Category Archives: Special Needs

What are the three steps to identifying dysgraphia?

Step one: Compare your student’s handwriting with other students’ handwriting of the same age

Step two: Identify what is making his or her handwriting appear to be of poor quality:

Does his or her handwriting contain oversized letters and punctuation?
Are there inconsistencies in the size of consecutive letter?
Are letters and words written at
an inconsistent angle?
Is
his or her handwriting spaced inconsistently?
Are letters and words written in the wrong order?
Does
his or her handwriting contain more spelling mistakes than you would expect?
Does he or she often cross out his or her work and rewrite it?

Step three: Identify why the handwriting is of poor quality – What causes dysgraphia? A student with dysgraphia will often have problems with his or her language processing, fine motor skills, memory recall, pen/pencil grip, handwriting posture and/or visual spacing.

Dysgraphia Help offer an online dysgraphia test for pupils over 8 years old for £32 which can act as a preliminary diagnosis. The test consists of 50 questions and after completion of the test and submitting a handwriting sample you will receive a report within 72 hours.

You can find more information about Dysgraphia Help’s Online Dysgraphia Test at www.dysgraphiahelp.co.uk/testing-for-dysgraphia/.

Supporting SEN Through Careful Design

It seems that anything with the SEN tag is more expensive. Yes, the products need to be strong, supportive, and fit for purpose but why so expensive?  It also appears that most products designed for SEN schools look old, cumbersome and, to be honest, rather ugly.

When Don’t Lean Back Ltd approached the Max 2 chair it was to design a mainstream chair that looked stylish but with all the durability and practicalities of the best educational chairs in the world.  SEN schools were always a major consideration in this design process to give extra support to children’s backs as well as the anti-tilt frame to avoid pupils rocking on their chairs.

The Max 2 Chairs are beautiful products and add real, measurable value to any SEN schools.

For more details, please click here or call us on 0345 257 8850 or email info@dlb.co.uk

What are the benefits of getting your school involved with Special Needs Week (13 to 17 June 2016)?

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As part of Special Needs Week SEN Press are giving away two free books to all schools/teachers who ‘like’ their Facebook page – www.facebook.com/senpress1/  – and ‘share’ the post which is pinned to the top of their Facebook Page.

Once you have done this, simply email hq@specialneedsweek.co.uk with your Facebook name (so we can confirm), and your contact details (your name and the school’s postal address) so that SEN Press can send your two free books out to you.

If you would like to know more about SEN Press’s teaching resources or place an order with them, please visit www.senpress.co.uk, call 01582 833205, or email info@senpress.co.uk.

Special Needs Week has been set up to raise awareness of just how varied the work of SENCos can be in terms of the huge (and sometimes complex) array of special needs that they work with on a day-to-day basis.

On the Special Needs Week website you will find a wealth of information about how you can get involved with Special Needs Week, as well as a comprehensive index of over 60 special needs and a Special Needs in Secondary Schools Report.

If you have any enquiries about Special Needs Week or our research, please email them to hq@specialneedsweek.co.uk  and we’ll try to help.

Special Needs Week is kindly sponsored by SEN Press, Aspire GB, Clicker 7, The Dyscalculia Centre, Dysgraphia Help, Fisher Marriott, Multi-Sensory Learning, ptuk, Robinswood Press, Turnabout Programme, and Type and Test.

There are details of the work of our sponsors (without whom we wouldn’t have been able to run Special Needs Week) on the website.

Jenny Burrows
Special Needs Week Co-ordinator

Make 2017 SATs even better

Now that the SATs are completed for this year, prepare to do even better in 2017. Implementing the Turnabout Programme is the fastest way to improve results in the primary school.

Turnabout is for the ‘hard to move’ pupils and those with dyslexic characteristics. It requires just one hour a week for 12 weeks and is usually delivered by support staff. This is a practical programme to improve memory and concentration and as a result, progress in literacy and numeracy is greatly accelerated. Expect at least a one year advance in this short time, some pupils make much more.

Our user schools can explain how it operates better than us.

“We have been using Turnabout for about 3 years now.

It is scripted and formulaic, so whoever you deploy to deliver it needs to use very little initiative.

The children LOVE it, and the staff delivering it love the progress, teachers love impact they see in the classroom, and I love it because it is an intervention with measurable results. (NB Pupil Premium).

Although developed for dyslexic children, we use Turnabout with anyone who is falling behind at all, in any subject. We use it from Y2 –Y6. We use it for vulnerable children who benefit from the confidence they gain. Children have 3 X 20 minute sessions per week. We are putting 10-15 children through each term, depending on need.

The results were fab. We didn’t pre/post-test for the first round, and couldn’t believe what we could see, so we now use the Sandwell maths test and the Salford reading tests to measure impact.

We are seeing an average of 14 months’ progress for a 3 month intervention. We regularly see pupils make 20+ months progress in the 3 month intervention. We have some children who make less than that, but these are usually the older children, and the Salford test stops at 11yrs Reading Age.” HEAD TEACHER

To discuss how Turnabout can help your school contact response@turnabout.education

Or view http://turnabout.webplus.net

SEN Press’s first ever giveaway – receive your two free books in return for…

SEN Press are giving away two free books to all schools/teachers who ‘like’ our Facebook page – www.facebook.com/senpress1/ – and ‘share’ the post which is pinned to the top of our Facebook Page.

Once you have done this, simply email jenny@hamilton-house.com with your Facebook name (so we can confirm), and your contact details (your name and the school’s postal address) so that SEN Press can send your two free books on their way to you.

