EH-1730

Summer 2022 CPD Course:

Welcome to the hidden web page of the summer 2022 CPD course. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, a number of delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!

 

Morning CPD Course:

An Introduction to Emotion Coaching

Developing social & emotional communication skills

Presented by 

Cole Andrew

 

1.  Emotion Coaching Presentation 

2a. E Handout – Intro to Emotion Coaching

2b. PDF Handout – Intro to Emotion Coaching

3. The Gottman Feeling Wheel

4a. E Version – Iceberg Behaviour Analysis

4b. PDF – Iceberg Behaviour Analysis 

5a. Emotion Coaching Log – Example

5b. Emotion Coaching Reflective Log – Template

 

How might we support you next?

 

 

 

 

Academic year 2022-2023

Next year’s headline agendas:

To book:

Booking form

 

New2SENCO Course 2022-2023

A course for new or aspiring SENCOs

We are repeating our popular New2SENCO course again in 2022-2023.

Aims of the course

  • To provide clear and practical training, guidance, resources and support for SENCOs new to the role for their first year through a combination of online training and online support
  • To give opportunity for SENCOs new to the role to network with other new SENCOs, as well as with those more experienced in the role
  • To give new SENCOs the preparedness and confidence to subsequently undertake the NASENCO Award or future NPQ qualification

For more details see here

 

SEND-FORUM-1730

SEND Forum – Summer 2022

Welcome to the hidden web page of the summer 2022 SEND Forum. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, a number of delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!

 

Afternoon SEND Forum:

Slides and handouts

Pdf of slides

Handout pdf

 e_handout_ILN_SEND_Forum_Summer_2022.docx

Green paper themes pdf

 

Updates

RESOURCES AND CPD

Preparing Autistic & SEND/SEL Children for School: Schudio TV

Visit tinyurl.com/mubn2w88 to enrol.

 

The Normal Way of Working (NWoW)

Find out more here: https://tinyurl.com/7vbrvaat 

 

STRATEGY AND POLICY

SEND Review: right support, right place, right time

A separate summary covering the SEND and AP green paper and responding to the consultation is also available. The consultation closes at 11:45pm on 1st July 2022. For more information, visit https://tinyurl.com/23pbs2d7

 

Schools White Paper, Opportunity for All

Read more here: https://tinyurl.com/2swpv2v2

 

RESEARCH

Pupil Premium menu

Visit: https://tinyurl.com/y94yrwp8 and scroll down the page to find the new resources.

 

High Quality Interactions in the Early Years: The ShREC Approach

Download the brief guide here: https://tinyurl.com/3m6j29n5 or read Fliss James’ introductory blog at: https://tinyurl.com/5ey728ka

 

A HIDDEN GEM!

QFT toolkit

Find it here: https://tinyurl.com/5bj5uwfb

 

SEND Training: ‘It’s the Relationship that Heals’.

‘It’s the Relationship that Heals’ (Yalom, 2012)

Fostering a relationships policy

Presented by Zena Martin and Cole Andrew

 

Kensington Primary School presentation

RSA Inclusive and Nurturing Schools Toolkit

Behaviour_Wall_Side_1

Behaviour_Wall_Side_2

Clues-for-returning-to-stages-colour-answers.pdf

Stages-and-characteristics-colour-answers.pdf

Relationships-and-Regulation-Policy_A.pdf

INDIVIDUAL_BEHAVIOUR_RECORD_B.pdf

Respect_C.pdf

Positive_Behaviour_Policy_D.pdf

Behaviour_Support_Policy_E.pdf

Somewhere_School_F.pdf

Relationships-and-Behaviour-Policy-G.pdf

 

My SEND Issue …

SEND Review: right support, right place, right time

Schools White Paper, Opportunity for All

Understanding Quality First Teaching

Oak National Academy video observation KS1

Oak National Academy video observation KS3

 

Next Steps in SEND

 

The full green paper, along with a variety of accessible formats for different audiences, can be found here

Round table

 

Plenary

Diamond 9

Action Plan

 

 

How might we support you next?

 

 

 

 

Academic year 2022-2023

Next year’s headline agendas:

To book:

Booking form

 

New2SENCO Course 2022-2023

A course for new or aspiring SENCOs

We are repeating our popular New2SENCO course again in 2022-2023.

