Send mag march 2015 digital

Special Educational Needs & DisabilityIssue 2 M

ar/Apr 2015

Essential interactive magazine for teaching professionals & parents

NEW INTERACTIVE MAGAZINE

• Engaging floor projections & simple design

• Affordable, fully portable system for use in schools

• Suitable for home use

• Complete sensory zone

• Perfect for those with limited movement

• Add any image, video or audio file

• Programmes tailored for individual users

• Stand alone DVD player

• Projects onto floor or wall

• Perfect to keep children entertained

• Easy to transport or carry from room to room

• Full training manual provided

Integrex have been an integral partner in helping us to create our vision of a technology-rich teaching and learning environment. They have worked closely with us to create immersive learning spaces and were very helpful in transforming our vision into a reality. The VisiLift+ have been a significant addition to many classes across the school, allowing many children access to technology that was previously not available. The robustness of the screens ensures that we are able to provide access to children with a wide range of needs and behaviours. The adjustments in height and tilt allow many pupils with complex medical and physical needs to get close enough to activate the touchscreen whilst still within their wheelchairs. Providing children with the opportunity to interact with

technology whilst out of their wheelchairs also provides many great learning opportunities for us. The look on my students’ faces when they realise that the movement of their hand or foot on the interactive floor has created these effects is wonderful. These moments are incredibly motivating and the students want to return to these activities over and over again. Integrex have always been very helpful when we contacted them with technical problems and are quick to respond to any issues.

Sandra LeeHead of ICT

Trinity school

LISTEN TO WHAT OUR CUSTOMERS HAVE TO SAY!

Welcometo SEND Magazine

As Easter approaches, issue two of SEND Magazine is upon us and we have another exciting publication containing plenty of information and support for those working with and caring for children and young people with special educational needs and disability.

March welcomes World Autism Awareness Week (27th March - 2nd April) so, we have more information about Autism and events run by the National Autistic Society on pages 14 & 15.

With the number of new-born babies surviving premature birth continuing to rise, leading SEND consultants Professor Barry Carpenter and Jo Egerton discusses the impact this has in later years and in the classroom. Pages 18-21

The Royal National College for the Blind launch their own ‘I Can’ Campaign to tackle the stereotypes about visual impairment across the UK on pages 22 & 23.

As the UK Government has just announced an extra £1.25 billion will be invested in mental health across the UK, mental health consultant Marilyn Tucknott looks at how we retain information and the dispositions of learning. Pages 24 & 25

In our SENCO Zone on pages 26-31, we explore the identification of those with dyslexia and dyspraxia, and look at Nasen’s (formerly National Association of Special Educational Needs), flagship event of the year NASEN LIVE, held at the Macron Stadium, home of Bolton Wanderers football club.

Finally, I would like to say a big thanks for all the incredible comments and fantastic support we have had from issue one. The positive feedback has been overwhelming, so I hope you enjoy issue 2 of SEND Magazine.

Happy Easter!

Nick Clarke

Publisher/EditorNick Clarke

07984 306 [email protected]

DirectorNeil Walsh

07903 577 [email protected]

Office01706 817 248

[email protected]

[email protected]

Design/LayoutAshley Simister

[email protected]

Office EnquiriesCatherine Laycock

[email protected]

ContributorsProf. Barry Carpenter, Marilyn Tucknott, Jo Egerton, Alison Hart, Heather Stack,

Mel Byrne

©SEND Magazine is published by ButterflySEND Ltd

Nick ClarkeDirector

Neil WalshDirector

The views and opinions expressed in SEND Magazine are not necessarily those

of the publisher. The publisher cannot be held responsible or liable for any

incorrect information, opinions of any third parties or omissions.

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TodmordenOL14 7UD

01706 817 248www.sendmagazine.co.uk

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www.sendmagazine.co.uk Mar/Apr 2015 SEND MAGAZINE 3

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NewsLatest SEND news

Hearing solutions from Phonak

Looking deeper at Autism during National Autism Week

Spellzone

Professor Barry Carpenter talks about the support of children who were born premature, in the classroom

Royal National College for the Blind launch their ‘I CAN’ Campaign

Mental Health consultant Marilyn Tucknott looks at the dispositions of learning and how we retain information

Identifying Dyslexia

Identifying Dyspraxia

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SEND MAGAZINE Mar/Apr 2015 www.sendmagazine.co.uk4

Contents

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Nasen Live returns to the Macron Stadium, Bolton this May

Occupational therapist Alison Hart looks at sensory processing in the home and school environment

The Local Offer - What your local authority should be doing for you!

What’s On

Our handy guide to abbreviated terms in SEND

30

Contents

NewsNew literacy intervention updateThe Dyslexia-SpLD Trust has recently updated its Interventions for Literacy resource site: www.interventionsforliteracy.org.uk. It contains factsheets for parents and teachers, case studies including short films and a navigable tool to select the best evidence-based intervention for those with literacy difficulties, dyslexia and other SpLDs. This free, interactive resource, backed by government, was developed as a result of Sir Jim Rose’s recommendation in his 2009 review of the mainstream provision for children and young people with dyslexia and literacy difficulties. Rose’s recommendations called

for “clear guidance for parents and schools on the policy and purpose of interventions.” It should explain “how effective interventions, for all school age groups, are to be made available for children with literacy and dyslexic difficulties”, and “clear guidance for parents and schools on the policy and purpose of interventions.” It shouldexplain “how effective interventions, for all school age groups, are to be made available for children with literacy and dyslexic difficulties, and how children’s progress will be monitored. Theguidance should be placed on an interactive website covering literacy and dyslexic difficulties.”

Greg Brooks’ “What Works For Pupils With Literacy Difficulties” forms the core of this interactive, navigable tool and the supplementary case studies illustrating good practice in context of different settings provide additional practical support. The downloadable factsheets also provide information for parents and schools on what they should expect, how to approach their schools for support and how teachers can seek additional support for those children with more persistent difficulties. They have recently been updated in line with new legislation and the Code of Practice (2014). It is widely used by teachers and parents.

March/April News

NEW government funding will be given to councils to help them prepare for the introduction of the early years

pupil premium, Childcare Minister Sam Gyimah announced recently. The early years pupil premium (EYPP), worth £50 million in 2015 to 2016, will be given to early years providers who are delivering the funding entitlement for 3- and 4-year-olds. The funding equates to up to £300 extra per year for each disadvantaged child who meets the eligibility criteria. The Department for Education is giving councils an additional £1.5 million to help them get ready. It means that each council with eligible children will receive £10,000 to support the introduction of the early years pupil premium - and they can choose how best to use the money. Councils may choose to upgrade their IT systems to smooth the transition or use the funding to communicate with their local providers. Childcare Minister Sam Gyimah said:“I’m delighted we are helping the most disadvantaged children access high-quality early education, giving them the best possible start in life. The early years pupil premium gives money to providers so they can make sure eligible children have the best possible outcomes when they start school and beyond. The early years count and it will be life-changing for many of these children. I would encourage any parent who meets the criteria to let a local provider know, so that their child can get the right support at the right time.” Schools Minister David Laws said:“Every child should be able to reach their full potential, no matter what their background. The pupil premium is already helping to build a fairer society with opportunity for everyone. The extension of the pupil premium to early years will give toddlers from the

poorest families the support they need to develop and learn at this important early stage. This additional funding will ensure providers have the resources to give all children the best possible start in life.” From April, providers will be able to access the EYPP to help them support their most disadvantaged children. Children will qualify if they are 3 or 4 years old, are receiving government-funded early education, and their parents receive benefits used to access eligibility for free school meals. Evidence shows that children from less advantaged backgrounds can start school 19 months behind their peers, but that good quality childcare can reduce this gap and have a significant benefit in terms of a child’s development. Children who receive good-quality early years education go on to earn around £27,000 more during their career compared to those who don’t,

and are also likely to do better at school - the equivalent of 7 GCSE grades at grade B compared to grade C. This is the latest step in the government’s drive to provide high-quality early years education to all children, no matter what their background. Free childcare for 2-year-olds was introduced in 2013, with the number of places available doubling nationally to reach around 40% of all 2-year-olds from September 2014. In addition, all 3- and 4-year-olds are entitled to free childcare. The government will also this year introduce tax-free childcare, giving almost 2 million families up to £2,000 support per child, and from 2016, for families on the lowest incomes, up to 85% of their childcare costs will be met under Universal Credit.Parents should contact their local authority to find out if their 2-year-old is entitled to 15 hours of free childcare per week.

Childcare Minister Sam Gyimah announces new funding for councils to help them prepare for the introduction of the early years pupil premium.

Extra funding to prepare for the Early Years Pupil Premium


March/April News

In January, 7 areas were given more than £1 million to become early implementers of the EYPP. Authorities in Blackpool, Bristol, Cambridgeshire, North Yorkshire, Northamptonshire, Hackney and Stoke-on-Trent will feedback to the Department for Education about their experiences implementing the EYPP. All registered early years providers that take children for the funded early education entitlement - including school nurseries and maintained nursery schools; private, voluntary and independent providers; and childminders - will be eligible to claim the EYPP for eligible 3 and 4-year-olds. Children will be eligible if they are 3 or 4 years old and receiving government-funded

early education in any provider, and their parents are in receipt of 1 or more of the following benefits, which are the benefits used to access eligibility for free school meals:

• Income Support • income-based Jobseekers

Allowance • income-related

Employment and Support Allowance

• support under part 6 of the Immigration and Asylum Act 1999

• the guaranteed element of State Pension Credit

• Child Tax Credit (provided they’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)

• Working Tax Credit run-on

- paid for 4 weeks after they stop qualifying for Working Tax Credit

• Universal Credit

Or if they have been:

• looked after by the local authority for at least 1 day

• adopted from care • have left care through

special guardianship • subject to a child

arrangement order setting out with whom the child is to live (formerly known as residence orders)

Last year’s research into school readiness, mentioned in the press release, was the Effective Pre-school Primary and Secondary Education (EPPSE) report.

