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special educational needs

May 03
Love0
discalculia

Dyslexia and dyscalculia – why assess?

By Education, special educational needs
by Vicki Lader
360 Dyslexia ltd.

This article is for parents and carers with concerns about their children’s learning and progress in school. It describes dyslexia and dyscalculia and explores some of the questions a parent might have about assessment, including the benefits and what age might be best to assess.

Dyslexia
Dyslexia is a learning difference that affects a child’s ability to read, write, and spell. It is known to affect around 10% of the population. Children with dyslexia have challenges with phonological processing and verbal memory skills which means they have trouble understanding the sounds that make up words. This can impact on reading and spelling. However, there are often great strengths linked to vocabulary, having creative ideas for writing and reading comprehension. Dyslexia can also make some areas of maths trickier such as learning times tables, sequencing, telling the time and word problem solving.

Dyscalculia
Dyscalculia is less well-known than dyslexia although it affects at least one in 20 people and possibly higher. Children with dyscalculia may find it challenging to understand maths concepts and remember math facts. Estimating, ordering and counting can be hard. They may also have difficulties with spatial awareness and understanding mathematical symbols and notation.

Dyslexia and dyscalculia both sit under the umbrella term of neurodiversities, including ASD, ADHD, Dyspraxia and others. Instead of seeing these as problematic, it is important to think in terms of diversity, difference and to focus on the strengths that they can bring.

Why assess?
The first reason it may be beneficial to assess a child for dyslexia or dyscalculia is to identify any needs as early as possible. This means support can be put in place as and when it is needed. Current recommendations are to assess from the age of seven, although it can be more suitable for some children to wait until eight or nine years and this can be discussed with the assessor.

Another reason would be to provide the appropriate support in class and additional interventions. A full diagnostic assessment (undertaken by a specialist assessor) leads to personalised recommendations, including those for specialist teaching, ensuring the right support can be put in place, tailored to that child’s profile of strengths and difficulties.

Children with dyslexia and/or dyscalculia can find some aspects of school hard work, and this may lead to low self-esteem or frustration. Using a strengths-based model, an assessment will identify what your child does well, or excels at alongside their challenges and this can help them to feel more positive about their learning overall.

Assessment information
A formal diagnostic assessment should be carried out by a trained specialist. They will use different tools to find out the child’s unique profile of strengths and difficulties. These tools can be referred to as quizzes, games or activities and this can help reduce any worries the child may have. A report will give thorough and personalised recommendations and advice to help in both the short and long-term.

To label or not to label?
As a final thought it is worth considering the potential impact of a label on your child. Some children find this helpful and reassuring as it explains their challenges. A few may struggle with the idea of having a ‘condition’ and possibly use it as an excuse to not try. Only parents know what is best for their child and talking this through with an assessor can be very helpful. Many organisations promote these neurodiversities as differences with some exceptional strengths attached to the profile. An example is the British Dyslexia Association short film; ‘See Dyslexia Differently’.

360 Dyslexia is a learning assessment service that takes a holistic approach to identify the strengths and needs of a child, young person or adult. Full diagnostic assessments include dyslexia and/or dyscalculia and parents/carers are invited to contact us to discuss what this would involve and how best to support the needs of your child.
www.360dyslexia.co.uk
Mar 15
Love0
life learning

Exam stress

By Education, Mental health, Relationships, special educational needs
by Edmond Chan
Childline Supervisor

The summer brings with it warmer weather, longer and lighter days and the inevitable stresses of school exams season. The worry of revising or not getting the grades they need can cause a lot of anxiety for young people.

This pressure means that a lot of children turn to Childline for help as they struggle to cope.

Last year our volunteer counsellors at Childline saw an increase in the number of counselling sessions they delivered about exam result worries compared to the previous year. Between April 2021 and March 2022, they delivered 781 sessions to children with worries about their exams – 30% more than the previous year.

One 17-year-old boy told Childline: “I want to do so well in my A-levels but it’s all just seriously overwhelming at the moment. My attention span has been awful lately, and I find it so difficult to concentrate and focus, and as we get closer to exams the stress increases. After I’ve finished revising, I find it so hard to switch off and then I begin getting loads of intrusive thoughts. It’s like I’m stuck in this vicious cycle and I can’t seem to escape from it.”

Exams can feel like a lot of pressure, no matter where the pressure is coming from.