Aims of the course

  • To provide clear and practical training, guidance, resources and support for SENCOs new to the role for their first year through a combination of online training and online support
  • To give opportunity for SENCOs new to the role to network with other new SENCOs, as well as with those more experienced in the role
  • To give new SENCOs the preparedness and confidence to subsequently undertake the NASENCO Award or future NPQ qualification

For more details see here

SEND-FORUM-1531

SEND Forum – Spring 2022

Welcome to the hidden web page of the spring 2022 SEND Forum. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, a number of delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!

 

Afternoon SEND Forum:

SEND Training

Myth Busting Sensory Strategies Big and Small

Are you getting the most out of your multisensory rooms and sensory strategies?

Joanna Grace, The Sensory Projects (virtual)

Facilitated by Zena Martin and Cole Andrew

Preparation for taking part in the online session

Before you take part in the interactive online session, please ensure you have the following resources prepared.

  • PC or Mac with internet access, speakers, microphone and web cam
  • Printed handout OR e-handout downloaded onto your tablet
  • Tell-tale signs document, printed or downloaded onto your tablet
  • This hidden web page open on your screen or on a second device (phone/ tablet/ PC/ Mac). You will need access to this hidden page during the session to take part in the activities.

Links to use

 

Optional

If you would like to join in with the practical activity of making a settle jar, please gather the following resources prior to the session.

 

Slides and handouts

handout_ILN_SEND_Forum_Spring_2022

ILN_SEND_Forum_Spring_2022

e_handout_ILN_SEND_Forum_Spring_2022

Link to viewable PowerPoint presentation

 

 

Thanks to our Middlewich group for the questions that formed the basis of this Q&A session with Jo below. We thought that all our groups would benefit from accessing this recording too.

 

 

Updates

RESOURCES AND CPD 

Teacher Handbook: SEND – Embedding Inclusive Practice 

Whole School SEND’s ‘Teacher Handbook: SEND – Embedding Inclusive Practice’ is now available to download.  

Download the Teacher Handbook: SEND – Embedding inclusive practice for free 

Training in parent and carer engagement to reduce exclusions 

Developed to meet the recommendations of the Timpson Review of School Exclusion, All on Board training supports staff in developing partnerships with parent and carers. 

Book training here: Training in parent and carer engagement to reduce exclusions | Training | Anna Freud Centre 

STRATEGY AND POLICY 

Inclusive & Nurturing Schools Toolkit 

This free toolkit guides schools, trusts and local authorities to: 

  1. Identify opportunities for change
  2. Learn from others
  3. Adapt approaches to work in your own context
  4. Reference other relevant resources to move to implementation

In addition to the toolkit, the RSA is offering bespoke workshops to schools, trusts, and local authorities to support you to spot opportunities for change in your local contexts and implement inclusive and nurturing approaches in your settings. 

Download the toolkit Inclusive and nurturing schools toolkit – RSA (thersa.org) 

Consultation on Revised Behaviour in Schools Guidance and Suspension and Permanent Exclusion Guidance 

This consultation seeks views on proposed revisions to the Behaviour in Schools Guidance and Suspension and Permanent Exclusion Guidance and associated changes to regulations. The consultation closes 31st March 2022; you can submit your response here: Consultation on Revised Behaviour in Schools Guidance and Suspension and Permanent Exclusion Guidance – Department for Education – Citizen Space 

RESEARCH 

Supporting schools to access evidence-informed programmes through the Accelerator Fund 

The Education Endowment Foundation (EEF) is working with the Department for Education (DfE) in 2021 – 2022 to expand its work supporting schools to access evidence-informed programmes.  

Find out more here: Building the EEF’s pipeline of evidence-informed programmes… | EEF (educationendowmentfoundation.org.uk) 

A HIDDEN GEM! 

Assistive Technology 

NASEN is now home to the Assistive Technology Resource Bank. 

Visit: Assistive Technology | Nasen 

 

My SEND Issue …

Signs_template_ADD

Signs_template_ADHD

Signs_template_anxiety

Signs_template_APD

Signs_template_autism

Signs_template_DCD

Signs_template_DLD

Signs_template_dyscalculia

Signs_template_dyslexia

Signs_template_sensory

NeurodiverseSpLDchecklist

NDTCombinedSpLDchecklist

 

Plenary

 

Coming in the Summer Term 2022

 

Further details, dates (venues & on-line) & how to book here

 

How might we support you next?

