Janet O'Keefe

We are delighted that Sue Madraszek of Symbol UK will be presenting at the Towards a Positive Future Conference on 14/15 October 2011 http://www.wordswell.co.uk/conference/

Sue’s presentation will give information about the typical communication profile of children and young people with Down syndrome. It will explore the implications this has on how parents, health care staff and educators should interact with these children and young people in order to develop their full potential in the field of communication and thus enable them to access educational and other settings successfully.  Participants will gain knowledge about this population of children and young people and be shown some very simple ways of making interaction with the children and young people more effective as well as learning about how to encourage these children and young people to communicate effectively, thus achieving their communication potential and supporting them in reaching their potential educationally and socially.

Martyn Sibley http://martynsibley.com/ is a social entrepreneur with one aim – to change the world for disabled people. Using his personal experience of being disabled: Electric wheelchair user, having 24/7 care, a Masters degree, world travel and his own company – he has written an ebook on achieving life goals – The Disability Diamond Theory (launching mid September 2011). He has managed to build a worldwide community of 10,000 people online and works to inspire, inform and change. In running his blog, launching the positive disability magazine http://disabilityhorizons.com/, and with his creation ‘disability webinars’ he is making good progress. He is speaking at the conference to answer questions around his personal story as a disabled child: including matters such as schooling, transitions, leaving home, going to university, finding work and managing independence.

Martyn is just one of the contributers to our forthcoming conference http://www.wordswell.co.uk/conference/

Here he shares why he is taking part:

Effective therapeutic interventions, in any discipline, have always depended on a careful identification of the factors comprising the presenting problem; the systemic processes shaping, and shaped by, the child; and the information and belief structures supporting the coping strategies developed as a result. For the Speech and Language Therapist, difficulties in the acquisition of social communication skills frequently signals the presence of a wider range of language, emotional and educational issues, all of which could be impacting on the child`s potential for independence, integration in society, educational attainment and long- term mental health. As a result, social communication work is often an integral part of programme delivery, and much time and energy has been devoted to the development of the many excellent resources available to address social communication needs in a range of settings and client- groups.
Shapwick School is a specialist day and boarding school for pupils (8yrs – 19yrs) with dyslexia, DCD, ADHD, developmental verbal dyspraxia, sensory processing difficulties and other related disorders. Approximately 70% of our pupils attend weekly individual and/or group Occupational and Speech and Language Therapy sessions and all new students are screened by both therapies on entry. The Therapies are seen as an integral part of the school`s multi-disciplinary approach to the educational process and are involved in all aspects of the school`s functioning. We take the view that, while language and sensory processing difficulties impact on every aspect of our students` lives, they can be remediated or compensated for most effectively when a unified approach is applied by the whole system- school/ college, parents, students and their peer group. Systemic thinking is by no means new in education or therapy, but its application often presents a thornier issue as daily life interferes with theory! I feel it is vital that we at least acknowledge that every decision or action we take, as teachers, clinicians or parents, will have a knock-on effect on every other aspect of our children’s provision, and ultimately the child’s decision- making. As social communication is about making decisions which affect oneself and others, the ability to recognise chains of reaction is a cornerstone of the SCAEP approach.
The Social Competence and Enhancement Programme (SCAEP) was formally introduced about 8 years ago as a weekly group session for students with identified social skills difficulties. It drew on a range of materials from published social skills, emotional literacy and pragmatics programmes and ran for two terms every year. Other forms of medium and short- term interventions (e.g. Circle of Friends; “Pitstop” ) were also regularly used in the rest of the school in response to perceived need, but varied from year to year and were often driven by the needs of specific pupils or contexts.
However, over the last 5 years I have become increasingly aware of three important factors which seem to be impacting on the long- term carryover that our students achieve in real- life situations, when trying to apply the principles they have worked on in SCAEP group viz. 1) In many cases the severity of their sensory processing problems, literacy, working memory and language needs interferes with their access to language- based social skills interventions. Co-working between Occupational Therapy and Speech and Language is becoming increasingly vital in laying the sensory processing groundwork to support our social communication work across the school. 2) Our students have marked difficulties in connecting the ideas and concepts contained in social skills programmes with their own understanding of how the world works. Many of them have difficulties with theory of mind, but also with basic semantic issues such as categorisation, so that identifying social similarities and differences becomes a language test rather than a coping strategy. These difficulties appear to have a particular impact in Yrs 8/9, when the opinions of the peer group assume primary importance, and has resulted in the complete reworking of SCAEP delivery at Shapwick School. 3) At the same time, there is an increasingly alarming body of research emerging from different clinical, psychiatric, educational and criminological fields indicating a significantly high incidence of literacy, social communication and language difficulties amongst young people with severe mental health problems and in the justice system. My concern is that if the sensory processing problems of our students have such a fundamental effect on the development of their cognitive constructs, and if many of our students cannot fully access remediation programmes on offer because of language difficulties, then they are also prevented from accessing the mainstream talking therapies on offer in the NHS. This raises the issue of where our students will go for support as adults.
In the current climate of continuous cost- led reform, there is a temptation to sit tight, rely on existing resources and protect our personal fields of influence. It is vital that we do not lose sight of the fact that our disciplines exist as a result of need, and that meeting those needs continues to rely on an expanding knowledge- base and willingness to share, adapt and apply principles from related fields in order to fine- tune our work and counteract some of the effects of continuous instability in the systems we live and work in.
My workshop will outline the key features of the SCAEP programme and describe an attempt (in progress!) to design a multidisciplinary intervention which serves three purposes: 1)Taking students back through the sensory building blocks of basic social communication concepts e.g. personal space, in order to construct more complete concepts /schemas based on sensory processing of, and shared attention to, key sensory characteristics; 2) The development of sensory and language correlates (shared code) needed to describe participants’ experiences of (mis)communication and to develop verbal problem- solving strategies and an understanding of chain reactions; 3) The core language and sensory building blocks to understand analogy and metaphor, allowing students to compare how a situation appears to them and someone else, and improving our students` potential use of talking therapies e.g. CBT, family therapy etc.