The first book is Travelling by Yourself from our Everyday Challenges Series, and the second book is Scared of Bullies from our Scary Things Series.

If you would like to know more about our teaching resources or place an order with us, please visit www.senpress.co.uk, call 01582 833205.or email info@senpress.co.uk.

What is the best way to help Down’s Syndrome and Autistic children understand and handle relationships?

If you were asked to name half a dozen aspects of life that were difficult for teenagers you would surely put relationships high up on that list.  And this is undoubtedly doubly the case for students with Down’s Syndrome and autism.

Which is perhaps why the relationships series of booklets for students and the associated interactive resources for classroom use from SEN Press are always extremely popular.

We have produced six highly illustrated booklets which deal with different aspects of relationships, including everything from mum’s new boyfriend, to seeing a date from both sides; from sisters at war to staying out late.

These are in fact just part of the Relationships Activity Pack from SEN Press, which include interactive activities to use with whiteboards and classroom PCs, editable electronic versions of all six books, copiable resources for homework and classwork, teaching notes, and so on.

With such a wide range of resources it is of course possible to pick and choose the resources that are best suited for the young people you teach, and to guide them through this most difficult of areas.

You can find more information about all of the materials from SEN Press relating to relationships on our Relationships web page

Relationships is of course just one of the topics we cover and you will find details of all the other subject areas for Down’s and Autistic teenagers linked from that page.

Alternatively, if you have any questions about our work or you are looking for ways to teach specific issues please do email me at info@senpress.co.uk or call 01582 833205.

Janie Nicholas

Diagnosing dyscalculia is just the start. It is also necessary to identify the type of dyscalculia the student has got.

Research by the Dyscalculia Centre, which has been published in SEN Magazine, has shown that there are five different types of dyscalculia – although inevitably many young people suffer from a combination of the types listed below.

Type 1 dyscalculics report significant worries about maths.  As a result they feel themselves living in an alien world in which everyone else can grasp maths, but they can’t.  Self-doubt becomes so strong that it gets increasingly difficult to persuade the individual that with proper support they might well be able to undertake and understand mathematical calculations.

Type 2 dyscalculics also experience this deep concern but have found strategies for understanding and coping with basic maths – yet they feel that they don’t have the automatic grasp that others have and often take twice as much time (or more) to do a maths problem as a non-dyscalculic person.

Type 3 students have a profound difficulty in comprehending and dealing with the concept of time.  Sometimes this issue appears on its own, sometimes in combination with types 1 or 2 dyscalculia.  For such people time itself makes no sense and they are quite unable to estimate “five minutes” or any other time length while questions about timetables and the like are also quite meaningless.

Type 4 dyscalculics may not always be dyscalculic in the genetic sense, although they display many of the symptoms of dyscalculic people because they have short-term and long-term memory problems.  These students generally have a problem with all sequences – and this, of course, affects their ability to handle maths perhaps more than any other subject.

Type 5 dyscalculics tend not to see numbers as in any way related to the real world.  In one sense most of us have this problem; after all, what is “six”?   We know what six sheep are.  But “six” on its own is close to meaningless.   For such people, maths can be learned automatically, but when it gets to issues such as fractions, decimals, and percentages then life gets difficult.

Fortunately all these types of dyscalculics can be helped through different types of multi-sensory learning of maths, and this is the approach we have set out in our series: “Dyscalculia Activities”

Each volume contains a vast array of activities which a teacher or assistant teacher can undertake with a small group of students, and involves turning the abstract concepts of maths into physical experiences.  No special equipment is needed, apart from paper, scissors, small cards and some ludo type counters.  (We can supply the cards and counters if you don’t already have them).

Each printed volume is copiable, and so only one copy is needed per school.

There are details here including sample pages

If you have any enquiries please do call 01536 399 000 or email Tony@schools.co.uk

You can place orders on line (there is a link from each of the above resource pages) or you can go straight to the on-line shop here http://shop.firstandbest.co.uk/index.php?cPath=29 You can also order by post and fax:

  • By post to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Way, Corby, NN17 4HH
  • By fax to 01536 399 012

The Dyscalculia Centre
Hamilton House Mailings
Earlstrees Road
Corby
UK
NN17 4HH

Website: www.dyscalculia.me.uk
Email: admin@dyscalculia.me.uk

Inclusive Access and Emergency Evacuation Made Simple

As a SENCo, ensuring your institution provides inclusive access provisions and emergency evacuation for students with special needs is a key priority. It can be daunting prospect, but it doesn’t have to be difficult. At Aspire GB, we understand that when it comes to inclusive access and evacuation it’s vital to consider safety and practicality while ensuring all students feel a sense of independence and dignity.

As experts in inclusive access and evacuation strategies, Aspire GB offers a range of innovative and flexible solutions, including stair climbers, evacuation chairs, lifts and ramps. Our devices not only make life easier for students, they also provide stress free solutions for coordinators and evacuation buddies by reducing manual handling and lifting requirements.

Aspire Success Story

In June last year, a secondary school with an electric wheelchair user joining in September got in touch. They needed help providing a Personal Emergency Evacuation Plan (PEEP) for the student. Within a few days, we arranged an onsite meeting to assess the premises and discuss how stair travel technology could be implemented. Our experienced team recommended the MaxiMajor200 as the most suitable fit, its high loading capacity making it perfect for an electric chair user. Like all our products, the MaxiMajor200 is easy to use and allows the student to remain comfortable throughout evacuation thanks to its hydraulically tilting platform.