March/April News

Young people with special educational needs and disabilities (SEND) will be helped to make the difficult transition from school to the professional world thanks to a new £5 million government initiative, announced today (12 March 2015). People with the most severe forms of SEND can find it difficult to enter the world of work, with an employment rate as low as 7%. However, a government trial of supported internships resulted in 36% of students with SEND gaining paid employment. Today’s funding will help thousands more young people receive this life-changing support. Local authorities will use the money to create relationships with employers, establish employment services and help schools to offer high-quality preparation for employment. Children and Families Minister Edward Timpson MP marked the announcement by visiting Mencap

offices in central London today to meet people who will benefit from the announcement.Edward Timpson said: “It’s absolutely vital that young people with special educational needs and disabilities are supported through the often difficult transition from school into work.” “The £5 million announced today will mean many more talented young people in supported internships and work placements, helping them make that first step onto the career ladder.” He added. To mark the announcement, the minister took part in a ‘roundtable’ with 25 people including young adults who have completed supported internships, staff from Mencap and representatives from companies who take on young people with special needs, including KPMG, National Grid and McDonald’s. The government’s wider SEND

reforms have extended rights and protection to young people and introduce a new education, health and care plan which reflects the aspirations of young people and the outcomes they want to achieve. It helps them prepare for adult life, including employment and independent living.

YOUNG PEOPLE WITH SEND TO BENEFIT FROM £5 MILLION WORK SCHEMESupported internships will be available to those with the most severe forms of special educational needs and disability (SEND)



SCHOOLS Minister David Laws has congratulated 140 schools across the country awarded with £5,000 each in recognition

of the work they have done to improve the attainment of their disadvantaged pupils. The 140 secondary schools have qualified in the 2015 Pupil Premium Awards, following key stage 4 results published at the end of January. Every school has won at least £5,000 and eligible schools will now be invited to apply for prizes worth up to £250,000. Final prizes will be awarded at a ceremony hosted by Deputy Prime Minister Nick Clegg in March. The Pupil Premium Awards reward schools that are able to provide evidence of effective strategies to improve the achievement of disadvantaged pupils and show

sustained improvement in raising their attainment. The pupil premium is extra funding schools receive for every disadvantaged pupil they teach and is worth £2.5 billion this year alone. Mr Laws said: “The pupil premium is building a fairer society with opportunity for everyone. “I would encourage all of the secondary schools which have received a prize to share their successful approach with other schools so they can learn from their experience. “I hope all schools will continue to learn from this excellent practice and ensure they are using their pupil premium effectively, so that they too may be in the running for a prize in 2016.” Schools across England that are doing the most to help disadvantaged

pupils improve their achievements in school may be eligible to win a share of £4 million as part of the 2015 Pupil Premium Awards. Thousands of pupils in more than 500 schools could benefit from the awards, which recognise schools that are using their pupil premium in innovative and effective ways. A further £4 million prize money will also be awarded in the 2016 awards, and schools are being encouraged to act now to review what they are doing in their school and ensure they are using the pupil premium effectively - using tools such as the evidence-based Education Endowment Foundation toolkit or by undertaking a pupil premium review.

March/April News

Schools Minister David Laws announces Key Stage 4 finalists in the 2015 Pupil Premium Awards.

Secondary schools win in the Pupil Premium Awards 2015

SEND magazine will be covering a wide range of topics including:

Dyslexia Autism Mental Health Social Care Disability SENCo Tool kit News Book & Product Reviews

What’s On & EventsLatest policy informationSpecial features on schools and businesses Monthly columns fromSEND practitionersand much more!

Send magazine is the first interactive publication embracing special educational needs in both print and digital format and the first of its kind for teaching professionals, parents and carers of children and young people with Special Educational Needs & Disability.

With the changes to the Children & Families bill and the new SEND Code of practice launching in September 2014, we wanted to create a new publication to fulfil a need as an essential piece of the SEND tool kit, to embrace, to engage and to educate all those in the field of SEND.

With many of the features fully interactive, not only will you be able to read certain

content, you will be able to see and hear moving image and interviews giving SEND magazine the publishing WOW factor and captivating readers throughout the coming months.

SEND Magazine has many professional contributors’ and organisations working in the SEND field so, all the information within will prove to be a vital resource to all those responsible for Children & Young people with Special Educational Needs & Disability.

If you’re a reader or supplier, come with us on our new journey and be a part of the new interactive publishing age.

Thank you and happy reading!

1. Download the Zappar app to your smart phone or tablet device from the App Store or Google play

2. Open the app and view the page through your device wherever you see this icon pointing toward the icon

3. Wait a few seconds and see the page come alive!

Interactive, innovative, accessible and unique


Company Profile

ROGER RECEIVERSIn order for your child to use a Roger system they must have Roger receivers attached to their hearing aid or cochlear implant. The type of receiver required will depend on the hearing aid or cochlear implant your child is using, but a hearing healthcare professional can advise on this.

THE ROGER PENThis discreet piece of equipment houses multiple microphone settings so it can be used to pick up one-to-one

speech or group speech if placed in the middle of a table. The pen comes with a lanyard so it can be worn around the neck which is ideal if you are out and about in the park. Additional features include TV connectivity,

audio input for multimedia devices as well as Bluetooth for mobile phone calling.

THE ROGER CLIP-ON MICThis wireless microphone clips onto the neck of the clothing of the speaker and is better for one-to-one communication, however being from the Roger family the benefits of speech understanding over noise

and distance are still present. The mic also includes audio input and TV connectivity.

WHERE CAN IT HELP?The Roger technology can help your child’s hearing in any situation where there is a lot of noise and a distance to cover. To see specifically how it can help in different situations please visit www.hearingadvisor.co.uk/childrens-hearing-loss/roger-technology-for-children

You can purchase the Roger technology from most independent practices or from a variety of online retailers.

When hearing aids aren’t enough

Even when your child is wearing the very latest hearing aid technology there will still be situations where they will struggle to hear and understand the voice of the speaker. As children learn speech and language from what they hear it is very important that your child is exposed to as much speech as possible in as many situations as possible. The main situations where they will struggle is when there are many people talking at once, background noises or a distance to overcome. And it is situations like this where Roger can help.

WHAT IS IT?Roger is the latest digital technology that bridges the understanding gap, in noise and over distance, by wirelessly transmitting the speaker’s voice directly to the child wearing the receivers on their hearing aids. As it brings the speaker’s words directly into the ear, it boosts speech understanding and enhances learning.

• Roger is extremely straightforward to use. Unlike traditional FM systems, there are no frequencies for audiologists to program and manage (so no software is required), and the speaker can quickly connect devices such as Roger receivers with a single click.

• Roger is the most compatible system of its kind. It works with virtually every behind-the-ear hearing instrument, so there’s no reason why your child shouldn’t be able to benefit from it.

PRODUCT DETAILYour hearing healthcare professional will be able to advise you specifically on the product that is right for you child and the situations they are in, but below details the main products.

Phonak’s goal is to improve the quality of life of people with hearing loss. As the industry leader, our creative solutions strive to overcome technological limitations - so that all people are able to hear, understand and fully enjoy life’s rich landscapes of sound.


A UTISM is a lifelong developmental disability that affects how a person communicates with,

and relates to, other people. It also affects how they make sense of the world around them. It is a spectrum condition, which means that, while all people with autism share certain difficulties, their condition will affect them in different ways. Some people with autism are able to live relatively independent lives but others may have accompanying learning disabilities and need a lifetime of specialist support. People with autism may also experience over - or under - sensitivity to sounds, touch, tastes, smells, light or colours. Asperger syndrome is a form of autism. People with Asperger syndrome are often of average or above-average intelligence. They have fewer problems with speech but may still have difficulties with understanding and processing language.

How do people with Autism see the world?People with autism have said that the world, to them, is a mass of people, places and events which they struggle to make sense of, and which can cause them considerable anxiety. In particular, understanding and relating to other people and taking part in everyday family and social life may be harder for them. Other people appear to know intuitively how to communicate and interact with each other, and some people with autism may wonder why they are ‘different’.

About AutismAutism is part of the autism spectrum and is sometimes referred to as an autism spectrum disorder, or an ASD.The three main areas of difficulty which all people with autism share

are sometimes known as the ‘triad of impairments’. They are:

• difficulty with social communication

• difficulty with social interaction • difficulty with social imagination

It can be hard to create awareness of autism as people with the condition do not ‘look’ disabled; parents of children with autism often say that other people simply think their child is naughty, while adults find that they are misunderstood.

All people with autism can benefit from a timely diagnosis and access to appropriate services and support.

Characteristics of AutismThe characteristics of autism vary from one person to another but as well as the three main areas of difficulty, people with autism may have:

• love of routines • sensory sensitivity • special interests • learning disabilities.

Autism AwarenessAutism Zone

This year, National Autism Awareness week (27th March - 2nd April) will see a range of activities to raise awareness of the disability, which affects around 700,000 people in the UK.

Autism Zone


Sensory sensitivityPeople with autism may experience some form of sensory sensitivity. This can occur in one or more of the five senses - sight, sound, smell, touch and taste. A person’s senses are either intensified (hypersensitive) or under-sensitive (hyposensitive). For example, a person with autism may find certain background sounds, which other people ignore or block out, unbearably loud or distracting. This can cause anxiety or even physical pain.People who are hyposensitive may not feel pain or extremes of temperature. Some may rock, spin or flap their hands to stimulate sensation, to help with balance and posture or to deal with stress.

People with sensory sensitivity may also find it harder to use their body awareness system. This system tells us where our bodies are, so for those with reduced body awareness it can be harder to navigate rooms avoiding obstructions, stand at an appropriate distance from other people or carry out ‘fine motor’ tasks such as tying shoelaces.

Special interestsMany people with autism have intense special interests, often from a fairly young age. These can change over time or be lifelong, and can be anything from art or music, to trains or computers. Some people with autism may eventually be able to work or study in related areas. For others, it will remain a hobby. A special interest may sometimes be unusual. One person with autism loved collecting rubbish, for example; with encouragement, this was channelled into an interest in recycling and the environment.