When editing the forthcoming book ‘ Towards a Positive Future: Stories, Ideas and Inspiration from children with special educational needs, their families and professionals’ there were 10 things that cropped up repeatedly in the personal stories of the 14 families featured that made a positive difference to their well-being and the educational and life outcomes for the students.  These are:

• having a clear description of all of the child’s needs
• schools and services that focus on the child’s abilities and strengths
• productive activity for the child throughout the day to promote learning rather than a differentiated but meaningless curriculum
• safe, secure, appropriate physical environment which minimises the disability for the child and enables them to learn
• integrated therapy and teaching
• a positive and close relationship between parents and school
• social care working in partnership with parents and schools
• appropriate individual specialist programmes available as part of the curriculum
• appropriate medication and nutrition available in school
• access to specialist solicitors, barristers, advocates, representatives, expert witnesses and tribunal to achieve all of the above as early in the child’s life as possible

The book is available to pre-order from www.jr-press.co.uk and will be launched on Friday 14th October 2011.  To book your place at either the Book launch, the Conference or both please go to http://www.wordswell.co.uk/conference/

If your child has Special Educational Needs, you’ll need to go through the process of statementing to get the proper provision for them in school. But what is statementing, and how do you go about it?  

Green Paper: All change please 

The world of SEN and statementing is facing the biggest shake-up in 30 years: proposals outlined in the recent Green Paper on SEN will, the Government says, simplify procedures and give parents more control over the statementing process. However the reforms’ aims could conflict: two of the problems to be addressed are parents having to battle to get the support their child needs; an Ofsted’s belief that too many children are identified as SEN.

 What is a Statement?

A Statement is a legally binding document that describes a child’s special educational needs, what sort of provision must be made by schools and LEAs in meeting those needs and where it should happen. A LEA school or setting cannot ignore the contents of the Statement; the child is entitled to the provision that is described.

