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July/August 2019 issue (SEN101)

 

Literacy
Jonathan Douglas, Director, National Literacy Trust
The article will explain what literacy is and why it’s more important now than it ever has been for children and young people’s life chances. It will outline the current state of children’s literacy in the UK, looking specifically at the ages of 5, 11 and 16 (as children progress through school). It will highlight the literacy gap and identify the children who are most at risk of falling behind, including those from disadvantaged communities, those with SEN and boys. It will also reflect on current education policy and how we got here (identifying issues/challenges and opportunities) and state recommendations for improving the current state of children’s literacy, including what teachers, parents and politicians can do.

Recruitment
Dr Catherine Brennan, Senior Operating Officer at Releasing Potential, an alternative provision for children with SEBD
The article will argue that schools can have a positive impact on teacher recruitment and retention by re-assessing their approaches to working with children who have SEN. It will discuss the importance of a social pedagogical approach, working from a child’s own starting point and the application of creative solutions in teaching. When done effectively, this can help to create a positive culture and an open an reflective environment which supports and develops staff and pupils alike. This in turn makes it more attractive for staff to stay in the profession and can encourage new recruits.  

Days out for children with SEN and disabilities
Dave King, Head of Programmes, Variety, the Children’s Charity
Days out for children with SEN and disabilities needn't be filled with worries about accessibility and facilities. This article will explore what really matters on a family day out and how to take out some of the stress.

Augmentative and alternative communication (AAC) 
Kate Duggan, Speech and Language Therapy Lead, and Beccy Timbers, Speech and Language Therapist, Seashell Trust
The article will argue that a social model approach is needed to make AAC accessible for everyone. Different technology will work for different individuals so practitioners need to be innovative and creative and use trial and error to see what works. It will discuss the need for a total communication approach and for an understanding of how AAC use is affected by the individual’s community and environment. Everyone involved in supporting the AAC user also needs to consider how the technology will be used at home and in the wider community, and any implications this might have for the types of AAC used and support provided. 

Cerebral palsy
Amanda Richardson MBE, CEO, Action Cerebral Palsy
The article will argue that a UK-wide cerebral palsy register is needed. This would provide essential data for forward planning for community and medical services for children with CP across health, education and care. Many children with CP will be using multi-agency services but these are often not sufficiently joined up and skillsets within these services in the community often lack the necessary level of knowledge about CP. The article will also outline some of the unique features of CP that differentiate it from other conditions and underline the complex challenges that children with CP experience within their education.

Visual impairment
Chrissie Pepper, Policy Manager, RNIB
The article will look at the educational experiences of children and young people who are blind or partially sighted. It will draws on research, including the RNIB’s Our Futures Matter report, and case studies which have found that many children and young people with vision impairment are not receiving the specialist support they need to fulfil their potential. Furthermore, children and young people with vision impairment face additional challenges in accessing learning materials and modified exam papers. The article will also include recommendations for government and local authorities to ensure children and young people with vision impairment fulfil their potential.

Autism
Kathryn Dutton, Autism and Complex Needs Lead, Sefton Council
The article will look at what it takes to be an autism-friendly school and how a whole-class approach to learning can work well for those with and without autism. 

Dyslexia
Diana Hudson, dyslexia trainer and mentor and author
Why do dyslexic people struggle with getting to places on time? The article will seek to answer this question, highlighting many key difficulties experienced by people with dyslexia, including issues with: reading a clock face; organising and allocating time; understanding directions; differentiating between right and left; reading a map or timetable and place names; and short-term memory for instructions. It will also discuss strategies to help dyslexics manage their difficulties with time.

Diana Hudson runs inset training for teachers and mentors teenagers and adults with specific learning difficulties. She is the author of Specific Learning Difficulties: What Teachers Need to Know.

Sex and relationship education
Kate Reynolds, NHS, author, mother, speaker/trainer
The article will look at the Government’s proposed changed to SRE, difficulties children and young people with SEN experience engaging in SRE in mainstream and special schools, and ways to adapt teaching and the curriculum to engage children and young people with SEN.

Kate Reynolds is mother to two young people on the autism spectrum, one with additional learning disabilities. She worked extensively in sexual health and HIV/AIDS for the NHS and has written nine books on the subject as it affects children and young people with autism, developmental and intellectual disabilities. Kate runs workshops for parent carers and is a national and international speaker on the subject of relationships and sex education for people with autism, developmental and intellectual disabilities.

Looked-after children
Jennifer Nock, psychologist and educator
Multi-agency understanding and response to looked-after-children in schools: looked-after children are much more likely to have SEN than the general pupil population. Some of these needs are created by the lack of early positive attachment relationships and the associated negative impact upon the healthy development of the brain. This article aims to draw attention to some of the challenges faced by such children, and also to raise some suggestions for local authorities, virtual school heads and schools themselves for improving successful educational inclusion of such children.

Jennifer Nock is a Chartered Psychologist and educator who has worked for over four decades with educators, children and young people, families, foster and adoption agencies, and others in the caring professions, including NHS and Social Services and voluntary organisations and charities. Jennifer’s specialism is the impact of development trauma and she provides training to develop theoretical understanding of, and practical strategies for, children and young people who do not always find it easy to learn and/or conform to the pressures of school, and sometimes, life in general. 

Manual handling
James Rhodes, Marketing Manager in charge of Early Mobilisation and Falls Prevention, Hill-Rom
The article will look at how hoisting can be used to support physical curriculums for children with complex physical disabilities, and the benefits/challenges of using hoists in this way in special education settings.

Modular classrooms
Mark Brown, Consultant, TG Escapes
The article will consider why modular classrooms are a popular choice for those teaching pupils with SEN and disabilities. It will look at what we mean by “modular classrooms” and the benefits of modular buildings, such as less disruption, speedy construction and having new spaces away from main buildings. It will look at the use of natural materials and light in creating a calming environment, and the use of Biophilic design principles (an approach to architecture that aims to connect people to nature) which includes considerations of air quality, acoustics and easy access to the outdoors.

SEN law
Erin Smart, Solicitor, Irwin Mitchell LLP
The article will provide a general commentary on the current state of SEN law and an update on recent case law relating to children and young people with SEN

SEN law
Douglas Silas, Douglas Silas Solicitors
Continuing his regular column for SEN Magazine, specialist SEN solicitor Douglas Silas looks at what the law says about education, health and care plans for young people with SEN.

The articles above are scheduled to appear in the above mentioned issue of SEN Magazine. Please note, though, that we cannot guarantee to include specific articles in specific issues.


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