Recently, Richard has been at the forefront of the recent changes in the UK special education curriculum hosting conferences; bringing schools together to share experiences and facilitate further discussion. Clive contributes to many Hirstwood Training events and conferences typically on the following topics:. Hirstwood Training Associate — Autism Specialist. Chris has a long involvement with disability and autism. Chris went to work at the Royal College of General Practitioners, in , where he managed Professional Development and Quality programmes.
Chris rejoined NAS in Chris has contributed to the design and delivery of courses provided by Canterbury Christ Church University, and the University of Cumbria. Carol Allen is an education advisor for ICT and Inclusion, currently offering specialised support to Local Authorities; schools; parents and carers and a wide range of educators across the world. She has taught since in both mainstream schools — primary and high, and schools for students with severe, profound and multiple learning difficulties.
Recognising, as an English specialist, that communication lies at the heart of all effective teaching, the majority of her work has centred on creative and engaging use of technology to support communication in its widest sense. Carol works in partnership with many companies in the educational technology field as she holds a strong belief in sharing and collaboration across all participants in order to maximise the potential opportunities for her students. All work centres on easy to replicate practice which is fun, achievable and creates communication enhancement opportunities.
Besides holding qualifications to degree level, Steve has additional qualifications in educational management and special needs. Specifically, in curriculum terms, how to design, implement and deliver non-subject specific and pre-subject curriculum models of learning, within the contact of the National Curriculum, a Curriculum for Excellence and the Rochford Review outcomes; and the educational rationale behind these approaches.
He is able to work with school teams in drafting school curriculum and assessment policies, deliver whole school INSET on curriculum and assessment, as well as the nature and role of learning environments. In terms of leadership, Steve is experienced in working with school leaders to audit provision in order to formulate a school vision; to explore how this is shared and understood and implemented through change management strategies.
A Sensory Curriculum for Very Special People (Human Horizons) eBook: Flo for Children and Teens with Special Educational Needs: A Practical Guide. [BOOKS] A Sensory Curriculum for Very Special People (Practical Approach to Curriculum Planning) by Flo Longhorn. Book file PDF easily for everyone and.
Naomi is an experienced teacher of the deaf who has chosen to work with children with complex needs. She has an in-depth understanding of deafness in combination with autism, profound learning difficulties, epilepsy, visual impairment and physical challenges.
She has always championed a non subject based curriculum for semi-formal learners in favour of a multi sensory topic based curriculum. She passionately believes in inclusion and develops activities and opportunities for all children to work and play together with choices and creative communication strategies using all the senses. Naomi has combined her teaching with consultancy and training work and volunteers for Sense, keeping her work up to date and relevant.
She has also been a short break foster carer for special children. Julie has worked in Special Education for thirty seven years. Her main area of specialism and passion is in Sensory Approaches to Learning, understanding sensory processing, sensory integration and regulation strategies.
She is also skilled at mentoring staff on understanding sensory behaviours; producing CASP plans — consistent approaches to support pupils learning and sensory profiles. She has also developed planning strategies with teachers to embed a sensory rich curriculum through themes, topics and stories using high- and low-tech sensory resources, sensory rooms and interactive studios. She enjoys creating sensory learning environments both within the classroom and in other areas in a school environment.
Julie has also provided outreach support to many mainstream schools and early years settings on:. Helen has been a SEN practitioner for twenty one years working at Fountaindale Special School for children and young adults with complex learning, sensory and physical disabilities. During her career she has provided outreach support to mainstream schools on visual and hearing impairments; adapting the environment; making resources and developing communication.
She has supported pupils from Fountaindale on dual placements in many mainstream settings, run summer schools, after school clubs, college placement and provided private tutoring and support to many families. For example, general talks, timetables and work expectations need to be presented in a structured way.
Structured approaches benefit all children and young people. There is a critical need to develop a highly individual profile of strengths, interests, skills and abilities as they will have implications for learning. Anxiety may also be an issue as children and young people on the autism spectrum may experience significant social interaction challenges that will need to be addressed before they are ready to learn.
For students on the autism spectrum structured teaching approaches need to be in place across all areas of the curriculum. Teacher's recognition of a student's patterns of strengths and abilities, as well as need provide the necessary level of adjustment.
Adjustments ensure that the child on the autism spectrum can access the content of the curriculum. Teaching needs to be clear and explicit and tasks broken down into manageable steps with easily understood expectations for successful completion.
Children and young people on the autism spectrum often do not develop social and communication skills in the same way as their peers. Teaching social skills to children and young people on the autism spectrum can be one of the most challenging and rewarding tasks that educators undertake. The social skills component of the educational program can play an important role in the functional success of every other goal. Children and young people on the autism spectrum often experience sensory processing difficulties that may vary in range of intensity and can have a significant impact on learning.
They can have unusual responses to sensory experiences and may be hypo-sensitive sensory seeking in certain areas whilst being hyper-sensitive sensory avoiding in others. There are strategies that can be put in place to assist the student's readiness for learning. Each student on the autism spectrum has a unique sensory profile which can fluctuate from day to day.
While the other sections contain information relevant to working with both children and young people on the autism spectrum, the factsheets below are specific to adolescents on the autism spectrum and considerations in the secondary school setting.
There is now a greater understanding that children and young people on the autism spectrum may be at an increased risk of experiencing anxiety and depression. It is important for school communities and families to understand that adolescence may heighten or present new mental health issues for this group of young people. These issues can have a significant impact on the health and wellbeing of children and young people, including their educational, developmental and wellbeing outcomes.
To support school communities and families to effectively identify and respond to the mental health needs of children and young people, the Department has partnered with headspace, the National Youth Mental Health Foundation to deliver SAFEMinds : Schools and Families Enhancing Minds. As part of the professional learning package offered to school communities through SAFEMinds online learning program, an online tool has been developed to enable schools and families to access local information about the mental health and support services that are most appropriate for the issues that an individual child or young person may have.
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