You may realise that your child or children need assistance in school that is additional to or different from those provided for children who don’t have SEN. The signs that children need such help are that, despite receiving extra support, they make little progress, show signs of difficulty in developing literacy or mathematics skills, continue to work at levels significantly below those expected for peers of a similar age or have sensory, physical, or speech, language and communication needs.  One in 10 of Tamba members have children with Special Educational Needs (SEN) according an educational report published by the charity last year. Getting extra help for these children in schools should be a simple process but it can be a struggle due to the restrictions of local authority funding.  

 How do I request a Statement?

There are two stages: first, the LEA has to make a statutory assessment, and then it decides whether to make a Statement – against which you can appeal if you want to contest the provisions it lays down.

You can make a request for a statutory assessment to the LEA at any time, independently of the school, if you consider that one or more of your children have special educational needs, and the school is unable to provide the necessary level of help without additional funding. It is in the children’s best interests if the school work with you on any request for a statutory assessment.  Requests should always be made in writing and all parties should keep copies of all correspondence. Schools must consult with you before requesting a statutory assessment. On receipt of a request the LEA must contact you to find out more about your concerns.

If the LEA refuses to carry out a statutory assessment they explain why, and also set out the provision that they consider would meet your child or children’s needs within 6 weeks of the request being made.  If the LEA agrees to undertake a Statutory Assessment they should work with you, the school and health and social services agencies and request written advice on all the child’s needs.  You are entitled to provide your own reports from experts as part of the statutory assessment procedure.  You are allowed to be present at any assessment or interview. The LEA must also seek the views of any children involved, as part of the statutory assessment procedure – if the child is too young, then all parties must agree on how the child’s views are heard.

The statutory assessment process ends when the LEA decides whether or not they will make a Statement.

 The LEA’s decision.

The LEA must decide whether or not to produce a Statement of Special Educational Needs it must inform you of the reasons for this within two weeks.  If it says no, it must inform you of the reasons for this and must make sure that you know what provision is available within the child’s school to meet your child’s special educational needs.

If the LEA decides to produce a Statement they must first draft a Proposed Statement. This will include a description of your child’s needs and the provision to meet these needs.

Appeals

If you are  informed that the LEA will not produce a Statement, the LEA must also inform you of your right to appeal to the SEND Tribunal, the time limits for this appeal and the availability of parent partnership and disagreement resolution services.

You may also be able to appeal if you do not agree with aspects of the Statement.  If you do turn to the Tribunal, you can get help fromsupport groups and charities. If you are entitled to Legal Help the Citizens Advice Bureau will be able to give names of experienced solicitors who participate in the scheme.

 Further Assistance: SEN and Statementing

• National Autistic Society, National Deaf Children’s Society, AFASIC, SCOPE, Dyslexia Action
• Education Advocacy
• IPSEA (Independent Panel for Special Educational Advice)
• The Children’s Legal Centre
• SOS!SEN (the independent helpline for Special Education Needs)
• Anthony Collins Solicitors
• MGLaw Solicitors
• Douglas Silas Solicitors
• Langley Wellington Solicitors
• Advocacy Services and Special Education training (ASSET)
• AM Phillips

Help and Info: Multiples with Special Needs

Tamba has a Support Volunteer for families where one or more children from a multiple birth have special needs.  Co-ordinated by Karoline Jordan, you can make contact via the Tamba office on 01483 304442 or e-mail carolclay@tamba.org.uk

Book Talk: Towards a Positive Future

See http://www.wordswell.co.uk/conference/ for information on a two day conference for professionals and parents of children with special educational needs on 14/15 October 2011 at the Arlington Arts Centre, Newbury, Berkshire when the new book edited by Janet O’Keefe will be launched featuring stories, ideas and inspiration from children with special eduicational needs, their families and professionals.