 

 

 

 

CSL-1531

Spring 2022 CPD Course:

Welcome to the hidden web page of the spring 2022 CPD course. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, a number of delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!

 

Morning CPD Course:

The Curriculum through a SEND Lens

Principles of planning and delivery for Primary subject leaders and Secondary Heads of Department

Presented by Cole Andrew

 

 

 

Preparation for taking part in the online session

Before you take part in the interactive online session, please ensure you have the following resources prepared.

 

  • PC or Mac with internet access, speakers, microphone and web cam
  • Printed handout OR e-handout downloaded onto your tablet
  • This hidden web page open on your screen or on a second device (phone/ tablet/ PC/ Mac). You will need access to this hidden page during the session to take part in the activities.

 

 

Curriculum_SEND_Lens

 

Handout_ILN_Curriculum_SEND_Lens

 

SEND_Subject_Evaluation_Report

 

Subjects_SEND_Access

 

Personal_Action_Plan

 

Understanding_QFT_lesson_template

 

SEND Lesson Observation Exercise Videos

 

Curriculum research reviews – GOV.UK (www.gov.uk)

 

 

How might we support you next?

 

 

 

 

 

Coming in the Summer Term 2022

Further details, dates (venues & on-line) & how to book here

 

 

SEND-FORUM-1901

SEND Forum – Autumn 2021

Welcome to the hidden web page of the autumn 2021 SEND Forum. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, a number of delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!

 

Preparation for taking part in the online session

Before you take part in the interactive online session, please ensure you have the following resources prepared.

  • PC or Mac with internet access, speakers, microphone and web cam
  • Printed handout OR e-handout downloaded onto your tablet

 

  • This hidden web page open on your screen or on a second device (phone/ tablet/ PC/ Mac). You will need access to this hidden page during the session to take part in the activities.

Links to use

 

Slides and handouts

e_handout_ILN_SEND_Forum_Autumn_2021

handout_ILN_SEND_Forum_Autumn_2021

ILN_SEND_Forum_Autumn_2021

PowerPoint Slides

Evaluation

 

 

Updates

RESOURCES AND CPD

At Inclusive Learning North, we are now well underway with our group consultations

If you haven’t discovered it yet, the Oak National Academy now have a specialist provision offer

 

STRATEGY AND POLICY

Reference for Moving Forward with Inspection

Whittaker, N. (2020, January 17th). Ofsted explains its new way of reporting on SEND provision in education. (T. Tirraoro, Editor) Retrieved October 12th, 2021, from Special Needs Jungle

NASEN have produced a helpful mini-guide, Understanding Inclusion, for SENCOs, school leaders (including governors), teachers and support staff. Download the guide

The government’s national strategy for improving the lives of autistic people and their families and carers in England 2021 – 2026 has now been published.

 

RESEARCH

The Mental Health Continuum and the Incredible 5 Point Scale is a useful model to help staff understand themselves, their pupils, and the people we connect with on a day-to-day basis

A HIDDEN GEM!

My Special Alphabet Book is a story and workbook for developing speech sound awareness for children aged 3+ at risk of dyslexia or language difficulties.

 

 

SEND Training

Audit_Tool_Parent_Engagement_2021

Working with Parents to Support Children’s Learning | EEF (educationendowmentfoundation.org.uk)

Parents_and_carers_engaging_in_home_learning_-_A_checklist_for_schools (1).pdf (the-partnership.org.uk)

Supporting_home_learning_routines_-_Planning_the_day.pdf (educationendowmentfoundation.org.uk)

Amygdala Hijack – YouTube:

Still Face Experiment: Dr. Edward Tronick:

 

My SEND issue…

PL_SEND_Information_Report_2020_-21

SEND-Information-Report-Audit2021

SEND-Inormation-Report-Audit2021_blank

 

Next Steps in SEND#

Aspirations-and-Identification

Aspirations-and-Identification.pdf

Juniper Education Making the impossible possible. (netdna-ssl.com)

OFSTED SEND: old issues, new issues, next steps – GOV.UK (www.gov.uk)

ASK Research Special-schools-during-lockdown.pdf (nuffieldfoundation.org)

