Teachers have to be aware of their pupils' special educational needs. Find out what
an acquired brain injury is and how to maximize learning opportunities for those
with the condition with this book.
The book should help you to: support pupils with an ABI by using appropriate teaching
methods; be alert to the social and emotional difficulties experienced by pupils
with an ABI; work in partnership with families and other professionals following
helpful guidelines; and access all the information you need with a glossary of terms
and a list of resources and organizations.
One day training workshops for education staff supporting a child with ABI at school.
For further information contact Child Brain Injury Trust
www.childbraininjurytrust.org.uk.
The directory lists scheduled Workshops for 2008, In-Service Training and details
of how to enrol.
This pack, the work of the Leeds Neuro-rehabilitation Team and reproduced with their
kind permission, contains information of common problems that may arise in an educational
environment and strategies which can be successful employed to deal with them.Contact
CBIT www.childbraininjurytrust.org.uk.
This resource
explains how teaching staff might help pupils with an Acquired Brain Injury (ABI),
so as to meet a child’s educational needs. It examines why educational difficulties
can arise and useful strategies. The pack is available from the Encephalitis Society
at no charge to parents of a child with encephalitis (a donation of £1 to
cover post and package) and £7 to professionals.
Online Shop
The Advisory Centre for Education (ACE )
This website offers advice booklets for parents on education issues. There are many
topics relating to the law in England and Wales.
Advice Booklets
2009 Special Educational Needs (SEN): A Guide for Parents and Carers
Published by the Dept for Children Schools and Families Publications
The guide aims to help you understand: what special needs are; what you can do if
you are worried that your child may be having difficulties at, or before they go
to school:
- how you can help your child;
- what early education setting and schools can do to help your child;
- what local authorities and other services can do to help your child; and
- your rights and your child's rights.
You can download this publication on the website www.teachernet.gov.uk/ or get copies from Department for
Children, Schools and Families Publications PO Box 5050, Sherwood Park, Annersley,
Nottingham NG15 0DJ Tel: 0845 602 2260 quoting ref. 00639-2008BKT-EN
Surviving
the Special Educational Needs System
How to be a ‘Velvet Bulldozer'
by Sandy Row
‘Our children were supposed to be "included" in mainstream but in
reality were "excluded" until they went into special needs placements
where they were accepted and valued, exactly as they were, even though that was
different to the "norm". They are polite, kind, decent people – but
people who have difficulties.' – Sandy Row.
There is information about what a statement is, how to prepare for a tribunal, appealing,
jargon busting and frequently asked questions. It’s very useful to prepare
you for what lies ahead at various stages. Her intention in writing this book is
so readers can learn from the mistakes she and her family made whilst attempting
to get the help they needed and to assist in some way to help overcome some of the
many obstacles. She relates the isolation and difficulty but also the determination
and resilience against the odds. The stress of the continual fight with authority
is frustrating but she advises you not to be daunted and that now her children are
receiving the correct help they are much happier.
Sandy has set up a website:
www.special-educational-needs.co.uk
Schools for Special Needs: A Complete Guide
Schools for Special Needs explains the system and processes involved in special
needs education and offers parents comprehensive, independent advice on those areas
that concern them most.The definitive guide to special needs education in the UK,
fully revised and updated for this new edition. Written by Gabbitas Educational
consultants, published by Kogan Page
via our Amazon link ISBN: 07494696X
Special Stories for Disability Awareness
Stories and Activities for Teachers, Parents and Professionals
Written by Mal Leicester, Illustrated by Taryn Shrigley- Wightman
Designed to support key stages 1 and 2 of the National Curriculum (England and Wales);
this 155 page book is a superb resource for anyone wishing to raise disability awareness
among children.
Using the medium of storytelling the lives and adventures of eight children with
disabilities are individually told. Care has been taken to cover various types of
disability, for example sensory impairment, learning difficulties /difference, mobility
and emotional and behavioural difficulties. Cultural diversity is also strongly
supported with some of the children coming from ethnic minority groups.
Refreshingly unlike many children’s stories the heroes of these stories are
based on children who have a disability, with a core aim of promoting a positive
approach to disability and breaking away from the potential stereotyping that can
so easily develop within the everyday lives of children.
Supported by walk through instructions on how the book should be used it highlights
the key aims and objectives to each story. The building of vocabulary through activity
sessions is particularly useful given the complexity of the subject.
Clearly illustrated the book is very much a flexible learning resource and can be
used independently or within other subjects.
In conclusion this book is a must have for anyone tasked with teaching or supporting
a Child’s education.
ISBN 1-84310-390-7
Every Child Matters: New Role for Sencos
By Rita Cheminais
A handbook designed to give SENCos (and other interested parties) all the information
they need on the latest National legislation and developments in education.
ISBN: 1843124068 www.fultonpublishers.co.uk
Planning to Learn
Creating and using a personal planner with young people on the autism spectrum.
By Keely Harper-Hill and Stephanie Lord
Intended as a resource for young people in the autism spectrum the book is very
well presented indeed. Broken down into five key sections the aim of the book is
introduce the concept of helping children take control through simple planning strategies.
Structured learning regimes have long been known as a prerequisite to a good learning
environment for children in the autism spectrum. However it is not purely about
structure alone as many of these children require basic skills to work within structured
regimes and this is where this book comes into its own.
The introduction clearly explains the all too common problem of late diagnosis and
how this very often presents for a child who on the surface appears quite able,
but who is in fact struggling. For example, an outward picture of a child who appears
disruptive and challenging for no obvious reason and perhaps who just ‘cannot
be bothered’. This is a key point made by the book and hopefully sets
the trend that there are reasons why these children function the way they do rather
than being seen as just plain awkward.
Unlike many resources available this book provides actual resource tools for helping
children affected by autism organise their thinking. The individual planners
which the child plays an active part in making, provides a sense of ownership.
The book suggests the teacher/carer/facilitator making their own planner to get
you as an individual into the role of being organised and think about what is required.
This is also about creating good habits by setting the standard as it were.
The book suggests the use of video as a supportive aid to the use of role play to
help children identify what helps or hinders their organising / learning.
A particularly useful tool is the “Plans to Calm” section covered in
topic 2. This looks at some basic skills to help children get back in control when
things start to go wrong. Well being is promoted through the use of breathing skills
and what is referred to as shaping gestures, where the individual uses self touch,
for example: putting your hand on your chest to help regulate breathing.
Of particular note is the view provided on dealing with external triggers; that
removing themselves may be a method of dealing with that situation rather than the
situation erupting. Importantly though they also promote the concept that triggers
are always going to be present from time to time and require working through rather
than a complete withdrawal when life problems present.
Like all good teaching resources you are permitted to photocopy much of the content.
The pictures are generally suitable for the younger child in particular, however
with some adaptation the structure will be suitable for older children also.
All in all it’s an excellent resource that can be applied not to just children
and young people in the autism spectrum. It’s a refreshingly bright learning
resource that many children will enjoy using, ultimately promoting self confidence
and learning.
Jon Ainley, The Encephalitis Society
ISBN 978 1 84310 561 9
Online Training
This site provides online training to those working with children and young people
with special educational needs.
www.onlineinset.net/
The Acquirer
The Acquirer is an independent magazine which aims to serve the interests of the
community of people involved in the education of children young people and adults
who have an Acquired Brain Injury. 43/45 Stanley Road, Warmley, Bristol BS15 4NX
Email sian@whitefieldhouse.freeserve.co.uk
Last modified: January 2011