Educational psychologist warns that young vulnerable people miss out under present system

A new foundation which will enable practitioners to join together to provide multi-disciplinary specialist services for children with special educational needs is being launched next month – and could transform the present fragmented and bureaucratic system.

 The Clarity Foundation hopes to attract health and social care providers, as well as education specialists, to join as members who can be referred to families and local authorities as approved providers meeting statutory guidelines. 

 The foundation is the brainchild of speech and language therapist Janet O’Keefe and Robert Ashton, best selling business author, social entrepreneur and campaigner, who are passionate about providing a new joined-up efficient system which supports children and their families with educational support, while at the same time eliminating unnecessary duplication and bureaucracy.

 It will be launched at a conference entitled, Towards a Positive Future, aimed at parents and professionals, to inspire, share experiences and discover how they can achieve more for children with special needs. The conference is being held on October 14-15 at Arlington Arts Centre, Newbury, which is based at the Mary Hare School for deaf children.

 There are currently 1.7 million children with special educational needs in England who require support for wide ranging conditions, from dyslexia, dyspraxia and Down’s syndrome, to autism and attention deficit hyperactivity disorder.

 Janet says: “We believe that having a one-stop shop is the best way to enable parents and local authorities find all the support services desperately needed by children with special needs, and that our foundation is the most practical and efficient way of ensuring that those services are integrated and coordinated.  We need to bring practitioners from health, education and social care together and plan for the future while the present guidelines for new contract arrangements is under review.  Our foundation will be a valuable database of all heath and social care providers, as well as education specialists.

 “Additionally, we can streamline time consuming and expensive administrative processes. For example, we can help with criminal bureau checks and professional indemnity insurance.  At the moment, if a practitioner is not directly employed by a school or local authority, every school they visit should conduct its own CRB check.  Many practitioners regularly visit 20 schools a week sometimes in several different counties and are therefore checked 20 times.”

 Robert says it makes good sense to become more efficient during the present changes:

 He says: “However you feel about the Government’s “Big Society” agenda, the fact is that the worlds of education, health and social care are undergoing massive change. The Clarity Foundation is being formed to help parents make sense of those changes, and in parallel to help practitioners create their own enterprises. That way both groups can connect, create opportunities and meet the needs of young people striving to overcome disadvantage.”

 Specialist speakers include educational psychologist and former head teacher Charlie Mead, who has worked with children with severe emotional and behavioural problems and special needs for 20 years. He has grave concerns about the present system and highlights failures he has observed, leading to neglect in some cases for vulnerable young people.

 He says: “Charities are afraid to stand up for their clients in case their funding is withdrawn. Academies are afraid of further failure by taking on exactly those students who would benefit most from their resources. Children and Family Services have neglected the vulnerable due to bureaucratic inertia and a lack of consistency. All these situations can be changed if the interests of the child are put first.

 “When working with highly vulnerable children in care, many of whom have been sectioned, it is clear that the recession is having a considerable impact on the young people and their families – especially those who cannot cope emotionally, are addicts, are sexualized early and have been abused.  They need expert consistent provision – not piecemeal services from organisations who are threatened by lack of funding.”

 Other key speakers are Kevin Geeson, CEO of Dyslexia Action, who will highlight the impact of the SEN Green Paper; speech and language specialist Prof Heather van der Lely, who will highlight her simple test for an early diagnosis of specific language impairment; and both Sandy Burbach and Alex Kelly, who will describe the importance of developing social skills and self esteem in children.

 Janet is also launching a book she has edited at the conference also called Towards a Positive Future which includes stories, ideas and inspiration from children with special educational needs, their families and professionals.

 Full details about the conference can be found at their website, Towards a Positive Future: http://www.wordswell.co.uk/conference/

 There is a range of ticket prices: parent £90 (one day) £155 (both days); second parent £60 (one day) £120 (both days); professionals £200 (one day) £385 (both days).

 Media requests can be made to press consultant Ellee Seymour on 07939 811961, email ellee.seymour@btopenworld.com