Disabled Children’s Partnership research Then-There-Was-Silence-DCP-Report-10-September-2021.pdf (disabledchildrenspartnership.org.uk)

Preparation for Adulthood Outcomes Tool yeded5wb636481748062535810.pdf (preparingforadulthood.org.uk)

Wellbeing Measurement Framework for Schools Wellbeing measurement framework for schools | Anna Freud Centre              

Please find below information on how to access the forms via the website links – once the forms are opened in adobe acrobat, they can then be edited:

For information on how to use measurement tools in schools and colleges, please find below a free guide, which covers information about using surveys with large groups of pupils (a cohort) to understand their needs; and information about using questionnaires with individual pupils to understand their specific needs. https://www.annafreud.org/media/12710/measurement-tools-understanding-needs.pdf

For surveying young people in your setting, exploring the Wellbeing Measurement Framework [For Primary Schools / Secondary Schools / Colleges], it is recommended you read this short summary which tells you why and how the Wellbeing Measurement Framework was created and how it can be used in schools – https://www.corc.uk.net/news-blog/headstarts-dr-polly-casey-introduces-the-new-wellbeing-measurement-framework-for-schools/.  

It is a free resource, and it is up to the individual school on how to implement the surveys in each setting, including collation and evaluation. Information about the scoring of the different surveys included in the framework are provided, free of charge, by the Child Outcomes Research Consortium (CORC): https://www.corc.uk.net/outcome-experience-measures/ [select your age phase by filtering by ‘set’]

In collaboration with the Evidence Based Practice Unit (EBPU), CORC offers Wellbeing Measurement for Schools, a fully supported approach which includes:

  1. An online survey,
  2. A detailed and informative report including comparisons with other schools
  3. Support from an expert team through written guidance, instructions and templates for every step of the process.

As this is a supported approach, there is a charge associated with it to cover costs. 

Supporting SEND – GOV.UK (www.gov.uk)

 

Plenary

Action Plan

 

 

How might we support you next?

 

 

 

Inclusion Forums Inclusion Forums – Inclusive Learning North​​​​​​​​​​

ILOP ILOP – Inclusive Learning North​​​​​​​​​​

Group consultations Training & Consultancy Booking – Inclusive Learning North​​​​​​​​​​

Training courses Training & Consultancy Booking – Inclusive Learning North​​​​​​​​​​

 

Coming in the Spring Term 2022

Morning CPD Course:

The Curriculum through a SEND Lens

Principles of planning and delivery for Primary subject leaders and Secondary Heads of Department

Presented by Cole Andrew

Aims of the course

  • To provide delegates with key training to share with their classroom practitioners
  • For curriculum leaders to understand how to evaluate the impact of their subject for pupils and students with SEND
  • Provide practical strategies for applying relevant research around metacognition to designing the content, pedagogy and sequence of learning in subjects

Target audience

Secondary Heads of Subject Departments

Primary Subject Leaders

Specialist Provisions

Curriculum Leaders

Head teachers

SENCOs

Overview

Headteacher standards (version 2020) and the Code of Practice (2015) reinforce the legal expectation that all teachers and leaders in schools/colleges share equal responsibility for the leadership of the curriculum for students and pupils with SEND. We have all got our heads around the research underpinning the current OFSTED Inspection Framework (Research and analysis overview: Education inspection framework (2019)).

Rather than practice Deep Dives, let’s get it right for all pupils first time.

How do you evaluate the effectiveness of your subject on learners with barriers to learning?

What is the impact of current perspectives on reading as the key to accessing learning across all subjects, increasing adult life chances and improving curriculum access for pupils with SEND?

This course will provide recommended strategies to apply back in schools/colleges to strengthen subject leadership in the light of the research base around metacognition and building impact on long term memory. It will give you the opportunity to reflect on the application to your setting and to engage in dialogue with other settings.

This course is for anyone with responsibility for subject leadership, design and impact!

Booking details, dates, venues & on-line here

 

Afternoon SEND Forum:

Myth Busting Sensory Strategies Big and Small

Are you getting the most out of your multisensory rooms and sensory strategies?

