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 The Jan/Feb 2019 issue of SEN Magazine is now in the editing/production phase.

 

March/April 2019 issue (SEN99)

Autism: World Autism Awareness Day/Week
The feature will include articles from senior figures in three leading UK autism charities, focussing on different issues relating to autism.

Mark Lever, Chief Executive, National Autistic Society

The article will outline what autism is and some of the different ways in which it can affect individuals. It will consider public understanding of what it’s like to be autistic and the provision of public services for those with autism. It will argue that the Government’s recent extension of The Autism Act to include children, for the first time, needs to reflect the diverse lives and experiences of autistic people. It will also include the personal stories of young people with autism, covering different parts of the autism spectrum.

Director of External Affairs, Alison Worsley, Ambitious about Autism
Autism support: helping autistic young people reach their potential. The article will look at  some of the problems autistic children and young people are having in school and what can be done to “fix” these problems. It will provide practical solutions for teachers and discussion of wider political change. It will also consider how to help more autistic young people find meaningful employment/apprenticeships/further study.

Dr James Cusack, Director of Science, Autistica
Autism research: the piece will provide a brief look back at autism research in the past, before moving on to consider how research is evolving to become more nuanced. It will discuss how research is beginning to respond to community priorities and develop personalised and parent-led therapies. It will also look at how technology can offer the chance for even further personalisation.

Performing arts: drama
Chas Mollet, Assistive Creative Technology Officer, Wac Arts 
Drama and physical movement activities can create some of the most profound and unexpected outcomes when working with young people with SEN as they allow young people to explore their abilities beyond their prescribed statement of needs and push themselves beyond personal comfort zones. Despite the positive affirmation and greater visibility that the performance provides young people with SEN it is also important to consider the importance of experiencing the drama process as well as the way drama structures can help unlock the communication, collaboration and creativity necessary to engage in other learning experiences.

Tourette’s syndrome
Amanda Pape, volunteer at Tourette’s Action, teacher and parent
The article will discuss the author’s experience of having a child with Tourette’s syndrome. It will discuss how Tourette’s affected her son, how teachers and others responded to him how he learned to manage his Tourette’s.

ADHD
Michelle Beckett, founder and CEO of ADHD Action, guiding force behind the All Party Parliamentary Group for ADHD and a person with ADHD
The article will argue that ADHD is widely stigmatised and misunderstood and that very few professionals have ADHD on their radar. It will look at why this is and how it could be tackled. It will also outline some of the key “red flags” that may indicate a child has ADHD (even if they are top of the class and have no behavioural issues).


Dyslexia
Catherine Wright, Dyslexia Network
Concluding her three-part series on dyslexia assessments, Catherine will look at assessments of underlying ability that are commonly used. Tests of underlying ability can provide a clearer view of the learner’s verbal and nonverbal skills.

Sensory impairment
Dr Joao Roe, Head of Joint Area Sensory Support Service in the South-West of England

Supporting children and young people with sensory impairment. The article will look at signs that may help identify a sensory impairment and provide examples of good practice on how to create inclusive environments that support learning for all. It will also give an overview of main issues to consider in meeting the needs and promoting inclusion of children and young people with sensory impairment.

Performing arts

Jonathan Baron, dance teacher, Hillingdon Manor School
Using dance to boost the resilience and confidence of students with autism.

Respite care/short breaks
Person TBC, Dimensions

The role of respite care and how services can be used innovatively to meet individual needs and ambitions in a way that also helps local authority funders know that they are saving money.

Transition to adult life
Lesley Copland (Education Lead, Further Education) and George Fox (Education Lead, Year 11 to 14), Prior’s Court
The article will explore a whole-person-centred approach to supporting young people with autism and SEN as they transition to adult life, and how teaching transferable vocational and daily living skills can help to build a more independent, inclusive future for those with additional needs. It will also discuss how collaboration with parents and local authorities can ensure the best outcomes for those transitioning to an adult placement or returning to the family home after education.

Recruitment
Mark Saunders, a senior manager at Education Support Partnership
The article will discuss putting mental health and wellbeing measures in place to help retain teachers. It will also look at how having support in place could also support recruitment as a valuable part of a benefits package. The piece will be based on findings of the Education Support Partnership’s Teacher Wellbeing Index 2018 report.

Accessible vehicles
Dave King, Head of Programmes, Variety, the Children’s Charity
The article will look at accessible mini-buses – why they are important, what to look for when choosing them, how to source them and key issues involved. 



The Charity provides Sunshine Coaches to schools and other organisations, mainly to transport children with disabilities and SEN.

Learning outside the classroom
Nick Lee, Specialist TA outdoor learning, Fort Royal Community Primary School, Worcestershire
The article will discuss using the outdoors as an educational resource for all. It will outline some of the main issues involved with getting young people outdoors to learn and how to manage these issues. It will also look at why learning outside the classroom can be so engaging and effective for pupils 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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