Full training was carried out for staff members before term began and the equipment now provides peace of mind that evacuation will be a manageable process. Most importantly, it ensures that the student feels safe, secure and as cared for as any other pupil at the school.

Need advice on inclusive access and evacuation? Give Aspire GB a call today on: 01707 44 33 00, or make an enquiry via our website. Our dedicated team will get back to you to arrange a consultation as soon as possible.

Click here to watch the MaxiMajor200 in action or click here to see product videos of all our remarkable solutions.

Aspire GB is an official sponsor of Special Needs Week.

Special Needs – Considering the Parents

Play Therapy UK (PTUK)’s 800+ registrants have 15 years’ experience of working in 1500+ primary schools with pupils who have a variety of special needs.  They recognise that parents are a major agent of change and that most of them are very concerned about the emotional well-being of their children and the impact that this has on their educational attainments.

Our registrants relieve the school staff of some of their work relating to parents.  If the teaching staff are concerned about a pupil’s behaviour, absences or emotional well-being the Play Therapist is available to discuss how these issues might be improved through Play Therapy.  The therapist will also inform the parent of their child’s progress and the outcome at the end of the therapy.

Parents may also be offered the opportunity of coaching on how to use non-directive play at home to provide further support at home after the therapy has finished.

What do the parents think? Based on a study of 10,130 cases, parents observed that in 77% there was a positive change following therapy delivered to PTUK standards. This is the same percentage as that of Teachers’ observations.

School staff can be trained as Certified Practitioners in Therapeutic Play as well as Filial Play Coaching. This enables parents to be actively involved in alleviating their child’s special needs using the principles of non-directive play.

These services help to enhance relationships with parents, the image of the school and add positive points to an Ofsted inspection.

More information:

The register: www.playtherapyregister.org.uk

Training:  http://www.playtherapy.org.uk/TrainingCourses/TrainResourcesAccCourses1.htm

SENCO Week special consultation on introducing play therapy services into primary schools: email mokijep@aol.com

Methods of Teaching Maths to Pupils with Dyscalculia

Research in recent years has shown that children with dyscalculia can be taught maths if certain specific points in their understanding of maths are addressed. If this approach can be followed by the adoption of particular methods of teaching by the teacher and methods of learning by the pupils, then these children can readily reach the average standard of the class.

What’s more the techniques that are known to work well with dyscalculic pupils also work well with pupils who have an average ability at maths.

The book outlines a series of individual methods of teaching maths, which is followed by a series of methods of learning which will benefit all pupils, irrespective of their levels of mathematical achievement. It also contains information on enhancing pupil memory and pupil ability to handle sequences. The methods can be adapted and used with all age groups. The approaches can be used by special needs teachers in small group or individual sessions, and can also be used within full class lessons.

Methods of Teaching Maths to Pupils with Dyscalculia also contains information for parents as well as information on how homework can be structured to the maximum benefit of dyscalculic pupils.

Methods of Teaching Maths to Pupils with Dyscalculia: ISBN: 978 1 86083 688 6; Order code: T1630emn

Sample pages can be found on http://pdf.firstandbest.co.uk/dyscalculia/T1630.pdf

The volume is available as:

  • A photocopiable book, price £24.95 plus £3.95 delivery inclusive of VAT.
  • On CD, price £24.95 plus £3.95 delivery inclusive of VAT.
  • Both book and CD at special price of £31.94 plus £3.95 delivery inclusive of VAT.

You can purchase the book:

The Dyscalculia Centre
Hamilton House Mailings
Earlstrees Road
Corby
UK
NN17 4HH

Website: www.dyscalculia.me.uk
Email: admin@dyscalculia.me.uk

Disability awareness workshops for pupils

A whole day of workshops for groups of pupils throughout your school

  • Engaging and thought-provoking workshops for pupils
  • Essential for schools that want to challenge prejudice and promote disability equality
  • Adjusted to suit primary and secondary schools
  • Delivered by award-winning charity CSIE, working since 1982 to promote equality and eliminate discrimination in education (www.csie.org.uk).
  • Offer price: £500+vat plus expenses (normal CSIE price: £800+vat)
  • Follow-up at no extra charge: a) written responses to pupils’ questions and b) transcript of pupils’ feedback as evidence of impact
  • Book before the end of May 2016 to secure discounted rate.

Delivered by a dedicated ally of disabled people, these workshops enable pupils to:

  • learn more about disability and human rights
  • hear disabled people’s perspectives
  • identify common stereotypes and some of the prejudices disabled people face
  • consider what disability is and how it arises
  • understand the difference between impairment and disability
  • review language and terminology used and the effect this can have on disabled people’s identities
  • learn about disabled people who have made a difference
  • ask sensitive questions anonymously
  • become advocates for disability equality

 

 

95-100% of participants say that they found our workshop helpful. 

Some of the reasons pupils have given for finding the workshop helpful are:

  • “I now respect people with disabilities.  I wasn’t bothered before but now I care.”
  • “It helped me see disability from a new perspective.”
  • “It helps people know that disabled people are equal to us.”
  • “It helped me understand that you shouldn’t judge people by the way they look.”
  • “Now I know that people can do different things in a different way.”
How long is each workshop?
Around 45 minutes, but this can be adjusted to fit in with the structure of your school day.

How many workshops will you deliver?
We can deliver up to six workshops in a day; this, too, can be adapted to fit in with your school day.

How many pupils should there be in each group?
The workshops are interactive, therefore more effective with smaller groups (20 pupils or so), but here too the choice is yours.