Joanna Grace, The Sensory Projects (virtual)

Facilitated by Zena Martin and Cole Andrew

 

Aims of the course

In this workshop, Joanna Grace, renowned specialist, trainer, researcher, TEDx speaker and author, explores current practice in multi-sensory rooms, improvised spaces and sensory strategies. Together, we will review the research and identify the fundamental principles and latent potential in these approaches. This is an opportunity for those working in specialist settings to reflect on and develop the quality of their sensory provision, and for those working in mainstream settings to establish strong provision for a school population with increasing levels of sensory needs.

 

Target audience

SENCOs & other leaders of SEND in mainstream schools

Teachers and leaders in specialist schools and settings

 Overview

Joined virtually by Joanna, Zena and Cole will facilitate this exploratory workshop that challenges some of the myths surrounding sensory strategies.

The Sensory Projects run on the principle that with the right knowledge and a little creativity, inexpensive sensory items can become effective tools for inclusion.

The individual projects that make up The Sensory Projects have won awards and influenced practice nationally and internationally.

This course is for you if …

  • Your pupils use sensory strategies and multi-sensory spaces, but you feel there may be untapped potential in what they have to offer
  • You would like to develop these strategies and spaces and would appreciate some expert guidance
  • You would like to know more about what these strategies have to offer to pupils in your setting

You don’t know what you don’t know about multi-sensory rooms and sensory strategies

 

Booking details, dates, venues & on-line here

 

 

VCS-1901

Autumn 2021 CPD Course:

Welcome to the hidden web page of the autumn 2021 CPD course. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, a number of delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!

The Vital and the Valuable in Visual Communication Strategies
Zena Martin & Neale Hayward-Shott

   

 

Update on OurBoards

Sadly, OurBoards went into administration on 17th November 2021. This means the loss of both the boards and the workshops that existed along with them. Consequently, for all our schools who attended the morning course on visual communication, we are offering our own workshops, led by Cole and Zena, to help you and your colleagues share and problem-solve through the most effective ways to use these boards. These are free to all schools who received a free board at one of our Forums.

Wednesday 26th January 2022, 1:30 – 3:00pm

Wednesday 26th January 2022, 3:30 – 5:00pm

CLICK TO BOOK

 

 

 

Preparation for taking part in the online session

Before you take part in the interactive online session, please ensure you have the following resources prepared.

  • PC or Mac with internet access, speakers, microphone and web cam
  • Printed handout OR e-handout downloaded onto your tablet
  • This hidden web page open on your screen or on a second device (phone/ tablet/ PC/ Mac). You will need access to this hidden page during the session to take part in the activities.

Links to use

 

Slides and handouts

handout_ILN_CPD_Visual_Communication

ILN_CPD_Visual_Communication

e_handout_ILN_CPD_Visual_Communication

PowerPoint Slides

Evaluation

 

 

Resources and links

DLD Card 1

DLD Card 2

Graphics – Free Downloads – North Star Paths North Star Paths

Temple Grandin describes Thinking in Pictures: https://youtu.be/rJ90_mX8qQk

 

Where to find visual images

The Noun Project provides thousands of icons and images to build a visual language. All available as free downloads or a licence can be purchased to give more options. From the same organisation, The Verb Project is a good recent addition to the website.

Microsoft have increased the quantity and range of visuals available to insert into documents. Go to the <Insert> tab in any Office application, then select <Pictures> then <Stock images>. Select from images, icons, stickers, cut-out people and illustrations.

Pixabay offers free images and royalty-free stock.

A wide range of images can be purchased from Shutterstock.

Widgit symbols have long been used for visual communication and many schools already purchase this visual system. They also produce Communication in Print to create visual supports and learning materials.  You can integrate your own images as well as access a range of standardised picture libraries. 

Clicker – Literacy Software | Crick Software  A well established teaching aid that enables teachers to create visually INTERACTIVE resources in any subject beyond the use of visuals for visual schedules etc.  It also comes with access to 100s of pre made materials shared by teachers across the country that can then be tweaked for individual needs.

DocsPlus – Educational Software | Crick Software   designed for use in Secondary or in my view also helpful for Key Stage 2 learners. 

 

Top tips

Video a modelled example of the task you want a child to follow and then screenshot the key elements of the task in as many stages as is appropriate for the child. PowerPoint creation mode allows you to have one image per slide and easily drag the images into different orders to help the child understand the sequence. Similarly, the SMART ART facility is easily accessed in PowerPoint. 