Here are some tips to help young people cope:
Think positively
When we feel anxious, we can start thinking things like ‘I can’t do this’ and ‘I’m going to fail’. It can be difficult but try to replace these with positive thoughts such as ‘this is just anxiety, it can’t harm me’ and ‘relax, concentrate – it’s going to be OK’.

Be honest about how you feel
Sometimes people can put pressure on you without even realising and sometimes it can help to talk about how it makes you feel. Talking about things can help you to think about other ways they can support you in the future. If you’re worried about telling someone, you can always talk to Childline.

Don’t compare yourself to your friends
Competing with your friends can help to keep you motivated. But it can also make you feel like you’re not good enough, especially on social media. Try keeping a list of the revision you’ve done so you can see how much you’re achieving.

And here are some tips for parents and carers, to help you to be there when your children need you most:

Watch for signs of stress
Stress can be good sometimes. It can help us to work harder and focus. But it can also have a big effect and make it hard to cope. If your child is feeling stressed about their exams then they might be:
• Struggling to sleep.
• Having negative thoughts about the future.
• Getting headaches or feeling unwell a lot.
• Not eating because of how they’re feeling.
• Always thinking about their exams or worrying about them.
• Not able to enjoy things anymore.

Stress affects everyone differently but if you’re worried about your child let them know they don’t have to cope alone. Speaking to you, another adult they trust, or Childline can really help.

Talk about what’s happening
Talking about how they’re feeling can reduce the pressure and help them to feel more in control. Why not suggest they try:
• Talking to you or another adult they trust.
• Asking a friend for support.
• Getting advice and support from other young people on Childline’s online message boards.
• Speaking to a Childline counsellor.

Find ways to relax and take breaks
It’s important to take regular breaks and find ways to relax. Taking a break can leave you feeling more able to cope and even make it easier to concentrate when you start working again. There are lots of things children can do to take a break and relax, such as:
• Set a timer to take a 20 minute break every hour so they don’t forget.
• Make sure they have something to look forward to, like a treat or an activity they enjoy as a reward.
• Encourage them to plan when they’re going to start and finish their revision, so they know when to stop.

Stay healthy
• Make sure they don’t skip meals and try to eat healthily.
• Exercising can clear the mind and give them more energy. Suggest they play sports, go for a run or do some yoga.
• Urge them to practice self-care – this means finding things that help them feel calm and relaxed, such as taking a short break or getting some rest.

Exams are very important, and we really want young people to do their best. However, it’s important to remind them that if things don’t go exactly according to plan there will be lots of other opportunities for them to express themselves and succeed.

It is vital that young people feel supported by family, friends and teachers during the exam period to help them do the best they can.

Childline is also here 24/7 for any young person needing confidential support and advice. Children can call and speak to one of our trained counsellors on 0800 1111 or visit www.childline.org.uk for more information.
Nov 30
Love0
worried child

Helping children to manage worry and challenge unhelpful thinking

By Education, Health, Mental health, special educational needs

by Gosia Bowling
National Lead for Mental Health at Nuffield Health

With almost half of parents expressing fears that the pandemic has impacted their children’s mental health, how exactly can concerned caregivers reach out and support children in managing unhelpful thinking?

The value of listening
Conversations around emotional wellbeing are difficult for anyone, let alone children – who worry they’ll be viewed differently if they admit to experiencing negative thoughts.

So, they must be handled sensitively, at the right moment. For example, instead of sitting down for a formal chat, gently introduce questions while engaging in other activities or games.

Listening is then key. We often feel the need to interrogate or offer advice but remember to take a step back – it is important that this is their time to talk and our time to listen.

Focus on ‘reflective listening’ – the skill of letting the speaker know they’re being understood without shifting the focus away from the content of their speech.

This may include echoing feelings back to them, for example, “you’re worried that exams will be harder this year”, without attempting to offer a personal perspective or solution.

This shows the child you aren’t looking for a quick-fix or trivialising their feelings but deeply understanding and validating their worries.

Normalise feelings
The reason many individuals feel reluctant to speak or seek help is that they believe they are alone in their experiences. That their thoughts and experiences are unique and therefore no one can support them.

This often manifests in expressions like “you must think I’m crazy” or “do you think differently of me now?” and stresses the importance of normalising feelings of distress.

Once children learn their experiences are not only common but expected, they are more open to exploring them – taking comfort in the knowledge that those around them have experienced the same emotions and learned how to manage them.