What year groups are these workshops for?
The workshops are suitable to all year groups in primary and secondary schools; we adapt the content and presentation according to the age of pupils we work with.

Does a member of staff need to stay with the group?
Yes, we ask that a member of staff is present at each workshop.

Will you need any equipment?
In most workshops we ask for a computer, projector and access to the internet.

Book now to take advantage of this offer:
To request a booking, please email the following information to admin@csie.org.uk

Special offer code DAW2016 Disability awareness workshops for pupils
  Offer price: £500+vat plus expenses (normal CSIE price: £800+vat)
Preferred date(s) for workshops:  
Age of pupils at workshops

Your Name:

Contact telephone no:

Email address:

School Name:

School Address :

 

Invoice Address:

(if different from above)

 
Purchase order no:

(if applicable)

 

We’d appreciate your help in completing the Special Needs Week Survey of the work of SENCos in schools throughout the UK.

Special Needs Week takes place between 13 and 17 June, and as part of this event we are conducting research into what special needs SENCos have to deal with, which special needs cause particular difficulty, whether colleagues in the school have a full grasp of what SENCos like you do, and whether demands on your time are expanding.

To help us gather this information – the results of which will be published on the Special Needs Week website – we are asking all SENCos to complete a very short questionnaire. It will only take two or three minutes at most to complete.

So if you would like to participate in this questionnaire, which is of course completely anonymous, please click here.

Once we have gathered in the results of the survey we’ll be writing again with details of the results and also putting these results on line on the Special Needs Week website.

Special Needs Week is being sponsored by Aspire GB, Clicker 7, Dysgraphia Help, Dyscalculia Centre, Multi-Sensory Learning, PTUK, Robinswood Press, SEN Press, and Turnabout Programme.

If you have any enquiries about this research, please do write to HQ@specialneedsweek.co.uk or call 01536 509822.

Tony Attwood

In 20 years ADHD has moved from an American myth to a recognised issue but the debate still rages as to what to do.

According to the Care Quality Commission last year, there has been a 50% rise in England in the use of drugs for attention deficit hyperactivity disorder in six years. The watchdog warned health workers to “carefully monitor” their use as they have the potential to be “abused”.

As the consultant psychiatrist Professor Tim Kendall, said, “I think it’s a real trend. I think it’s too big to be ignored.”

Tim Kendall is certainly someone whose comments are worth considering since he compiled the national guidelines on treating ADHD, and he was one of the first people who pointed out that that there are real dangers to people who take ADHD drugs over a long period.

As he said, “I think there’s also increasing evidence that it precipitates self-harming behaviour in children and in the long term we have absolutely no evidence that the use of of Ritalin reduces the long-term problems associated with ADHD.”

Helping ADHD pupils and students through school is a volume that sets out in great detail exactly how ADHD students can be helped and supported in their day to day activities within the school without the use of drugs.

A fundamental view of the book is that the best approach for any ADHD child is one in which the parents and school can work together with a common purpose to help the young person – and with this in mind there is a substantial section of material at the end of the book that can be copied and passed on to parents.

This parental section contains both explanations and practical approaches to dealing with the ADHD child at home.

Of course, we all recognise that not every ADHD child’s parents will be able to work in the organised and controlled manner that will help ADHD students, and therefore we work within the school-based sections from the basis that although parental support is ideal it doesn’t always happen.

The book looks at individual behaviour, plus issues such as rewards, punishments, handling special days when behaviour may be exacerbated, overcoming impulsiveness, homework, where ADHD people can succeed and do well, ADHD and responsibility, and sport, the arts and other activities.

Helping ADHD pupils and students through school by Tony Attwood is available as a photocopiable book or on CD Rom which can itself be copied or loaded onto the school’s learning platform or intranet.

ISBN: 978 1 86083 855 2 Order code: T1789emn – please quote with order.

Sample pages can be viewed at http://pdf.firstandbest.co.uk/attentiondeficit/T1789.pdf

  • Photocopiable report in a ring binder, £24.95 plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £31.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the report…

Understanding what dyscalculia is can allow schools to help sufferers improve their maths and obtain reasonable results in their examinations

It is a strange but true fact that while most of us working in schools have come across dyslexic children and adults, many teachers have not had direct contact with anyone who is dyscalculic.

And yet dyscalculia is not only a genetic issue, as is dyslexia, it is also as common within society at large as dyslexia.

So why is it that we don’t come across dyscalculic children as often as dyslexic children?

The reason is probably that many schools recognise that they have a small number of children who are poor at maths because they have missed some schooling or failed to grasp specific lessons.

The nature of the subject, which is of course utterly cumulative, means that some children fail to grasp certain concepts simply because they failed to grasp what went before.

This is, of course, utterly different from English, where the fact that I might not be able to spell “was” does not mean I won’t be able to learn “because”.  In maths, however, if I can’t do division I will struggle to understand fractions.

Furthermore there can be social reasons why children do poorly at maths.  Missed time at school can be more detrimental in maths than in most subjects, and there seems to be a greater tendency for parents to suggest to their children that they never understood maths at school, so it just “runs in the family”.

In short there are many reasons why dyscalculia might not be seen as a special need but rather as a consequence of parenting, poor attendance, etc.  As a result specialist tuition and support may not be given as early as it might be with dyslexia.

Understanding Dyscalculia: An Introduction for Schools examines the five main causes of dyscalculia and sets out the methods of working available which can help pupils overcome their dyscalculic problems. The book contains short sections which can be photocopied to give out to other members of staff in school, to worried parents, and to governors, so that everyone can share in the awareness of what dyscalculia is, and how it can be tackled.