FONTS Dyslexia friendly style guide – British Dyslexia Association (bdadyslexia.org.uk) Consider how text is presented and the colour of the backgrounds to make visuals accessible to all.

MATT laminates are better for all as it helps with those that may have visual difficulties, as well as avoiding unhelpful reflections on those rare UK sunny days.

Lease or buy older generation iPads or similar tablet devices so there can always be one on every desk. This would allow last minute creation of visuals to support in the moment teaching with an individual or group. It’s never been an easier time on workload than now to access visual communication in lessons.

 

Contact

ourboards.co.uk/contact-us

Sadly, OurBoards went into administration on 17th November 2021. This means the loss of both the boards and the workshops that existed along with them. Consequently, for all our schools who attended the morning course on visual communication, we are offering our own workshops, led by Cole and Zena, to help you and your colleagues share and problem-solve through the most effective ways to use these boards. These are free to all schools who received a free board at one of our Forums.

Wednesday 26th January 2022, 1:30 – 3:00pm

Wednesday 26th January 2022, 3:30 – 5:00pm

CLICK TO BOOK

 

References

Cohen, A. & Demchak, M., 2018. Use of visual supports to increase task independence in students with severe disabilities in inclusive educational settings.. Education and Training in Autism and Developmental Disabilities., 53(1), pp. 84-99.

Dettmer, S., Simpson, R. L., Smith Myles, B. & Ganz, J. B., 2000. The use of visual supports to facilitate transitions of students with autism. Health Research Premium Collection, 15(3), p. 163.

Forsyth, R. J., 2003. NEUROLOGICAL AND COGNITIVE DECLINE IN ADOLESCENCE. Journal of Neurology, Neurosurgery & Psychiatry, Volume 74, pp. i9-i16.

Fortnum, H. M. et al., 2001. Prevalence of permanent childhood hearing impairment in the United Kingdom and implications for universal neonatal hearing screening: questionnaire based ascertainment study. BMJ, pp. 323-536.

Georgiou, N. & Spanoudis, G., 2021. Developmental Language Disorder and Autism: Commonalities and Differences on Language. Brain Sciences, 11(5), p. 589.

Grandin, T., 2013. Dr. Temple Grandin Describes Thinking in Pictures, s.l.: Ted Talks.

Hodgdon, L. Q., 1995. Solving social-behavioral problems through the use of visually supported communication.. In: K. A. Quill, ed. Teaching children with autism: Strategies to enhance communication and socialization.. New York: Delmar, pp. 265-286.

Hoy, K., Parsons, S. & Kovshoff, H., 2018. Inclusive school practices supporting the primary to secondary school transition for autistic children: pupil, teacher and parental perspectives. Advances in Autism, 4(4), pp. 184-196.

iCan, n.d. Developmental Language Disorder: A guide for every teacher on supporting children and young people with Developmental Language Disorder in mainstream schools. s.l.:DfE.

Jaime, K. & Knowlton, E., 2007. Visual supports for students with behavior and cognitive challenges.. Intervention in School and Clinic, 42(5), p. 259.

Johnson, J. W., McDonnell, J., Holzwarth, V. N. & Hunter, K., 2004. The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes.. Journal of Positive Behavior Interventions., Volume 6, pp. 214-227.

Matsuzaki, J. et al., 2019. Abnormal auditory mismatch fields are associated with communication impairment in both verbal and minimally-verbal / non-verbal children who have autism spectrum disorder. Autism Res., 12(8), p. 1225–1235.

Naigles, L. R. & Tovar, A. T., 2012. Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism.. Journal of Visualized Experiments, Issue 70, pp. 3791-4331.

NASEN, 2018. Childhood Acquired Brain Injury: The Hidden Disability, Tamworth: NASEN.

Nediger, M., 2020. How to Use Visual Communication: Definition, Examples, Templates. [Online]
Available at: https://venngage.com/blog/visual-communication/#:~:text=%20Some%20common%20visual%20communication%20strategies%20include%3A%20,to%20indicate%20importance%20and%20draw%20attention%20More%20
[Accessed 7th September 2021].

North Star Paths, n.d. North Star Paths: Supporting Positive and Possible Futures. [Online]
Available at: https://northstarpaths.com/graphics-free-downloads/
[Accessed 7th September 2021].