Learning disabilitiesPeople with autism may have learning disabilities, which can affect all aspects

of someone’s life, from studying in school, to learning how to wash themselves or make a meal. As with autism, people can have different ‘degrees’ of learning disability, so some will be able to live fairly independently - although they may need a degree of support to achieve this - while others may require lifelong, specialist support. However, all people with autism can, and do, learn and develop with the right sort of support. Other conditions are sometimes associated with autism. These may include attention deficit hyperactivity disorder (ADHD), or learning difficulties such as dyslexia and dyspraxia.

Who is affected by autism?Autism is much more common than most people think. There are over half-a-million people in the UK with autism - that’s around 1 in 100 people. People from all nationalities and cultural, religious and social backgrounds can have autism, although it appears to affect more men than women. It is a lifelong condition: children with autism grow up to become adults with autism.

Love of Routines...

One young person with autism attended a day service. He would be dropped off by taxi, walk up to the door of the day service, knock on it and be let in. One day, the door opened before he could knock and a person came out. Rather than go in through the open door, he returned to the taxi and began the routine again. The world can seem a very unpredictable and confusing place to people with autism, who often prefer to have a fixed daily routine so that they

know what is going to happen every day. This routine can extend to always wanting to travel the same way to and from school or work, or eat exactly the same food for breakfast. Rules can also be important: it may be difficult for a person with autism to take a different approach to something once they have been taught the ‘right’ way to do it. People with autism may not be comfortable with the idea of change, but can cope well if they are prepared for it in advance.

The National Autistic Society is the leading UK charity for people with autism (including Asperger syndrome) and their families. We provide information, support and pioneering services, and campaign for a better world for people with autism. Our work relies on your support, so please get involved or donate today. For more information and support visit www.nas.org.uk


York students’ spelling ages soar with Spellzone

Company Profile

Millthorpe School, a mixed comprehensive school in York, has seen students’ spelling ages accelerate by up to two years in just six months by using the Spellzone online spelling programme. Director of Inclusion, Mary Griffiths, used Spellzone in a trial with Year 8 students, linked to the school’s literacy agenda. She was looking for a cost-effective solution - both in terms of course materials and staffing - which students could work on remotely. She said: “Part of Spellzone’s appeal lies in its ease of implementation; administration was easy with just an hour of teaching assistant time each week to manage and oversee it over the six-month trial.”

Engaging parents and students Based on literacy skills scores and teachers’ reports Mary selected 12 students with literacy difficulties to take part in the trial. Mary ensured that the students enrolled had support and buy-in from their parents, which she believes was key to its success. “We sent a letter to parents outlining the opportunity to join an exciting spelling trial, setting out what we would do, what their child would need to do and what they themselves would need to do to help their child get the most out of it - by enabling computer access and encouraging them to complete the ten-minute daily intervention. The students and their parents each signed a form committing to help improve spelling by undertaking the activities outlined in the letter.” A reward system recognised progress and commitment. Rewards ranged from certificates and stationery to chocolates, and culminating in time off for a cinema trip.

The resultsStudents’ spelling ages increased by an average of 24 months over the six-month trial, with one student’s spelling age progressing by a staggering 58 months.

“Every intervention we implement is heavily audited to evaluate effectiveness and Spellzone delivered above and beyond expectations,” Mary said.“There’s no doubt that a 400% improvement represents a superb result.” Mary attributes the success to:Ease of implementation & measurement: “Spellzone really is incredibly simple, engaging and cost effective for schools to use, and makes a big difference to literacy. It almost manages itself; the most we had to do was monitor the students’ work and measure progress - which was quick and easy.” A valuable interactive learning tool: “The interactive nature of Spellzone makes it easy for students to engage. Learning is effortless - and fun - and students can work at their own pace.” Making spelling part of students’ everyday learning: “Spellzone is very well structured, and the results fully support the widely accepted view that short, regular practice can have a dramatic impact on ability.”Securing commitment from parents: “Once parents identified a daily time slot for Spellzone it was incredibly successful. Parents were very supportive; the feedback was very good, and they saw their children reap the rewards of that joint commitment.”

Rewarding commitment: “The rewards ladder proved successful in incentivising the students to remain committed to the programme.”

Where next?Mary is using Spellzone with a wider group of students and is also working with Heads of Department to use the keyword list facility. “I see Spellzone as a permanent fixture in our literacy work, and a valuable homework tool. I’m keen to explore opportunities for using it elsewhere in the curriculum as we increasingly focus on spelling and grammar in line with the changing government directives,” she said. Find out morewww.spellzone.comwww.millthorpeschool.co.uk

Spellzone really is an incredibly simple, engaging and cost-effective resource

for schools to use and administer, and it makes

a big difference to literacy levels.

Mary Griffiths, Director of Inclusion, Millthorpe School, York


THE changing pattern of special educational needs and disabilities (SEND) across all types of school is now well

documented. A much observed trend is the increasing numbers of children with profound and complex needs. In the UK, Government figures for 2004-2009 (National Statistics, 2004, 2009) revealed a 29.7% rise in PMLD admissions to schools. In part, this may be linked to the survival of prematurely born children. According to the Medical Research Council, in the last decade, the significant trend towards the survival of children pre-27 weeks gestation,

over 50% of whom are likely to survive with some form of SEND, has dramatically contributed to the annual figure of 80,000 (one in eight) children born premature in the UK. The learning profiles of these children are often complex, with permutations of disability and additional need that are new to many school contexts. From these profiles of learner need arise new teaching strategies often derived from a process of inquiry - exploring, investigating, and discovering innovative pathways to effective learning, attainment and progress. This pedagogical dimension requires new styles of leadership and management

in all phases and designations of school that recognise, guide and support the inquiry process.

The educational needs of children born prematureChildren born premature are a rapidly emerging group of children entering our school system. It has been reported that there are likely to be four children born premature in every primary classroom; in special schools and settings this will be higher. Two in every 100 children are born extremely premature. Reduced white matter, white matter injury and brain haemorrhaging

Educational consultant Professor Barry Carpenter and schools research consultant Jo Egerton look at the impact on learning for children born premature.

Prematurity and the challenge for educators


associated with premature birth can result in developmental delay, motor difficulties (e.g. risk of cerebral palsy), sensory impairment, cognitive and executive function difficulties (e.g. problems with linguistic processing speed, memory), emotional and social processing difficulties (e.g. higher anxiety levels, depression and aggression) and intellectual disabilities. The EPICure study, which followed all children born extremely premature in England in 1995, found that, at age 6 years, 32% had mild disabilities, 24% had moderate disabilities and 22% had severe disabilities. They found that 60% of these children develop inattention type attention deficit disorder (non-hyperactive), and over 10% develop autistic symptoms. At 11 years old, they are likely to need more educational resources than their full-term peers. In 2012 it was reported that, among a group of children born very preterm:

• 10% had neurosensory impairments (e.g. cerebral palsy, developmental coordination disorder, visual and/or hearing impairments)

• 40% had cognitive deficits, language problems, inattention, and educational underachievement

• 33% needed ongoing specialist health care

• 66% needed educational or psychological support during their school years.

Children born premature who have IQ within the normal range and are unaffected by neurodevelopmental impairments are also at risk of poorer school performance than children born at term with a normal birth weight. Their learning difficulties and other disabilities at all levels of prematurity can be easily overlooked; for example:

• Children may have ADD rather than ADHD - they are often inattentive without being hyperactive

• They tend not to develop risk-taking (attention-attracting)

behaviour • They are more likely to internalise

behaviours (e.g. suffer from anxiety, depression, etc.)

• Their difficulties may be subtle across a range of areas, so the combined impact on learning is overlooked.

Premature birth is thus a significant predictor for school underachievement, poor social and psychological wellbeing and later unemployment; however, often prematurity remains unidentified by schools as a significant learning risk factor. Children born preterm with poor test performance and learning progression did not receive appropriate special education support. This suggests that schools need better and systematic procedures to identify, address and follow up the learning difficulties experienced by preterm children; families also need to be involved to achieve optimal educational outcomes. Although as infants and toddlers, children born premature appear to catch up with their peers, children born three months prematurely are three to four times more likely to struggle

in school than their full-term peers, and these difficulties persist into their teenage years. Children born moderate/later preterm (32-36 weeks gestation) tend to have a pattern of subtle but clear learning difficulties which can adversely affect school outcomes. For example ‘persistent and mildly poorer grammatical skills and verbal working memory’ or neuropsychological difficulties requiring SEN support (e.g. speech therapy). Milder brain abnormalities can give rise to conditions such as learning difficulties, ASD, ADHD. One mother described her son’s difficulties at mainstream school:“My son was born at 24 weeks. He is five years old, and commenced a mainstream primary school this September. He has a statement of special educational needs. He has been diagnosed with global learning delay and has difficulty with his behaviour and attention… I would like to be able to say that my son has ‘additional needs of extreme prematurity’, but that condition does not exist in the medical or teaching world. I often dread picking my son up from school to be informed of his antics. I will dutifully go through the motions of discussing his behaviour


with him and the teacher, but really I feel very sad for him because it is not all his fault. The teachers do not understand that sometimes he just cannot help his behaviour. He is definitely wired differently to his peers.” Brain differences persist and difficulties often intensify with age. Additionally, at 15-16 years children born extremely premature are 2-3 times more likely to have emotional problems. Understanding these problems and their origins has important implications for potential teaching styles and interventions. These children are ‘wired differently’. If they learn differently, in what way do we teach differently, and, if we teach differently, what are the leadership and management issues arising that may be new in our portfolio of practice?

Supporting children born premature in the classroom As with other SEN, there are five important steps a school should take in supporting children born premature:

• Identifying the children • Knowing the difficulties • Developing an appropriate

monitoring framework • Training the staff • Identifying the child’s

transdisciplinary networks.