Above all the book shows that once we understand and accept the causes of dyscalculia we can adopt appropriate methods of teaching to overcome the problem. Research suggests that most children who gain appropriate help in school can overcome their dyscalculic difficulties and achieve an acceptable grade in secondary school examinations, thus allowing entry into further and higher education.

The book, which is available in copiable form so that it can be shared with colleagues throughout the school, is published by the Dyscalculia Centre, a leading provider of teaching materials for dyscalculic individuals. The Centre also publishes a range of books for special needs teachers working with dyscalculics, and provides on-line testing facilities for pupils and students who are thought to be dyscalculic.

There is a sample chapter available on-line at http://pdf.firstandbest.co.uk/dyscalculia/T1628.pdf

Cat No: 978 1 86083 614 5;  Publisher reference no: T1628emn

Prices

  • Photocopiable report in a ring binder, £24.95. plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £31.94 plus £3.95 delivery
  • Prices include VAT. 

    You can purchase the book…

A proven resource to easily create reading for pleasure with your pupils –

Save time as a teacher and know exactly which stories relate to which area of the curriculum (think lesson plans done for you!!)

A low reading ability affects not just English but all subjects and adversely affects the social wellbeing of the pupil.

We have discovered what is probably the easiest and most enjoyable way for both teachers AND pupils to engage in this vitally important area of learning.

Perfect for use with all pupils and it is particularly useful with reluctant readers, special needs children and pupils who have English as their second language.

Making it SUPER EASY for teachers in 2016, Ziptales link all of their stories to the curriculum in a manner that is easy to use, with practical ways to help with each strand listed line by line!

Try Ziptales for 30 days, with your entire school!

No commitments, no obligations. Just see if we may be a good fit for your school.

Ziptales – new to the UK, are a proven resource for over 10 years in Australia for literacy e-learning in primary schools (with over 20% of all primary schools using Ziptales).The UK site offers British voiceovers and all stories link directly to both the National Curriculum and Scotland’s Curriculum for Excellence.

Over 500 fun interactive levelled readers, puzzles, games, poems, videos and lessons, with comprehension quizzes, voiceovers, animations and worksheets.

Call Ziptales on 02030 953 262 for a free demonstration at your school, or go to www.ziptales.co.uk/tryfree.php to find out more right now.

All About Anxiety Discussion Cards

All About Anxiety Discussion Cards

We live in a fast-moving world and anxiety levels are high, particularly in our young people.

These cards give the users an opportunity to consider what they believe to be some of the causes of anxiety, to think about possible sources of help and to learn that worry can sometimes be positive.

▪ Discuss possible causes of anxiety
▪ Understand that different things worry different people
▪ Identify who can help when we feel anxious
▪ Maintain a healthy mental attitude
▪ Discover the effects of anxiety on eating patterns, socialising and personality

The cards introduce a more in-depth discussion and allow users to explore their feelings in a structured way.

They can be used with individual students as a diagnostic tool, or they can be used in small groups to promote discussion and enable the participants to challenge their own beliefs or they can be used with class groups to start discussions.

Includes 36 cards. Ages 8+

ALL ABOUT ANXIETY DISCUSSION CARDS Ref: 621HH £24.00 +VAT

TO ORDER:

Post: Small World, 9 Burnham Place, Syresham, Northants, NN13 5HT

Tel: 01280 850 305
Fax: 01280 830022

Email: orders@smlworld.co.uk

Website: http://www.smlworld.co.uk/store/p184/All_About_Anxiety_Discussion_Cards_%28All_ages%29_.html

To obtain a 5% discount on your order, please quote HH14 on your purchase order form or add the discount code whilst purchasing online.

 

How can you prevent your pupils from developing illegible handwriting in the first place?

It’s not a question of “what can you do to support pupils in improving their handwriting?”, but rather it is a question of “how can you prevent pupils from developing illegible handwriting in the first place?”

For it is typically the case that pupils whose handwriting is illegible have picked up one or more bad habits which are solely responsible for their handwriting difficulties, such as gripping their pen or pencil too tightly, slouching, or failing to write on the guidelines.

Fortunately, most (bad) handwriting habits can be prevented in the first place. Or indeed, overcome, if your pupils are unfortunate enough to have already picked some up.

With this in mind we have devised the Handwriting Rescue Scheme – to ensure that pupils never make the same mistakes twice whilst learning how to handwrite and that they don’t pick up any bad habits which are known for making handwriting illegible.

The Handwriting Rescue Scheme is a complete programme for fully cursive handwriting containing over 300 structured exercises. It has been designed to establish the correct cursive letter formation and encourage an automatic response to frequently used spelling choices.

The programme is ideal for introducing cursive handwriting, particularly for pupils whose handwriting isn’t up to the expected standard for their age.

You can order the Handwriting Rescue Scheme in a variety of ways:

  • On our website
  • By phone on 01536 399017
  • By fax to 01536 399012
  • By email to msl@schools.co.uk        
  • By post to Multi-Sensory Learning, Earlstrees Court, Earlstrees Road, Corby, NN17 4HH

What’s the most effective method to help young children overcome speech problems?

We’d all agree that repetition of key phrases and sounds is crucial and of course if we can encourage parents and carers to continue this practice at home, the results can often be spectacular.

The problem is twofold; first we have to inspire the parents/carers and then we have to make it simple for them. Bearing in mind that most parents/carers have a full day and many of them feel they don’t have extra time to spend doing speech exercises.

