________________________________________ Address ___________________________________________________________________________________________ Town _________________________________________ County ______________________________________________ Postcode ______________________________ Tel. (inc. STD) _______________________________________________ Order number _________________________________ Signature ____________________________________________ Accounts/contact email _______________________________________________________________________________ If you do not want to receive our monthly newsletter, tick here q Subscriptions, SEN Magazine Ltd, Chapel House, 5 Shawbridge Street, Clitheroe BB7 1LY Tel: 01200 409800 Email: subscribe@senmagazine.co.uk SENISSUE93

SEN93

106

WWW.SENMAGAZINE.CO.UK