Early identification and intervention is critical to optimal life outcomes, and it is important to identify the child who is ‘at risk of learning difficulties’ and to know the types of difficulty commonly associated with prematurity so that their learning progress can be proactively assessed and reviewed using a condition-relevant monitoring framework. Identifying children born premature, and their gestational age at birth, can take place at school entry (all phases) through tactful questioning of parents: ‘Is there anything in your child’s birth history which might impact on their learning’; and, if prematurity, ‘How many weeks premature were

they born?’ This knowledge gives the appropriate context for considering the child’s learning difficulties. Without this, individual difficulties can be seen as insignificant, whereas they may be the tip of a cluster of future difficulties associated with premature birth which will have a very significant impact on the child’s ability to learn. The principle of identifying the child’s supportive transdisciplinary networks - starting with the family and including health, mental health and therapy professionals – and maintaining proactive links ensures that the school quickly learns of any change with implications for the child’s learning and gains specialist advice on supporting this. It is also crucial that schools provide training for educators to equip them so they know the ‘red flags’ associated with premature birth, and are well prepared to identify children at risk early and intervene effectively.

Finding solutions As more has become known of the developmental effects of prematurity, the focus of research has begun to shift to interventions. However, research into effective interventions for school-

age children and young people is at an early stage. However, they are also at increased risk of autism, attention deficit hyperactivity disorder (ADHD), peer relationship problems, mental health problems and/or psychiatric disorders compared with their peers.

Assessing for motor and neurosensory impairments Unless they are severe, motor, visual and hearing problems can be difficult for non-specialists to identify, but can result in specific and avoidable learning delays. Children born very/extremely premature are around 2-4 times as likely to have motor/neurosensory difficulties as their full-term peers (e.g. motor problems: 31%; visual problems: 51%, mild auditory difficulties: 13%) and need formal sensory assessment (Hornby and Woodward, 2009).

Supporting cognition Children born preterm with learning difficulties have significantly poorer performance than full-term peers in all subjects, but particularly in maths and literacy. As mentioned above, the brains of children born premature with learning difficulties are often


‘wired differently’ to their full-term peers. More areas of the brain become activated to solve complex tasks, reducing processing efficiency. To support their learning, Wolke (2013) suggests:

• Carrying out a cognitive workload assessment allowing targeted support

• Using adaptive computerised working memory training programmes

• Organising learning tasks in smaller chunks to maintain attention (ranked above IQ as the greatest predictor of educational success)

• Using attention training and focusing tasks.

Challenges for educators For educators, there are a number of barriers within the school system to meeting the needs of children and young people born premature; for example:

• Most schools do not currently ask parents about their child’s birth history, which would identify children born premature on school entry, and allow educators to be proactive

• Without this prior knowledge, educators may dismiss parent concerns about their child’s learning, development or behaviour as over-anxiousness.

• Educators may have unrealistic expectations of children whose age is ahead of their developmental abilities due to their premature birth

• There is comparatively little research on how these children develop or on how to implement effective strategies through their school years.

The EPICure study suggests that educational priorities need to be established for this group of learners at different ages and stages of development, and that schools and parents should consider benefits

from deferred or delayed school entry. At age 4.5 years, many are not developmentally ready to sit for extended periods, to focus attention, to have their learning directed, and to learn as part of a large group of children.

Looking to the future Andy Cole, CEO of Bliss, a special care baby charity in the UK, noted: “Parents of extremely premature babies are increasingly interested in the longer term educational and developmental needs of their children.” “Without action, we are asking teachers to teach with one hand tied behind their back. There are children struggling who could learn in a different style.” (Maddern, 2013). However, educators feel ill-prepared to meet the learning needs of this group of children. A survey by the University of Warwick (Henderson et al. 2012) found that although 89% of 120 teachers said they were likely to teach a child born premature, only 6% felt they had received sufficient training. From early childhood to secondary school, we need to ensure that preterm born learners have adequate educational facilities, support and

resources. This means that all school staff need to be aware of their increased risk of learning, social and behavioural difficulties, and their varied and often complex needs (Hornby and Woodward, 2009). It is important to raise awareness of the impact of prematurity and the associated educational needs among policy makers, health professionals and educators, and take action including:

• Identification of children born premature on school entry, and continuing regular assessment

• Proactive early identification of emerging motor, communication, cognitive, emotional and social difficulties; some may not appear until pre-teenage years

• A focus on identifying effective teaching and learning strategies

• Professional development for educators

• A transdisciplinary approach - including families and a range of professionals - to establish educational, social and developmental priorities for these children and young people.


Advertorial

New campaign launched to tackle stereotypes about visual impairment.

Challenging public perceptions of blindness

THE Royal National College for the Blind (RNC) has launched a national campaign with the tagline ‘I Can’ with the aim of challenging public perceptions of blindness by focusing on the achievements of

people with a visual impairment. RNC staff and students have been involved in the campaign, eager to demonstrate what they can do, resulting in a celebration of the personal achievements at the College and beyond. On example is David. His favourite sport, football, gave way to goalball when he started as a student at RNC in 2013 and he swiftly became a part of the GB Goalball squad. David was keen to be part of the campaign to demonstrate the confidence that has grown in him. He said: “I can’t believe how far I’ve come already! I’m representing Great Britain in international tournaments both at home and abroad. It’s amazing.” David’s teacher, Aaron, is another face of the campaign, proud to represent the profession by stating ‘I Can Inspire’. When Aaron, who studied at RNC, finished his course

in sport and fitness he was offered the chance to train as a teacher. He had not thought of teaching before, but his confidence had grown at the College and he was inspired by other teachers there who also have visual impairments. Aaron qualified as a teacher and returned to RNC to instruct on the Sport and Recreation courses. “I’m lucky enough to come to work every day to a job I love,” he said. “Being able to see students grow in confidence and achieve their ambitions is an amazing feeling. Every day, I teach that if you want something and you’re prepared to work for it, then you can realise your ambitions.” Each person fronting the campaign has had a photo shoot with a professional photographer and created a unique video that reflects their theme. For ‘I Can Perform,’ Aziza made an indie-style short film, shot mainly in the performance studio. Her friends wanted to be part of the film and were eager to see it before it launched in March. “It felt good to be asked to be part of the campaign,” Aziza said. “It was nerve-wracking because it’s quite a public thing to be involved in and so many people will see me on posters and in the video, but I knew it was too good an opportunity, both for me and the College, to turn it down.” The campaign has had a great impact and will be extended throughout 2015 as other RNC students are keen to have the opportunity to tell their own success story. Principal Sheila Tallon said: “Too often messages about visual impairment are about barriers and obstacles. Our students achieve amazing things and through celebrating their individual stories we hope to challenge this narrative and encourage others to pursue their dreams.” For more information on RNC’s ‘I Can’ campaign and to read the profiles and watch the videos, visit www.rnc.ac.uk/ican

www.sendmagazine.co.uk March 2015 SEND MAGAZINE 23

Dyslexia Zone


SENCO Zone

If intelligence is a personally designed reality, how do we plan for every child? Mental health consultant Marilyn Tucknott explores how we retain information and the dispositions of learning.

That’s not how I remember it!

EVER had the experience of being at the same event with someone and yet their recall is entirely different to your own?

This is because we pay attention to a different aspect according to how much emotional content it has for us. Meaning-making is personal to ourselves. You may know the saying: “To the lover a beautiful woman is a delight, to the monk she is a distraction and to the mosquito she is lunch!” We proceed differently according to what grabs our attention. Once we have attached emotions to a particular event, we seek to match that up to future apparently similar situations. So a negative learning experience that made us

feel inadequate can follow us all our lives. You probably recall a childhood learning that has coloured your view of your capability and you may have absorbed that into your sense of self or you may have rejected it. Just because you intellectually know that this is no longer relevant does not mean you can drop the thought. This is because we store memories with emotional ‘tags’, rather like the labels on new clothes, and these can be surprisingly difficult to get off. Some clothes labels can be easily pulled off and set free, some have those annoying plastic ties that need to be cut free, whilst others have security tags that need specialist tools. Not all the emotional content is recalled all the time. If we

recalled every experience with the full emotional impact at the time, we would be awash. Fortunately our unconscious mind stores this information and only releases the emotion of memories when we are able to deal with them. This is why we reveal emotional hurt and trauma one layer at a time.

If we recalled every experience with

the full emotional impact at the time,

we would be awash.

SENCO Zone

What does this mean in the classroom? If intelligence is a personally designed reality, how do we plan for every child? There is much written about the different types of intelligence, often described as logical-mathematical, interpersonal, spatial, musical, intra-personal, bodily-kinaesthetic and verbal-linguistic; and children need access to all of these. Not all pupils will excel at them all but over time, different intelligences will come to the fore. Bodily-kinaesthetic learning, for example, can be lifelong. If all learning takes place through the emotions perhaps we should pay as much attention to the what are often called the 5 dispositions for learning - resilience, responsibility, resourcefulness, reasoning and reflectivity - which add up to having Emotional Intelligence. Resilient learners are able to see the possibilities for learning in an experience, even one of failure. The resilient learner has developed a range of coping strategies that will neither internalise or externalise blame. You would expect a pupil who is resilient to ask for help after a reasonable amount of effort on their own, to respond to failure calmly and to contribute to group activities even when the task is challenging. Ways to promote resilient learning are ‘have-a-go activities’, teaching ways to manage failure, setting up activities with criteria rather than right answers, and commenting on improvement rather than results. We need to foster curiosity about our

own thinking processes. Managing impulsiveness, delayed gratification and the consideration of the consequences are characteristics of the responsible learner. Responsible learners complete tasks even when distracted, meet deadlines and can work in a group. Being able to empathise and seeing the bigger picture are learning behaviours that many mentally vulnerable children lack. These learners need to rehearse scenarios with ‘what if?’ questions. Pairing up pupils with ‘structured’ buddies will build repertoire, as will giving tasks of responsibility that actually matter e.g. giving out books is inconsequential compared to watering a plant. Resourcefulness is about being a good learner and being able to adapt to different learning situations. It is about taking risks, making autonomous decisions and taking responsibility for your own learning. You would expect to see confidence in asking questions, creativity in solutions and asking others before the teacher. This type of learning opportunity is often offered to the gifted and talented, yet the less able and emotionally vulnerable need the challenge of active learning rather than passively having their learning carefully managed for them. Seeing patterns and relationships brings about considered and systematic reasoning. This is an aspect of intelligence with which many emotionally vulnerable children struggle. Their apparently random life-

experiences are often lived without an adult ‘interpreter’. The result can be a loose necklace of assorted beads that lacks coherence. Coupled with under-developed learning strategies, the vulnerable child is often not a reasoned one. They are often slow to get started, can come up with serendipitous solutions unconnected to the topic yet can also be quite absorbed and unaware that the class has moved on. They will need support to understand connections and sequences in order to transfer learning. This can involve explaining your own processing. Drawing conclusions, making comparisons with similar or dissimilar experiences and reflecting backwards are all examples of the reflective thinker, from which we can then open up to the possibility of acting on experience. A reflective learner checks their own work before handing it in, enjoys reviewing the day, and sees a connection between doing things differently and performance. This can be encouraged through ‘Circle Time’, drafting and redrafting activities, and reviewing work before moving on; not only for written work, but also in creative activity and periods of play with the very young. Children and young people who are not sufficiently attached experience doubt in their lovability, which in turn leads to their inner critic being very vocal, and then to feeling shame as they consider their inability to make an emotionally warm relationship. Children who have poor mental health have reached out, have shouted out: “Look at me!” and have been ignored. Their learning experiences have been tagged with failure, disappointment and loss. By the time they meet you, these tags may have become unquestioned and their memories distorted by negativity. To meet the needs of all learners we need to plan opportunities for empowerment and cognitive freedom. For the vulnerable we need to nurture small shoots of emotional intelligence, walking alongside the learner and helping them to make meaning and to feel satisfaction in the experience of learning.



Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language-related skills. It is likely to be present at birth and to be life-long in its effects. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed and the automatic development of skills that may not match up to an individual‘s other cognitive abilities.

Associated difficulties:

• Developmental Co-ordination Disorder (Dyspraxia) - difficulties with motor skills. • Dyscalculia - difficulties with maths. • Attention Deficit Hyperactivity Disorder - difficulties with concentration.

Although Dyslexia often causes significant difficulties in the classroom - it does not hinder the development of intellectual talents. Many famous people have overcome their dyslexia using their intellectual talents: Jamie Oliver; Kiera Knightly; Sir Steven Redgrave.

FACTS

MEET MIKE

He is very chatty. He is an exceptional artist. He enjoys playing rugby. He is a bright young man. But he can‘t always make sense of why he can‘t get his thoughts down on paper.

Last month we looked at children and young people with social communication difficulties and those with behavioural, social and emotional difficulties. This month we take a look at Dyslexia and Dyspraxia

SPECIFIC LEARNING DIFFICULTIES/DYSLEXIA

Identifying those with Dyslexia and Dyspraxia

SENCO Zone

• Have an uneven performance profile, with obvious good days and bad days; strengths in some areas and unexpected weaknesses in other areas.

• Have continued difficulty learning to read and write.

• Experience persistent and continued reversals of letters and numbers.

• Experience strange spelling, perhaps with letters missed out or in the wrong order.

• Have difficulty learning the alphabet and multiplication tables, and remembering sequences such as days of the week and months of the year.

• Take an above average time over written work.

• Have difficulty with processing oral instructions.

• Have difficulty in multi-tasking and making new skills automatic.

• Find it difficult to copy from the board.

• Find it difficult telling right from left.

• Find it difficult to organise and sequence work.

• Experience secondary emotional problems, such as low frustration tolerance, decreased self-esteem and lack of motivation.

• Tire more easily than their peers. • Have difficulties with friendship and

social interaction.

• Be creative in art and with construction materials.

SENCO Zone

• Understanding that dyslexia should be viewed as a learning difference and not a learning difficulty.

• Not asking the child or young person to read out loud in front of the class.

• Providing a reading partner or buddy.

• By providing a word bank of common spellings and a glossary of subject-specific spellings.

• Breaking down complex sets of instructions into smaller and simpler parts.

• Using colour or imagery to highlight key points or important details.

• Presenting information using a mainly visual colourful approach.

• Allowing more time to complete an activity.

• Reducing the amount of written work required so that the child can complete the task with his peer group.

• Minimising time spent copying nonessentials.

• Providing alternative ways of recording, such as mind mapping.

• Develop ICT skills.

The School SENCo/ALNCo The SpLD Advisory Service The Educational Psychology Service

The British Dyslexia Association www.bda.org.uk Dyslexia Action www.dyslexiaaction.org.uk iAnsyst Ltd www.dyslexia.com

Pavey, B. (2007) The Dyslexia Friendly Primary Classroom, A Practical Guide for Teachers, Paul Chapman Publishing, London MacKay, N. (2005) Removing Dyslexia as a Barrier to Achievement, SEN Marketing, Wakefield

Ott, P. (2008) Activities for Successful Spelling, The Essential Guide, Routledge, Oxon Pollock, J. & Waller, E. (2001, Revised Edition) Day-To-Day Dyslexia in the Classroom, Routledge Falmer, London

LDA Living and Learning, Cambridge. Tel: 01223 357744 Ann Arbor Publications, Northumberland. Tel: 01668 214460 Learning Materials Ltd. Wolverhampton. Tel: 01902 454026 SEN Marketing. Wakefield. Tel: 01924 871697

WHAT TO DO Capitalise on the child or young person‘s strength and minimise reliance on reading and writing by:

WHERE TO FIND HELP

USEFUL BOOKS

USEFUL SUPPLIERS OR SPECIALIST RESOURCES

USEFUL WEBSITES

WHAT TO LOOK FOR Children and young people with dyslexia may:



He is a good talker. He enjoys music and can be creative. But he can‘t always write things down well or participate as well.

MEET JOE

SENCO Zone

DEVELOPMENTAL CO-ORDINATION DIFFICULTIES/DYSPRAXIA

Currently there is no known cause for Developmental Coordination disorder (DCD). The difficulties are defined on the basis of a failure to gain skills in both gross and fine motor movements and which cannot be explained by a medical condition or by an impaired general learning difficulty. DCD can have a considerable impact on the children‘s lives as they struggle to master and participate in the routine everyday living and learning skills that those of a similar age manage with relatively little effort. DCD predominantly affects around 6% of children aged 5-11 years. The condition is more commonly seen in boys and frequently overlaps with other conditions such as Dyslexia. Children do not grow out of DCD.

FACTS

• Balance and co-ordination in PE.

• Ball skills in games.

• Pencil control for writing and drawing.

• Posture when working at the desk or in standing.

• Tires more easily than peers.

• Frequent falls or bumping into objects in and around the school.

• Tool control such as scissors in art and DT.

• Fine motor control for picking up, placing and manipulating objects.

• Organising and sequencing work and self.

• Play skills at break-time such as running games, skipping (difficulty with bike skills).

• Personal care - dressing, feeding and toileting.

• Friendships or social interaction.

• Attention and concentration.

• Number and or language work.

WHAT TO LOOK FOR Difficulties with:

DCD affects around 6% of children aged 5-11 years

WHAT TO DO

SOME STRATEGIES ARE:

WHERE TO FIND HELP

USEFUL BOOKS

USEFUL WEBSITES

USEFUL SUPPLIERS OR SPECIALIST RESOURCES

• Observe the child across a range of activities and settings.

• Differentiate work/activities by task, support and outcome.

• Involve the child.

• Provide alternative means of recording such as ‘Cloze’ type worksheets.

• Develop ICT skills.

• Consider alternative types of pens/ pencils or use pencil grips.

• Use structural indicators to assist with the sequence and flow of the lesson.

• Consider the location and environment - seating, grouping, your position when teaching.

• Say things more than once. Allow time for the child to process information and to respond.

• Use colour and imagery to highlight key points or important details.

• Encourage other children to give assistance.

• Use ‘Talk‘ to demonstrate knowledge/ideas such as ‘listening triangles‘ and ‘mini presentations‘.

• Choosing teams so that a child is not picked last by peers in sport.

• Work through strengths, find what the child is good at and use this to build self esteem.

The School SENCo Educational Psychology Service School Health Nurse

Including Children with DCD/Dyspraxia in the Foundation PhaseSharon Drew Featherstone Education

Developing School Provision for Children with DyspraxiaNichola Jones (Ed) Paul Chapman Publishers

Making Inclusion Work for Children with DyspraxiaGill Dixon & Lois Addy Routledgefalmer

The Dyspraxia Foundation www.dyspraxiafoundation.org.uk

The Dyscovery Centre www.dyscovery.co.uk

www.canchild.ca

www.specialdirect.com

Smart Moves Motor Skills Programme www.smartcc.co.uk

Clever Fingers Programme www.cleverfingers.co.uk

Free Typing Programmes Dance Mat (free) http://bbc.co.uk/schools/typing

Tux Type www.educational-freeware.com/freeware/tux

SENCO Zone



Nasen have lead the way in supporting teachersof children and young people with special educational needs and disability for over 21 years. With a new SEND Code of Practice, full seminar programme and exhibition, its flagship event nasen Live returns to the MACRON Stadium, Bolton in May.

Leading conference and exhibition for SEND professionals

SENCO Zone

SINCE the Children & Families Act (2014) and SEND Code of Practice have come into effect we have all begun to undertake

the new requirements for SEN which the changes in law have implemented. Embracing these changes has seen the start of the culture shift required to fully embed national policy into effective practice at whole school and classroom level. With the decrease in professional support generally available from Local Authorities, access to high quality professional development, information and support across the sector in relation to SEND is particularly important. During times of significant change many of us can feel isolated in our roles, particularly where at a local level there is not the professional support available to you. Nasen, one of the UK’s leading professional organisations for all those working with young people aged 0 - 25 with special educational needs and disabilities (SEND), endeavours to keep stakeholders informed of governmental policy changes and offer best practice support and advice for those in the SEN sector. At the Macron Stadium, Bolton, nasen will be hosting nasen Live 2015, providing a ‘One Year On’ update on the implementation of the SEND reform from the 20-21 May 2015. Along with a range of nasen professional development and training opportunities throughout the year, nasen Live provides a unique platform for us all to celebrate outstanding practice, effective identification and provision for children and young people with SEND. Additionally, nasen Live will offer a professional community

of ongoing support for everyone attending, providing a whole range of opportunities for delegates to learn and examine what good practice looks like within this new landscape. Attending nasen Live 2015 provides the opportunity for SENCOs, teachers and all practitioners to refresh and update their knowledge, learn from evidence-based practice and feel supported throughout the coming year. Delegates can plan their school training day around the seminar programme and briefings. What better way to spend a day immersed in SEND expertise, enthusiasm and support? Nasen chief executive Jane Friswell said: “We look forward to offering you all a warm welcome at nasen Live 2015, where we celebrate the difference we all make to improving outcomes for children, young people and their families, and aspire to do so much more. “We are also delighted to welcome a wide range of experts and professional partners who are contributing to our seminar programme across the two-day-event.” Nasen Live 2015 will bring

together high-quality exhibitors, high-profile speakers and dedicated professionals, who all have a passion and commitment to supporting our most vulnerable young people. Attendees of nasen Live 2015 will have an opportunity to look at the excellent range of products, services and resources that are available to help them resources that are available to help them in their endeavours. The exhibition has been planned at the start of the new financial year, helping those schools looking to use their budgets, especially their Pupil Premium, in the most cost-effective way possible to gain a clear understanding of what is on offer from the experts and suppliers. Being able to ask questions, view and access resources directly with exhibitors is an excellent way of making informed purchasing decisions on behalf of your pupils and students with SEND. Nasen Live will be at the Macron Stadium, Bolton, from May 20-21. For more information on the free-to-attend event, please visit www.nasen.org.uk/nasen-live2015.