But what if we could make it fun and easy? What if it could be done first thing in the morning, at breaktimes, at lunchtime and just before going home.

We believe we have the answer! A collection of songs specifically aimed at young children with speech and language problems. A collection of songs composed by a well known children’s songwriter in association with a team of Speech & Language Therapists. A collecton of songs that won an award as an innovative project.

If you’d like to know more go to: http://calmerchildren.com/Speech_Development_Songs.html

Where you’ll be able to hear samples and purchase & download this wonderfully effective collection of songs. They can be used on media players and smart phones or you can burn your own CD with the songs in any order you choose.

The collection of songs costs £6.99 and school workshops/teacher training sessions are available for £195 plus travelling expenses. You’re also very welcome to invite Parents/Carers along to the workshops. The more the merrier!

If you have any questions or queries about these Speech Development Songs or Workshops please do call me on 07801 067386. Or  email: vo.fletcher@btinternet.com

Vo Fletcher

Understanding what dyscalculia is can allow schools to help sufferers improve their maths and obtain reasonable results in their examinations

It is a strange but true fact that while most of us working in schools have come across dyslexic children and adults, many teachers have not had direct contact with anyone who is dyscalculic.

And yet dyscalculia is not only a genetic issue, as is dyslexia, it is also as common within society at large as dyslexia.

So why is it that we don’t come across dyscalculic children as often as dyslexic children?

The reason is probably that many schools recognise that they have a small number of children who are poor at maths because they have missed some schooling or failed to grasp specific lessons.

The nature of the subject, which is of course utterly cumulative, means that some children fail to grasp certain concepts simply because they failed to grasp what went before.

This is, of course, utterly different from English, where the fact that I might not be able to spell “was” does not mean I won’t be able to learn “because”.  In maths, however, if I can’t do division I will struggle to understand fractions.

Furthermore there can be social reasons why children do poorly at maths.  Missed time at school can be more detrimental in maths than in most subjects, and there seems to be a greater tendency for parents to suggest to their children that they never understood maths at school, so it just “runs in the family”.

In short there are many reasons why dyscalculia might not be seen as a special need but rather as a consequence of parenting, poor attendance, etc.  As a result specialist tuition and support may not be given as early as it might be with dyslexia.

Understanding Dyscalculia: An Introduction for Schools examines the five main causes of dyscalculia and sets out the methods of working available which can help pupils overcome their dyscalculic problems. The book contains short sections which can be photocopied to give out to other members of staff in school, to worried parents, and to governors, so that everyone can share in the awareness of what dyscalculia is, and how it can be tackled.

Above all the book shows that once we understand and accept the causes of dyscalculia we can adopt appropriate methods of teaching to overcome the problem. Research suggests that most children who gain appropriate help in school can overcome their dyscalculic difficulties and achieve an acceptable grade in secondary school examinations, thus allowing entry into further and higher education.

The book, which is available in copiable form so that it can be shared with colleagues throughout the school, is published by the Dyscalculia Centre, a leading provider of teaching materials for dyscalculic individuals. The Centre also publishes a range of books for special needs teachers working with dyscalculics, and provides on-line testing facilities for pupils and students who are thought to be dyscalculic.

There is a sample chapter available on-line at http://pdf.firstandbest.co.uk/dyscalculia/T1628.pdf

Cat No: 978 1 86083 614 5;  Publisher reference no: T1628emn

Prices

  • Photocopiable report in a ring binder, £24.95. plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £31.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the book…

This Is No Ordinary Outdoor Classroom

This Is The SEN Centre
And We Can Help You Get Funding*

Click - Show images
Benefits

  • An outdoor classroom building and educational resource combined into one
  • Whole host of options including multi-sensory light panels, planters, sounds and abstract tactile panels
  • Renewable energy systems including electric dynamo bikes or hand-cranks & wind turbine and solar panels with bubble making machine and multi-coloured sensory lights
  • The ultimate product to take learning outside of the classroom

 
Click For Further Information*Contact us for further details on our grant consultancy service


The Hideout House Company Limited

Mental Health Issues and Syndromes – Raising Staff Awareness

A national campaign on teenage mental health has just been launched to stop students stigmatising peers who suffer from mental illness and to help parents identify the symptoms of mental health. A new national survey of 10,000 youngsters aged 2-19 and their families, to identify the mental health issues that are most common, is now being undertaken. The results of this survey are not due until 2018 and resultant improvements in services would not take place until then. So therefore it is important that in schools we keep up to date with the latest key ways we can identify and support students with mental health issues and the 3 volumes of Behaviour Solutions – A Guide to Syndromes and Conditions will be a valuable photocopiable resource to support staff in their work. All 3 volumes cover the full range of mental health difficulties listed in the Social, Emotional and Mental Health Difficulties section of the SEN Code of Practice.

Each volume gives a guide to a wide range of conditions (there are 68 in all) and looks at definitions, symptoms and characteristics, causes, treatments, strategies to use in the classroom and a list of useful references including websites.

Volume 1, (A Revised Guide to Syndromes and Conditions), focuses on 20 conditions including Autism, Asperger Syndrome, ADHD, Conduct and Oppositional Defiant Disorder, Tourette’s Syndrome, OCD, Post Traumatic Stress Disorder and Dyslexia. It contains latest research findings, 3 new conditions as well as updated information on conditions relating to the recently published DSM5.

Volume 2, (A Guide to More Syndromes and Conditions), moves on to 26 conditions and issues not covered in the first volume including Anxiety Disorder, Depression, Eating Disorders, Loss Separation and Bereavement, Mental Health, Self-Harm, Substance Misuse and Cerebral Palsy.