POST, 2020. Autism. Postnote, January, Issue 612.

Strand , S., Malmberg , L. & Hall, J., 2015. English as an Additional Language (EAL) and educational achievement in England: An analysis of the National Pupil Database, s.l.: University of Oxford, Department for Education.

Venker , C. E., Bean, A. & Kover, S. T., 2018. Auditory–Visual Misalignment: A Theoretical Perspective on Vocabulary Delays in Children with ASD. Autism Res., 11(12), p. 1621–1628.

 

How might we support you next?

 

 

 

Inclusion Forums Inclusion Forums – Inclusive Learning North​​​​​​​​​​

ILOP ILOP – Inclusive Learning North​​​​​​​​​​

Group consultations Training & Consultancy Booking – Inclusive Learning North​​​​​​​​​​

Training courses Training & Consultancy Booking – Inclusive Learning North​​​​​​​​​​

 

Coming in the Spring Term 2022

Morning CPD Course:

The Curriculum through a SEND Lens

Principles of planning and delivery for Primary subject leaders and Secondary Heads of Department

Presented by Cole Andrew

Aims of the course

  • To provide delegates with key training to share with their classroom practitioners
  • For curriculum leaders to understand how to evaluate the impact of their subject for pupils and students with SEND
  • Provide practical strategies for applying relevant research around metacognition to designing the content, pedagogy and sequence of learning in subjects

Target audience

Secondary Heads of Subject Departments

Primary Subject Leaders

Specialist Provisions

Curriculum Leaders

Head teachers

SENCOs

Overview

Headteacher standards (version 2020) and the Code of Practice (2015) reinforce the legal expectation that all teachers and leaders in schools/colleges share equal responsibility for the leadership of the curriculum for students and pupils with SEND. We have all got our heads around the research underpinning the current OFSTED Inspection Framework (Research and analysis overview: Education inspection framework (2019)).

Rather than practice Deep Dives, let’s get it right for all pupils first time.

How do you evaluate the effectiveness of your subject on learners with barriers to learning?

What is the impact of current perspectives on reading as the key to accessing learning across all subjects, increasing adult life chances and improving curriculum access for pupils with SEND?

This course will provide recommended strategies to apply back in schools/colleges to strengthen subject leadership in the light of the research base around metacognition and building impact on long term memory. It will give you the opportunity to reflect on the application to your setting and to engage in dialogue with other settings.

This course is for anyone with responsibility for subject leadership, design and impact!

Booking details, dates, venues & on-line here

 

Afternoon SEND Forum:

Myth Busting Sensory Strategies Big and Small

Are you getting the most out of your multisensory rooms and sensory strategies?

Joanna Grace, The Sensory Projects (virtual)

Facilitated by Zena Martin and Cole Andrew

 

Aims of the course

In this workshop, Joanna Grace, renowned specialist, trainer, researcher, TEDx speaker and author, explores current practice in multi-sensory rooms, improvised spaces and sensory strategies. Together, we will review the research and identify the fundamental principles and latent potential in these approaches. This is an opportunity for those working in specialist settings to reflect on and develop the quality of their sensory provision, and for those working in mainstream settings to establish strong provision for a school population with increasing levels of sensory needs.

 

Target audience

SENCOs & other leaders of SEND in mainstream schools

Teachers and leaders in specialist schools and settings

 Overview

Joined virtually by Joanna, Zena and Cole will facilitate this exploratory workshop that challenges some of the myths surrounding sensory strategies.

The Sensory Projects run on the principle that with the right knowledge and a little creativity, inexpensive sensory items can become effective tools for inclusion.

The individual projects that make up The Sensory Projects have won awards and influenced practice nationally and internationally.

This course if for you if …

  • Your pupils use sensory strategies and multi-sensory spaces, but you feel there may be untapped potential in what they have to offer
  • You would like to develop these strategies and spaces and would appreciate some expert guidance
  • You would like to know more about what these strategies have to offer to pupils in your setting

You don’t know what you don’t know about multi-sensory rooms and sensory strategies

 

Booking details, dates, venues & on-line here

 

AAC-0510

About a Child

Welcome to the hidden web page for About a Child. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, many delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!

 

Preparation for taking part in the online session

Before you take part in the interactive online session, please ensure you have the following resources prepared.