Children & Families Minister Edward Timpson with nasen CEO Jane Friswell

www.sendmagazine.co.uk March 2015 SEND MAGAZINE 31


Occupational Therapy and a Sensory Approach

Sensory Zone

Increasingly schools, families and other health professionals are recognising the barriers that sensory processing disorders can create. Occupational therapist Alison Hart looks at sensory processing in the home and school environment.

Sensory ProcessingWe all recognize the 5 senses of touch, taste, smell, sight and hearing, but within sensory processing we recognise the importance of proprioception (feedback from our joints and muscles telling us about our body position, movements, and forces on our bodies) and vestibular (balance, speed and direction of movement and position against gravity). All of these senses continually send information to our brain, which then organises our motor functioning, behaviours and everything we do. Sensory processing disorder occurs when those messages don’t get organized and cause frustrations, intolerances, inappropriate behavioural responses, and an inability to perform activities of daily living. When sensory processing works well a flickering light, a disruptive background noise, an itchy seam in some clothes, and even how I am sitting on my chair can all be ignored to focus on the task at hand. When sensory processing disorders exist textures, movements, sounds, reflections, shadows, smells, and tastes can all be the focus of attention which disrupts participation in even the most basic task. Therefore for an Occupational Therapist, post graduate training in Sensory Integration (processing) can give a new set of tools to help them problem solve to enable the child and family to participate in daily life.

Occupational Therapy within schoolsOccupations are identified as the activities that we do everyday. For a child this includes personal care, leisure, play, and learning, predominantly within home and school

environments. Occupational Therapists use a variety of theoretical models to work from, recognising the importance of the environment, keeping the child and their family / carers at the centre of therapy. Therefore working within home and school environment affords the Occupational Therapist the opportunity to provide individual programmes that are relevant and led by individual needs, incorporating sensory, motor, perceptual and other approaches.

Identifying the needAs an increasing number of teachers, parents, carers and other health professionals recognise the barrier sensory processing disorders can bring to everyday life the request for specialist assessment increases. With limited resources for sensory assessments within the NHS, schools and families have more recently turned to the independent sector for assessment and interventions. Positive outcomes from OT SI have led to increases in educational statements, individual education

plans (IEP’s) and school strategies that recognise the barriers of sensory processing disorders alongside other functional impairments. This has led locally to schools and health provider social enterprises re-allocating funding to commission Occupational Therapy hours on a regular basis within special schools and the community.

Sensory processing (sometimes called

“sensory integration” or SI) is a term that refers to the way the nervous

system receives messages from the senses and turns

them into appropriate motor and behavioral

responses

www.spdfoundation.net

Sensory Zone

TrainingTraining for teachers, parents, carers and families is vital to enable children to participate in everyday activities. This training can help individuals understand how sensory processing difficulties can make the child’s world a challenging and even scary place. Training can then help shape daily routines, modify expectations and adapt environments to best suit the child’s needs. Parent support groups are a fascinating learning experience for the therapist as well as for parents. Parents often recognise the behaviours within their child, and the therapist, and other parents, can help to give understanding to long-term seemingly irrational behaviours and difficulties. The therapist in turn learns of new strategies and approaches that parents have found helpful. This approach provides the therapist with appropriate information that enables them to formulate the ideal sensory challenge for the child to help them maximise participation in daily activities and occupations.

AssessmentAssessment is all about understanding the individual and their family; understanding their preferences, and their needs within the context of their environments and family life. From this information gathering the Occupational Therapist identifies goals. For some parents these goals may be increasing the amount of sleep their child gets, eating everyday foods, or tolerating the seams in their socks. The child may have their own goals such as being able to tolerate the noise and distraction level in the classroom. As well as information gathering from appropriate sources, standardised assessments are commonly used. Within this locality the Sensory Profile (Dunn, 1999) is predominantly used. This questionnaire asks carers, parents or older children to identify the frequency of behaviours related to sensory processing difficulties. Clinical observations are made through play and interaction with the

child. The Occupational Therapist gains an understanding of the child’s motor and perceptual responses to specific stimuli and their ability to adapt or adjust to every day challenges such as eating / writing / dressing etc. This is commonly done within the environment familiar to the child, but use of Sensory Integration (also known as Sensory Processing) rooms can give a greater variety of simulations for the therapist to work with. One such sensory integration room has been created within Fountains Federation schools (a special school environment in Burton-on-Trent in Staffordshire). This provides an ideal arena for assessments, particular for the more complex needs children, and also provides a daily accessible environment for sensory diets.

Sensory DietsSensory diet is a concept coined by OT Patricia Wilbarger. It involves a regular programme of exercises and activities pertinent to the individual child giving the ideal sensory stimulation to help them understanding sensory stimulation from their body and environment. A sensory diet may also enable a child to routinely and regularly receive the right levels of sensory stimulation, or to be given learning

to enable them to discriminate one sense from the other, or to impact motor skills. The sensory diet needs to be embedded in daily life to, in effect, train the nervous system. Just as someone may need a cup of coffee or a brisk walk before focussing on a difficult task, the child often requires controlled sensory stimulation for them to feel regulated and in the best place for learning. A sensory diet provides five or ten minutes of exercises and activities to be repeated routinely during the day, but it should always be followed by a new learning task, or a task the child finds difficult, because in this way we enable development and improve access to daily functions and occupations. The child can sit at a work station following their sensory programme, and can learn within a feeling of regulation, giving optimisation. With the establishment of a sensory programme the child is more likely to settle to sleep without the need to fidget and seek further sensory stimulation, or to be able to recognise the feelings of needing the toilet, or when they are full. The child may also make greater sense and hence increase their tolerance of any scratchiness in the label of their t-shirt.



The Sensory Approach:Case studies

Case Study Child X:Child X was 4yrs old when first assessed by Occupational Therapy. He was referred due to interruptions in learning and development of inappropriate behaviours: • Mouthing objects • Repeatedly banging head on the

floor • Unable to feed self / refusing to

feed self • Poor diet (eating a very restricted

range of foods) • Poor and irregular sleep patterns

Child X was assessed in the home through play, observation and using the Sensory Profile (Dunn, 1999). Child X was identified as having poor sensory registration - that is poor understanding and recognition of the sensations he receives. This makes it difficult to function and produce appropriate motor output and means that he requires intense sensory experiences for recognition and learning. Child X was seeking these experiences through inappropriate behaviours e.g. head banging, and due

to poor textural experiences through a limited diet, was seeking more oral stimulation through mouthing non-food items. Suggestions for the home included increasing variety of textures and temperatures of existing foods and increasing sensory experiences through a regular programme given repeatedly and routinely during the day, followed by a learning experience, e.g. sitting at the table to eat, or doing some colouring or other task.

The Sensory programme included: • Deep joint pressure • Wrapping Child X up like a

sausage roll in a blanket • Using the spikey ball to sit on

and to bounce on being held by parents / carers

• To give deep hugs, and to use a rough towel (dried on the radiator) for hugs, or for massage - particularly straight after the bath

• Using music and smells and lighting games to enhance sensory input - dark and light.

• To sit Child X on a cushion / pillow on a hard shiny floor (if available) and pull him around - changing directions and turning him round

• Hand clapping and stamping games to music

Parents and support workers adopted the sensory diet and Child X was reviewed in the home 2 months later. Outcomes: 3 Child X no longer head bangs,

as he is receiving adequate other sensory stimulation.

3 Child X is finger feeding himself, and following review session has started to use a spoon independently

3 Child X has stopped mouthing non-food items and is eating a greater variety of food types

3 No change with sleep patterns - weighted therapy to be trialled.

Child X is now in a special school environment, where they continue with a similar sensory diet before learning and challenging activities.

Case Study Child Y:Child Y is 7 years old and attends a mainstream school, but is easily distracted. She gets into trouble for fidgeting, and banging into other children. She will often shout out in class, and has even got up and run out of class when feeling particularly frustrated. She says she can’t keep her body still, and is easily distracted by everything in the classroom, making learning very difficult. Child Y also holds the pencil too tightly (due to poor feedback from joints) and gets tired easily, complaining of an aching hand. Child Y was assessed in the school environment through observation, discussion with teaching staff and parents, and through interaction and play in a one-to-one scenario. Child Y presented as having a high sensory threshold, in that she needs a lot of sensory stimulation before she feels regulated. A sensory circuit was

created within school. This is where Child Y is taken out of the lesson for 5 minutes before a learning task. For Child Y this involves: • Running in and out of cones /

obstacles • Step ups on a bench • Lying on the bench and pulling

herself along by her arms, or playing ‘row row row the boat’ (pulling and pushing on arms)

• Lying straight on a mat and rolling over and over across the mat

• Star Jumps, touching the floor in between each jump

Immediately after the sensory circuit Child Y returns to class and is able to sit, with less distraction or need to fidget, using the ‘carry over’ from her exercises to feel more equipped and regulated to learn. Child Y also has a weighted lap pad which gives firm pressure across her lap giving good regular sensory input,

again reducing the need to fidget. Child Y has a spikey pencil grip which helps her feel the pencil better, and is reducing her need to grip the pencil so tightly. Child Y also has her own sensory box in school, which was created at home. This is filled with sensory toys, likely squidgy balls that she can sit and play with at her desk when she has finished work to an expected level.