Volume 3, (A Guide to Further Syndromes and Conditions), moves on to 22 conditions and issues not covered in the first two volumes including Selective Mutism, Joint Hypermobility, Bipolar Disorder, Borderline Personality Disorder and Apraxia.

One particular benefit is that the books come in a photocopiable format so that if you wish to circulate details of a condition to several colleagues, or indeed to provide information to concerned parents, this is easily achieved.

Further details of the volumes and their contents are to be found on www.behaviourmatters.com/syndromesoffer.

Cost of the 3 volumes is £60 (a saving of £15 on normal price) plus £6 postage and packaging.

To order please visit www.behaviourmatters.com/syndromesoffer or contact us at:

Behaviour Solutions Limited

15 St. Marys Close

Abbotskerswell

Newton Abbot

Devon

TQ12 5QF

Phone / Fax 01626 366161

Email: dave@behaviourmatters.com

What is the most effective way of helping your pupils make sense of learning?

It is normal for children to grasp the various concepts of the curriculum at different stages throughout their primary education. Yet the curriculum sets out the timeframe that pupils have to fully understand these concepts with very little room for compromise.

This, of course, presents a dilemma, particularly for those pupils who aren’t just finding one subject or topic area difficult to grasp, but are having difficulty keeping up with a wide array of concepts across the primary curriculum.

One method which has been known to aid the learning of children who are finding it difficult to keep up with the demands of the curriculum is the use of multi-sensory learning. Which is why we have produced the Multi Sensory Pack.

The Multi Sensory Pack can be used to support pupils in all aspects of their learning, from numeracy and literacy to drama and PSHE. It enables pupils to exercise a kinaesthetic approach to learning, leading to a greater understanding and improved attainment.

Using the items in the pack for learning purposes has also proven to be beneficial when it comes to engaging pupils who typically appear disinterested with their learning.

As always, you can place an order with Edventure in a variety of ways, including:

  • on the website www.edventure.co.uk
  • by faxing us to 01323 50 10 41
  • by calling us on 01323 50 10 40
  • by emailing us at sales@edventure.co.uk     
  • by post to Edventure Ltd, Hargreaves Business Park, Hargreaves Road, Eastbourne, East Sussex, BN23 6QW.

What’s more if you quote HH0515 on your order delivery will be free. Without quoting the code the charge is £3.95.

Where can you find SEN books and equipment at discounts not available anywhere else?

The answer to the question is simple.  Savings for Schools only carries announcements of products and services that are relevant to teaching and learning, and which are available at a discount exclusively to readers of these services.

In between these announcements there are also occasional short summaries of education news and information that you might have missed.

The new Savings for Schools services, which are of course completely free for teachers, started earlier this term, and we’ve been getting some interesting feedback.  So now we are opening up the services to everyone, and with an extra bonus.

If you are looking for a particular product or service at a discount but can’t find one, you can write to us and we’ll do our best to locate one or more companies that have the product you want, and will make it available at a discount.

If we can find such a company we’ll email you with the details, and then place the announcement on Savings for Schools.  To make suggestions, or indeed if you have got any questions about the service, please write to Jenny@hamilton-house.com and write Savings Suggestions in the subject line.

I do hope you will find the new services of help as a way of getting the very best value for money.

You can join the Savings for Schools services by clicking on these two logos.

Jenny Burrows
Savings for Schools

A cumulative approach to developing handwriting skills

The cause of underdeveloped handwriting in some pupils is not always immediately apparent. It could be that these pupils have poor fine motor skills, language processing, or visual perceptual skills, or perhaps it is attributable to the way that they grip their pen/pencil or to their handwriting posture.

In many instances, however, the reason for underdeveloped handwriting is because the approach that they are using isn’t cumulative, which is key to ensuring progress in the development of handwriting skills.

It is for this reason that we have produced The Handwriting Rescue Scheme – a complete programme for fully cursive handwriting containing over 300 structured exercises. It has been designed to establish the correct cursive letter formation and encourage an automatic response to frequently used spelling choices.

The programme is ideal for introducing cursive handwriting and also for correcting poor handwriting habits among pupils whose handwriting isn’t up to the expected standard for their age.

You can order the Handwriting Rescue Scheme in any of these ways:

A cumulative approach to developing handwriting skills

The cause of underdeveloped handwriting in some pupils is not always immediately apparent. It could be that these pupils have poor fine motor skills, language processing, or visual perceptual skills, or perhaps it is attributable to the way that they grip their pen/pencil or to their handwriting posture.

In many instances, however, the reason for underdeveloped handwriting is because the approach that they are using isn’t cumulative, which is key to ensuring progress in the development of handwriting skills.

It is for this reason that we have produced The Handwriting Rescue Scheme – a complete programme for fully cursive handwriting containing over 300 structured exercises. It has been designed to establish the correct cursive letter formation and encourage an automatic response to frequently used spelling choices.

The programme is ideal for introducing cursive handwriting and also for correcting poor handwriting habits among pupils whose handwriting isn’t up to the expected standard for their age.

The Handwriting Rescue Scheme is usually £39.99 but if you quote the code MSL-BLOG when you place the order, you’ll receive a 20% discount.

To order the Handwriting Rescue Scheme, simply fill out the details below and send your order to us either by fax to 01536 399012, or by email to msl@schools.co.uk

Contact name:

Email address:

School name:

School Address:

Telephone:

Purchase order number:

Quantity:

Remember to quote MSL-BLOG to qualify for the 20% discount.