The process of normalisation may start with phrases of agreement, like “I would be stressed too if I were in your situation” before moving towards reassurance, such as “these feelings are common’” and “every other child will be anxious about moving classes, too”.

Embrace support
Caregivers should remember they can’t be expected to have all the answers. There is truth to the saying ‘it takes a village to raise a child’ and there is no shame in welcoming support from the community.

This may include family, friends and even those in positions of responsibility like teachers or sports coaches.

Caregivers can confide in others without breaking the trust or confidentiality of the child. For example, the content of direct conversations doesn’t need to be relayed and it could be as simple as stating you’ve noticed the child isn’t as chatty or active as usual recently.

Making others aware of the challenges facing the child increases the opportunities for someone to ask questions, open a dialogue and share how they’ve coped with similar experiences in their life.

This support may also come in the form of formal tools and education. Caregivers are encouraged to learn about common behaviours and thinking patterns associated with mental health difficulties – from recognising the signs in themselves or others to working with managing unhelpful thought patterns with Cognitive Behavioural Therapy (CBT).

For example, Nuffield Health has teamed up with SilverCloud to deliver a CBT module aimed at those dealing with anxiety and low mood in young people, offering support and tools including coping mechanisms.

These include positive communication skills, thinking patterns and breathing techniques designed to prevent feelings of emotional distress from spiralling, as well as preventative strategies like problem-solving and self-esteem building, to equip caregivers with all the tools needed to support and educate children.

Article supplied by www.nuffieldhealth.com

Nov 08
Love0
SEN learning

What should you do if you think your child may have Special Educational Needs?

By Education, Mental health, numeracy skills, reading, Relationships, special educational needs

by Chloe Chapman
SEND Consultancy Services

The term ‘Special Educational Needs’ describes learning difficulties or disabilities that make it more difficult for children to learn than most other children of the same age.

What is the first step I should take if I think my child has Special Educational Needs?
It can be a worrying time if you are concerned that your child is not developing in the same way as other children or doing as well as they could be in nursery, school or college. Each educational setting will have a SENCO (Special Educational Needs Co-ordinator) responsible for providing additional support for children with additional needs. If you have concerns, you should arrange a meeting with the SENCO and other key staff who work with your child frequently (for example, the class teacher or form tutor), to discuss where you feel your child is struggling and what support is already in place to help your child.

The school (and you) may feel that your child needs more support, and this should be reflected within a SEN Support Plan.

The SEN Support Plan should include clear outcomes that it is expected your child will meet, and the support they will need for that to happen. For example, if your child is struggling with writing, support may include an intervention or support group that your child will attend, and during writing activities a staff member will support them. The SEN Support Plan should be reviewed regularly to ensure that your child is making good progress and the support is working well.

What is the next step if a SEN Support Plan is not working?
If your child has a SEN Support Plan, but they are still not making as much progress as would be expected, they may need an Educational, Health and Care (EHC) Plan. A parent/guardian, educational setting or a professional working with your child can apply for an EHC Plan, using the link available on the Local Offer for your Local Authority.

You do not have to use the forms provided by the Local Authority, but they will guide you as to what information to include. It is important to include as much evidence as possible – this can be information from the educational setting such as; a copy of the SEN Support Plan, results from standardised tests and examples of your child’s work. If your child has received additional care from Health Professionals such as your GP, a Paediatrician or Consultant, then include any corresponding paperwork. You can include reports from other professionals who may have worked with your child, such as: Educational Psychologist, Occupational Therapist, Speech and Language Therapist, Behavioural Support Worker or a Physiotherapist. Where possible, evidence should be dated from the last two years so it is still relevant to your child. For your child to receive the help they need it is important for reports to reflect how they might be on their worst day; this can make for difficult and emotional reading. Please remember that this is a means to an end and with the correct support in place the good days should far outweigh the more challenging days.

Once this information has been submitted to the Local Authority, they will make a decision about whether your child will undertake an EHC Needs Assessment. This is a 20 week assessment process, where the Local Authority gathers further information on your child to make a decision about what level of support is required. At the end of this process your child may receive an EHC Plan, or they may remain on a SEN Support Plan.

How to find information about services available through my Local Authority?
Local Authorities have an obligation to publish information relating to services and support for children on the Local Offer. The Local Offer will include information about how to apply for an EHC Plan, who to contact for help and what the process will look like for your area. If you are thinking about applying for an EHC Plan it can be useful to discuss this first with your local SEN Team, a local support group or an independent SEN consultant.