What next:Increasingly schools, families and other health professionals are recognising the barriers to everyday tasks that sensory processing disorders can create. Occupational Therapy assessments, intervention and training play a major role in recognising the challenge of the classroom environment, and the impacts of sensory diets in equipping our children to function effectively, improving access to their occupations.

For more information visit www.childrenschoicetherapy.co.ukChildren’s choice therapy service provides independent Occupational Therapy assessment, treatment and training alongside education and NHS provision.

Sensory Zone

National Early YearsTrainers & Consultants

Supporting & Inspiring Early Years

A COMMUNITY INTEREST COMPANY


The Local OfferParent Zone

Six months into the SEND reforms, Heather Stack looks at the requirements for local authorities to make all services available to support children who are disabled or who have SEN and their families.

Controversial or Transformative?The Local Offer is potentially one of the most controversial and talked-about aspects of the SEND reforms, particularly given a recent and very public hearing at the Royal Courts of Justice over a West Midland local authority’s unlawful Local Offer. It has potential to be one of the most exciting and transformative elements to emerge from the reforms since rumblings of change first began, way back in 2010, with the promise of a Green Paper on Special Educational Needs. ‘Support and Aspiration: A New Approach to Special Educational Needs and Disability’ was published in March 2011. The intent was simple: a requirement on local authorities to set out a local offer “of all services available to support children who are disabled or who have SEN and their families.” The aim was to develop a “system so that professionals can innovate and use their judgement, and create a clearer system so that professionals from different services and the voluntary and community sector can work together; and give parents and communities much more influence over local services.” (SEN Green Paper Consultation: March 2011)

What is The Local Offer? The Local Offer is a Local Authority’s publication of all the provision “they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans.” (Section 4.1 SEND Code of Practice, January 2015)

The Local Offer has two key purposes:1. To provide clear, comprehensive,

accessible and up-to-date information about the available provision and how to access it;

2. To make provision more responsive

to local needs and aspirations by directly involving children and young people with SEN or disability, their families and service providers in its development review.

Section 30 of the Children and Families Act 2014, which came into force on 1 September 2014, defines and prescribes the content of a Local Offer:

Local Authorities in England must publish information about(1) The education, health and care

provision & other training provision it expects to be available in its area at the time of publication for children and young people who have special educational needs or a disability

(2) The provision it expects to be available outside its area at that time for

(i) children and young people for whom it is responsible &

(ii) children and young people in its area who have a disability

(3) Arrangements for travel to and from schools and post-16 institutions and places at which relevant early years education is provided;

(4) Provision to assist in preparing

children and young people for adulthood and independent living relating to

(i) Finding employment (ii) Obtaining accommodation (iii) Participation in society

The local offer should also set out how to access specialist services, how to complain or appeal and plans for transition to adulthood.

The Local Offer and Private Sector ProvidersAs an independent SEND consultant since 2002, one could be forgiven for thinking the path ahead will be lined with golden opportunities for collaborative, innovative working. But not so! Instead, if I wished to register my service as a part of a Local Authority’s Local Offer, I would need to commit a considerable time submitting a myriad applications to Local Offer ‘leads’ in the hope of acceptance. I have chosen not to do that, and I’m aware of a growing number of excellent and innovative targeted or specialist services who have taken the same strategic decision. Which is not to say these services no

Therapeutic riding is very popular amongst parents & young people alike, giving good measurable outcomes. It can be easily assimilated into Single Plans or Education, Health & Care Plans

Parent Zone

longer exist or have fallen off the radar. In my case, I chose to set up a social enterprise to complement the SEND reforms. In writing this article, I hope to raise awareness of a conservative take on the Local Offer by some local authorities. It is understandable that authorities may feel threatened by this opening up of the market place, at a time when public sector services have been diminished or have struggled to thrive, yet in reality there has always been diversity of provision, and of providers. As one senior local authority commissioner said recently: “There is a lot of self-preservation going on right now.”

The Local Offer in 2015Four years after the first promise of a radical overhaul of SEND policy, the Local Offer is ensnared in a complex picture, which differs from local authority to local authority. Some local authorities have misinterpreted requirements, or chosen to produce a ‘dull but compliant’ Local Offer, whilst Warwickshire County Council has been slammed for its deficiency in producing a Local Offer that fell “a considerable distance short of the statutory requirements”, in the judgement of Mr Justice Mostyn, sitting in the High Court. Warwickshire’s case represents the first Judicial Review to consider local autority duties to disabled children following the reforms under the Children and Families Act 2014. Warwickshire Council were also in breach of their legal duty to maintain a single register of disabled children, as without such a register, the authority cannot make an informed decision about budgetary allocation or the terms of the Local Offer’. There are a number of key failings by local authorities in respect of the Local Offer which have poorly served the spirit or ethos of the reforms:

1. Failure to publish a Local Offer by the deadline of Monday 1st September 2014;

2. Pushing the requirement onto schools to publish a Local Offer;

3. Shifting all children’s services under the umbrella of the Local Offer;

4. Creating Local Offers that do not reflect local services, or have not

engaged fully with private and third sector providers;

5. Ignoring services that fall in neighbouring local authorities;

6. Failure to include or use the terminology, the Local Offer;

7. Hiding away local offers within complex council websites;

8. Giving obscure or highly individual names to the Local Offer that render them largely inaccessible to outsiders.

Key Features of a Good and Evolving Local Offer(a) Engagement with stakeholders

across all sectors;(b) A representation of specialist and

targeted services from the public, private and third sector;

(c) An accessible and clearly named Local Offer;

(d) Clear contact points to make comment on the Local Offer or register new services;

(e) An attractive, visually appealing Local Offer that will entice viewers to access information;

(f) Clear distinctions between information for different audiences;

(g) Compliance with all aspects of the requirements for a Local Offer;

(h) Use of the Dept for Education’s fact and information sheets on the SEND reforms;

(i) A definition of common terminology, some of which is very specific to the reforms and can be confusing to parents, carers and lay people.

The Future of The Local OfferThere is hope on the horizon as some local authorities are beginning to see the potential of embracing the great diversity and profusion of specialist provision. Some of this derives from the insight, resourcefulness and sheer hard work of professionals who have carved out bespoke services to meet the needs of children and young people with SEND, often at great personal sacrifice. My hat is off to all those specialist providers who work hard to tailor therapeutic riding, or sleep and behaviour consultancy, or wraparound care packages, or specialist services for the visual or hearing impaired, or create opportunities for social, leisure and sporting success for young people with disabilities or SEN. There is such a rich tapestry of provision by exciting and transformative practitioners and services - and a context and place for it to live and flourish - in the Local Offer.

Heather Stack is Director of HM Stack Consulting Ltd & Founder & CEO of The Local Offer, a social enterprise and digital-first brokerage service uniting the needs of parents, carers, schools, commissioners and specialist providers. She can be contacted on:[email protected]. The website can be found at:www.thelocaloffer.co.uk

ILEAP is a Warwickshire-based charity supporting children and young people to achieve their potential through an inclusive programme of leisure activities.



Parent Zone

The Dyslexia-SpLD Trust is a collaboration of organisations working together to improve outcomes for children and young people with literacy difficulties, specific learning difficulties (SpLD) and dyslexia.

Mel Byrne is the Director of the Dyslexia-SpLD Trust, a parent and dyslexia expert.

Free resources to support schools, practitioners and parents

In 2007 the ‘No To Failure’ project was launched to set out different ways of ‘getting it right’ and to ‘skill up’ schools towards becoming fully inclusive. In order to accomplish this, four main charities joined forces to work collaboratively and to strengthen the impact across the sector. In 2009 following the ‘No to Failure’ report and as a result of Sir Jim Rose’s report Identifying and Teaching Children and Young People with Dyslexia and Learning Difficulties, the government showed a commitment to train 4000 specialist teachers. To help facilitate this and other improvements in the sector, the four founding ‘No to Failure’ charities were joined by two further organisations and the Dyslexia-SpLD Trust was born. The Trust disseminates impartial information to schools, parents and practitioners by way of its evidence-based, free resources and materials via a range of interactive resource sites www.thedyslexia-spldtrust.org.uk One of these tools, The Literacy and Dyslexia-SpLD Professional Development Framework, is an interactive self-assessment tool for practitioners at any level who are supporting learners with literacy difficulties, SpLD-dyslexia. The tool can be used individually or in groups to support professional development for a practitioner, a team of teachers or a whole school. It has a number of case studies and a handbook that show how professionals have used the tool to strengthen school improvement plans and to support their SEND teams. The tool has a wide-ranging resource bank built in to support the framework recommendations as part of the continuing professional development process. The Parents’ Portal is a designated resource site co-produced by parents and experts. The resources are specially designed to meet the needs of parents using feedback from focus groups and surveys. There are top-tips, short films, audio interviews, factsheets and downloadable

booklets aimed at a range of age groups. Whilst valuable to parents, we are keen to ensure that teachers are also familiar with the range of support materials freely available to parents and carers. The most recent and highly relevant resource produced is the Guidance for Teachers and Schools on the SEND Reforms. The Guidance draws together in one place the evidence around what works for learners with dyslexia-SpLD, what interventions are available with clear signposting, the impact of new legislation and how to access resources in line with the funding reforms. The Guide contains activities and exercises and is designed to be interactive and to support schools with their SEN Information Reports. The Trust draws together the dyslexia sector by working on projects of national significance to raise awareness of the barriers presented to those learners with dyslexia-SpLD by sharing good practice of the very best in the field. An important part of this is showcasing these examples with an aim to help others follow suit and to provide them with the tools to do so. The Interventions for Literacy site is a comprehensive resource for parents and schools, based on Professor Greg Brooks’ “What Works For Pupils With Literacy Difficulties” research. It has a navigable tool to enable practitioners to easily find the

most effective intervention for pupils. There is also a range of case studies in a variety of formats showing models of good practice in different settings; the short films are particularly popular. The trust works with partners that contribute to their learning including practitioners, schools, parents, local authorities, academy chains, Pathfinder Champions, teaching schools and a wide range of SEND organisations. They also work with leaders in the field such as Sir Jim Rose CBE who chairs the Trust. They have achieved so much through collaboration; the 2013-15 impact report shows that the trust has reached over 100,000 people in the past 2 years with more than 77,000 accessing the range of freely available, evidence-based resources on offer. With high aspirations going forward, the trust will continue to work with government, experts, parents, schools, colleagues in the SEND sector and others to further our overall objective of ensuring the needs of dyslexic people and those with SpLD are identified earlier and they receive the most effective interventions that meet those needs. For more information go to [email protected]

The Trust is unique in that it is the only dyslexia / SpLD coalition:

• working with the wider SEND sector to further its aims and objectives;

• to have produced resources with government backing for schools and parents through shared good practice;

• that is part of the government’s implementation plans for the SEND reforms and is referenced in the SEND Code of Practice 2014 and SEND Reforms Implementation plans.