  • PC or Mac with internet access, speakers, microphone and web cam
  • Your Zoom link which will be emailed to you
  • Resources listed for the relevant session below
  • Course Evaluation Please submit your course evaluation here

 

Session 1

handout_ILN_CPD_About_a_Child_Part_1

 

ILN_CPD_About_a_Child_Part_1

 

Gap task

Gap task template (Word)

Gap task template (pdf)

 

Session 2

handout_ILN_CPD_About_a_Child_Part_2.pdf

 

ILN_CPD_About_a_Child_Part_2.pdf

 

Resources

Class_teacher_Miss_Witsend

Mother_Mrs_Nowall

Pupil_Lucas

Solution-focused anti-bullying guide

Anti-bullying scenario cards

Links

SEND Code of Practice (2015)

One-page Profiles on You Tube

Person-centred thinking tools

 

 

Strategies to Support Involving Children and Young People with SLCN

19.1.-Strategies-strategies.pdf (inclusivelearningnorth.co.uk)

 

Other resources

What does person-centred planning mean?

What is person-centred planning? Council for Disabled Children

Helen Sanderson Associates

Why Person-centred Planning is Vital…

 

Guides to person-centred reviews

Guide to using person-centred practices in schools

Developing person-centred approaches in schools

PCR SEP Log 1PP Handbook

Person-centred reviews school guidance

PCP – Pembrokeshire

Person-centred Reviews Booklet

PCR toolkit Wales

Preparation for Adulthood

PfA Across Ages CYP SEND

 

Course evaluation

Please submit your course evaluation here

 

 

JWorrallEdu

Jayne WorrallJWorrallEdu Page

 

Current starting and finishing slides

Read More

 

Quality First Teaching for All

Read More

 

SEND in the Mainstream Classroom

Read More

 

Teaching Assistants on the Frontline of Learning

Read More

 

About a Child

Read More

 

Leading the Best Inclusive Practice for SEND

Read More

 

Putting the Memory to Work

Read More

EHCapplications

What makes a good EHC needs assessment
application and when to apply for one

Perspectives on the EHCP journey to enhance practice

Preparation for taking part in the online session

Before you take part in the interactive online session, please ensure you have the following resources prepared.

  • PC or Mac with internet access, speakers, microphone and web cam
  • Your Zoom link which will be emailed to you
  • Printed handout or downloaded e-handout (below)
  • Task resources (listed below) either printed or downloaded to your device

 

Slides and handouts

EHCP_Course_V3_Slides

EHCP_Handout_v3

 

Provision Maps Task

Graduated_Class_EvaluativeProvisionMap.pdf

Graduated_Class_ProvisionMap2.pdf

Graduated_Provision_Map_Secondary_Pupil_with_Dyslexia.pdf

WIGAN_EHC-Costed-Provision-Map-for-Individual-Pupils.xlsx

 

Golden Thread Task

EHCP_-GoldenThread.pdf

 

EHC Role Play Task

IPSEA_Model_letter_1_-_Making_a_request_for_an_EHC_needs_assessment

Panel_Papers_exercise_1.pdf

Panel_Papers_exercise_2

WIGAN_EHC-Costed-Provision-Map-for-Individual-Pupils

Example-Parent_Application_NOT_Exemplar.pdf

Example_Transition_EHCP_Application_NOT_EXEMPLAR

 

Further Reading

Reading_EHCP_National_Data_2020.pdf

Reading_Lamb-Inquiry-Review-of-SEN-and-Disability-Information.pdf

Reading_The-Lamb-Inquiry-2009.pdf

EHCP_20Week_Assessment_Flow_v1.pdf

asking-for-an-ehc-needs-assessment

applying-for-ehcp-without-educational-psychologist-report/

 

COA-1801

Summer 2021 CPD Course:

Welcome to the hidden web page of the summer 2021 CPD course. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, a number of delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!

Circle of Adults

‘Effective intervention for social, emotional & mental health needs’

 

 

 

 

Delivered by:

Colin Newton from Inclusive Solutions

Zena Martin from Inclusive Learning North

 

e handout

Handout

Inclusive Solutions website here

Please fill in the evaluation below…it is important to us – thanks

 

From our Summer Term Forums:

 

 

Coming next Academic Year 2021-2022

For venues, dates & to book please visit here  (still at 2014 prices!!)