Aside from an EHC Plan, what else should my Local Authority be offering? –
The Local Offer should explain what schools are expected to provide as part of a universal offer for every child. Teachers should be regularly assessing children to identify which children may need additional help. In any one class, the teaching staff (with guidance from the SENCO), could be running a number of catch up or intervention groups for children with skills or knowledge gaps. The expectation is that if a teacher identifies a gap or delay, that the school should look to their own existing groups and resources to support a child in the first instance. As a parent, regular communication with school staff is key to making sure that you are both on the same page and your child is getting access to the support they need.

If you would like more advice about your child and their individual circumstances, then please do get in touch. SEND Consultancy Services can talk through possible next steps, attend meetings, read over reports, SEN Support Plans or EHC Plans and be an advocate for you and your child.

www.sendconsultancyservices.co.uk – chloe@sendconsultancyservices.co.uk – www.surreylocaloffer.org.uk

Nov 02
Love0
children jumping in a forest

How can education prepare children to lead a good life?

By Education, Mental health, Relationships, special educational needs

by Dr Ian Cunningham
SML College

I would guess that no one ever said on their deathbed: “I wish I had got better grades at GCSE”. In fact, research on deathbed regrets suggests that people in different parts of the world show similar responses. A top regret, for instance, is around relationships – and people feeling that they may have neglected friends and loved ones or may have allowed work to dominate their lives. Others regret the kind of career they have had and feel that they have not fulfilled themselves through their work life.

There is a link here to Freud’s comment that “love and work are the cornerstones of our humanness.” Note that he didn’t say that these are the only things that matter. But if we put his saying alongside the evidence of people’s regrets, it’s quite clear that love and work are crucial to a good life.

If we take work first, then research shows that many people feel unsatisfied with the work that they do. The research shows that they needed better advice when they were younger to make career choices. In mentioning GCSEs at the start, one of the things that’s apparent is that people often choose GCSEs based on such factors as liking the teacher or the views of others.

What is necessary is for the child to be helped to explore what a good life would mean for them and what that would mean therefore in terms of things that they need to learn to help them to get there. At Self Managed Learning (SML) College we start our time with children who join us by asking them about their lives and about things they like and don’t like and about what a good life might mean for them – and therefore what they need to do to prepare themselves for that future. Now we recognise that, especially for younger children, they may not have very clear ideas. That doesn’t matter. It’s more about providing a space so that there is continual exploration of what an individual wants for themselves and for their life in the future. However, by the time students get to 13 or 14, clearly there are choices around what to do at GCSE. Those choices need to be made on the basis of how that helps the person to prepare for the future that they want.

The other side of Freud’s view is about importance of love. What he meant was not erotic love, but rather the ability to have loving relationships with those around us. It might be a more brotherly/sisterly kind of love or it might be a generalised love for humanity. Whatever focus we put on it, the link to deathbed regrets about relationships becomes relevant.

Schooling has become such an individualistic enterprise that, for instance, if you help a friend with a test, it’s called cheating and you get punished for it. In life, cheating is essential – that is, helping people. It is the cornerstone of good relationships. In our College we don’t have such testing. It’s quite common for young people to help and support each other in their learning and to take this beyond when they leave us at 16. For instance, research on former students has shown that one of the key things they comment on learning at the College is what they often call their social skills. They see themselves as being able to relate to others effectively and it actually goes beyond just skills. It’s clear that they value having been in a community that is caring and supportive and that they have learned to engage with others in a truly human way. We know that this is one of the major criticisms of employers about people coming out of the education system – that they’re not good at working in teams and relating effectively to others within the workplace.

When I say that it’s more than skill, it is because what young people learn in the community is about caring about others and demonstrating that care. By being in a small community that allows young people to really know those around them they can be highly supportive and caring to others.

In a court case about what constitutes suitable education, the judge defined it in the following terms: “To prepare children for life in a modern civilised society and to enable them to achieve their full potential”. I would go further than this. Although achieving full potential is clearly what we are aiming for, it has to be not just preparing people to fit in within society, but to be able to be themselves and to live a good life. One that is more than just fitting in. As each person is different, so they need to pursue the kind of learning that will give them a good life. This means not having a standardised curriculum and instead encouraging each young person to see who they can become and how they can achieve that.

Dr Ian Cunningham, Chair of Governors, Self Managed Learning College, Fishersgate, BN41 1QH. ian@smlcollege.org.uk

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