What’s On & EventsMARCH 2015

12th March 2015Chesford Grange, KenilworthNAHT SEND Conference.

17th March 2015LondonEffective Teaching, Learning & Assessment to Support Progress in Reception Conference.

19th-21st March 2015NEC, BirminghamThe Education Show 2015 is packed full of free seminars and training, networking and over 300 exhibitors with more than 100 brand new companies.

19th-20th March 2015Ashton Conference Centre, BirminghamSEBDA Annual National Conference 2015.

24th March 2015Tower Hamlets, LondonIntroduction to working with individuals on the autism spectrum.

APRIL 2015

16th April 2015Haringey, LondonTeaching social skills to children and young people with high-functioning autism or Asperger’s.

30th April 2015GlasgowImproving Health & Well Being for Early Years & Primary School Aged Children Conference.

MAY 2015

5th May 2015London13th Annual Optimus Education SENCO Update conference.

18th May 2015CardiffRaise the Aspirations and Achievement of Deprived Pupils and Families conference.

20th - 21st May 2015Macron Stadium, BoltonNasen Live ConferenceA dedicated SEND Exhibition with a packed seminar programme from a wide range of experts and professional partners.


SEND AbbreviationsAAC Alternative and

Augmentative Communication

ACE Advisory Centre for Education

ACfE A Curriculum for ExcellenceACPC Area Child Protection

CommitteeACCAC Qualifications Curriculum

and Assessment Authority for Wales

ADD Attention Defect DisorderADDiS Attention Deficit Disorder

Information and Support Service

ADHD Attention Deficit Hyperactivity Disorder

AEN Additional Educational Needs

AENCo Additional Educational Needs Co-ordinator

AET Autism Education TrustAfA Achievement for AllAfL Assessment for LearningAGT Able, Gifted and TalentedALD Adults with Learning

DifficultiesALS Additional Learning SupportAoL Assessment of LearningAQA Assessment and

Qualifications AllianceARB Area/Autistic Resource BaseARM Annual Review MeetingASD Autistic Spectrum DisorderASDAN Award Scheme

Development and Accreditation Network

ASN Additional Support NeedASL Additional Support for

LearningAST Advanced Skills TeacherAUT AutismAWPU Age Weighted Pupil UnitBATOD British Association of

Teachers of the DeafBDA British Dyslexia AssociationBDD Body Dysmorphic DisorderBECTA British Educational

Communications and Technology Agency

BESD Behaviour, Emotional and Social Difficulties

BEST Behaviour and Education Support Teams

BILD British Institute of Learning Difficulties

BIP Behaviour Improvement Programme

BME Black and Minority EthnicBSF Building Schools for the

FutureBSL British Sign LanguageBSP Behaviour Support PlanBST Behaviour Support TeamBSU Behaviour Support UnitC&FS Child and Family ServiceCA Classroom AssistantCAF Common Assessment

FrameworkCAFCASS Children and Family Court

Advisory and Support Service

CAMHS Child and Adolescent Mental Health Service

CAT Cognitive Ability TestCBAC Welsh Joint Education

CommitteeCCEA Northern Ireland Council

for the Curriculum, Examinations and Assessment

CD Conduct DisordersCDC Council for Disabled

ChildrenCF Cystic Fibrosis CFS Chronic Fatigue SyndromeCHEN Children with Mental Health

and Educational NeedsCLD Complex Learning NeedsCP Cerebral PalsyCRE Commission for Racial

EqualityCSCI Commission for Social Care

InspectionsCSP Coordinated Support PlanCoP Code of PracticeCRE Commission for Racial

EqualityDAMP Deficits in Attention, Motor

Control and Perceptual Abilities

DCD Development Co-ordination Difficulties (Dyspraxia)

DDA Disability Discrimination ActDED Disability Equality DutyDEE Disability Equality in

EducationDELLS Department for Education,

Learning and Lifelong SkillsDENI Department of Education

for Northern IrelandDfES Department for Education

and SkillsDLA Disability Living AllowanceDRC Disability Rights CommissionDS Downs SyndromeDSD Developmental Co-

ordination DisorderDSP Dedicated Specialist

ProvisionDVD Developmental Verbal

DyspraxiaDYSC DyscaculiaDYSL DyslexiaDYSP DyspraxiaEAL English as an Additional

LanguageEAT Eating DisordersEBD Emotional and Behavioural

DifficultiesECM Every Child MattersELBs Education and Library BoardEOTAS Education Other than at

SchoolEP Educational PsychologistEPi EpilepsyERA Education Reform ActESA Educational Support

AssistantEstyn Office of Her Majesty’s Chief

Inspector and Training in Wales

ESL English as a Second Language

EWO Education Welfare OfficerEYA Early Years ActionEYAP Early Years Action PlusEYDCP Early Years Development

and Childcare PartnershipFLS Further Literacy SupportFLT Foundation Learning TierFRX Fragile X SyndromeFSP Foundation Stage ProfileG & T Gifted and TalentedGLD Generic Learning DifficultiesGTC General Teaching Council

GTCS General Teaching Council for Scotland

HI Hearing ImpairmentHMCI Her Majesty’s Chief

Inspector (of schools)HMI Her Majesty’s InspectorateHMIE Her Majesty’s Inspectorate

of Education in ScotlandHLTA Higher Level Teaching

AssistantHSA Home School AgreementIBP Individual Behaviour PlanIEP Individual Education PlanILP Individual Learning PlanINCO Inclusion Co-ordinatorIPSEA Independent Panel for

Special Education AdviceIQM Inclusion Quality MarkISP Individual Support PlanKS Key stageLA Local AuthorityLAC Looked After ChildrenLDD Learning Difficulties and

DisabilitiesLM Learning MentorLSA Learning Support AssistantLSC Learning and Skills CouncilLSP Learning Support

PractitionerLSU Learning Support UnitLTS Learning & Teaching

ScotlandMDT Multi-Disciplinary TeamMLD Moderate Learning

DifficultiesMD Muscular DystrophyME Myalgic EncephalomelitisMND Motor Neurone DiseaseMSI Multi-Sensory ImpairmentNAS National Autistic SocietyNBCS National Blind Children’s

SocietyNDCS National Deaf Children’s

SocietyNEYTCO National Early Years Trainers

and ConsultantsNMSS Non-Maintained Special

SchoolNRWS New Relationship with

SchoolsNSF National Service Framework

for Children, Young People and Maternity Services

NSSEN Non-Statemented Special Educational Needs

NWRSENP North West Regional Special Educational Needs Partnership

Ofqual Office of the Qualifications and Examinations Regulator

Ofsted Office for Standards in Education

PATOSS Professional Association for Teachers Of Students with Specific Learning Disabilities

PCTs Primary Care TrustsPD Physical Difficulties/

DisabilitiesPDD Pervasive Development

DisorderPMLD Profound and Multiple

DifficultiesPSP Personal Support PlanOCD Obsessive Compulsive

DisorderODD Oppositional Defiance

DisorderOT Occupational Therapist

PDA Pathological Demand Avoidance Syndrome

PDD Pervasive Development Disorder

PECs Picture Exchange Communication System

PMD Physical and Medical Difficulties

PMLD Profound and Multiple Learning Difficulties

PNI Physical and neurological impairment

PRU Pupil Referral UnitPPS Parent Partnership ServicePSI Physical and Sensory

ImpairmentPT PhysiotherapistQCA Qualifications and

Curriculum AuthorityRAD Rapid Attachment DisorderRAISE Reporting and Analysis

for Improvement through School Self Evaluation

RAP Reasonable Adjustment Project

RoA Record of AchievementRoN Record of NeedRNIB Royal National Institute of

Blind PeopleS & L Speech and LanguageSA School ActionSA+ School Action PlusSaLT Speech and Language

TherapistSCD Speech and Communication

DifficultiesSEAL Social and Emotional

Aspects of LearningSEBD Social, Emotional and

Behaviour DifficultiesSEF Self Evaluation FormSENAG Special Educational Needs

Advisory GroupSENATS SEN Advisory and Teaching

ServiceSENCO Special Educational Needs

Co-ordinatorSEND Special Educational Needs &

DisabilitySENDA Special Educational Needs

and Disability ActSENDIST Special Educational Needs

and Disability TribunalSENJIT Special Educational Needs

Joint Initiative for TrainingSLCN Speech, language and

Communication NeedsSLD Severe Learning DifficultiesSMA Spinal Muscular AtrophySIP School Improvement PartnerSPD Semantic Pragmatic

DisorderSpLCN Specific Language and

Communication DifficultiesSpLD Specific Learning DifficultiesSQA Scottish Qualifications

AuthoritySSEN Statement of Special

Educational NeedsTA Teaching AssistantTDA Training and Development

AgencyTLR Teaching and Learning

ResponsibilityTS Tourettes SyndromeVI Visual ImpairmentWJEC Welsh Joint Education

Committee


Special Educational Needs and Disability Code of Practice

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