What is dysgraphia and how can you identify it among your pupils?

Dysgraphia is a neurological disorder which can be defined as “a disorder in written expression”. It is a Greek term which in English translates to “impaired at writing by hand”.

Perhaps the first step to identifying dysgraphia is by comparing your pupils’ handwriting with other pupils’ handwriting of the same age.

Pupils with dysgraphia will often have unorthodox or poor quality handwriting due to a number of factors – other than because they simply dislike handwriting or/and have no intention of putting effort in to making their handwriting legible for others.

Things to look out for in your pupils’ handwriting, other than just poor quality, are:

  • Oversized letters and punctuation
  • Inconsistencies in the size of consecutive letters
  • Letters and words not written at a consistent angle (straight, then slanting left, then slanting right)
  • Inconsistently spaced letters, words, sentences, lines, paragraphs and margins (even when margins and lines are provided)
  • Letters and words written in the wrong order
  • Writing is often crossed out and rewritten
  • Spelling mistakes

However, just because some of your pupils may have poor quality handwriting and may do some or all of the things listed above, dysgraphia can still not be assumed. The cause of the poor quality handwriting needs to be identified and it is only then that a diagnosis of dysgraphia can be made.

A pupil with dysgraphia will very often have problems with their language processing, their fine motor skills, memory retrieval, their pen/pencil grip and writing posture, and/or visual spacing.

At Dysgraphia Help we offer an online dysgraphia test for pupils (over the age of 8) for 71.71 NZD* (£32).

After completing the

Dysgraphia is a neurological disorder which can be defined as “a disorder in written expression”. It is a Greek term which in English translates to “impaired at writing by hand”.

Perhaps the first step to identifying dysgraphia is by comparing your pupils’ handwriting with other pupils’ handwriting of the same age.

Pupils with dysgraphia will often have unorthodox or poor quality handwriting due to a number of factors – other than because they simply dislike handwriting or/and have no intention of putting effort in to making their handwriting legible for others.

Things to look out for in your pupils’ handwriting, other than just poor quality, are:

  • Oversized letters and punctuation
  • Inconsistencies in the size of consecutive letters
  • Letters and words not written at a consistent angle (straight, then slanting left, then slanting right)
  • Inconsistently spaced letters, words, sentences, lines, paragraphs and margins (even when margins and lines are provided)
  • Letters and words written in the wrong order
  • Writing is often crossed out and rewritten
  • Spelling mistakes

However, just because some of your pupils may have poor quality handwriting and may do some or all of the things listed above, dysgraphia can still not be assumed. The cause of the poor quality handwriting needs to be identified and it is only then that a diagnosis of dysgraphia can be made.

A pupil with dysgraphia will very often have problems with their language processing, their fine motor skills, memory retrieval, their pen/pencil grip and writing posture, and/or visual spacing.

At Dysgraphia Help we offer an online dysgraphia test for pupils (over the age of 8) for 71.71 NZD* (£32).

After completing the test and sending us a sample of the pupil’s handwriting, you will receive a detailed report on whether or not we believe them to have dysgraphia.

If we believe dysgraphia to be present, you will also receive a number of activity materials for the pupil to work through.

For more information on testing for dysgraphia, please visit http://www.dysgraphiahelp.co.uk/testing-for-dysgraphia/.

* Based on rates of exchange on 15/12/2015. Price is subject to change.

test and sending us a sample of the pupil’s handwriting, you will receive a detailed report on whether or not we believe them to have dysgraphia.

If we believe dysgraphia to be present, you will also receive a number of activity materials for the pupil to work through.

For more information on testing for dysgraphia, please visit http://www.dysgraphiahelp.co.uk/testing-for-dysgraphia/.

* Based on rates of exchange on 15/12/2015. Price is subject to change.

A cumulative approach to developing handwriting skills

The cause of underdeveloped handwriting in some pupils is not always immediately apparent. It could be that these pupils have poor fine motor skills, language processing, or visual perceptual skills, or perhaps it is attributable to the way that they grip their pen/pencil or to their handwriting posture.

In many instances, however, the reason for underdeveloped handwriting is because the approach that they are using isn’t cumulative, which is key to ensuring progress in the development of handwriting skills.

It is for this reason that we have produced The Handwriting Rescue Scheme – a complete programme for fully cursive handwriting containing over 300 structured exercises. It has been designed to establish the correct cursive letter formation and encourage an automatic response to frequently used spelling choices.

The programme is ideal for introducing cursive handwriting and also for correcting poor handwriting habits among pupils whose handwriting isn’t up to the expected standard for their age.

You can order the Handwriting Rescue Scheme in any of these ways:

  • On our website
  • By phone on 01536 399017
  • By fax to 01536 399012
  • By email to msl@schools.co.uk    
  • By post to Multi-Sensory Learning, Earlstrees Court, Earlstrees Road, Corby, NN17 4HH

Understanding what dyscalculia is can allow schools to help sufferers improve their maths and obtain reasonable results in their examinations

It is a strange but true fact that while most of us working in schools have come across dyslexic children and adults, many teachers have not had direct contact with anyone who is dyscalculic.

And yet dyscalculia is not only a genetic issue, as is dyslexia, it is also as common within society at large as dyslexia.

So why is it that we don’t come across dyscalculic children as often as dyslexic children?

The reason is probably that many schools recognise that they have a small number of children who are poor at maths because they have missed some schooling or failed to grasp specific lessons.

The nature of the subject, which is of course utterly cumulative, means that some children fail to grasp certain concepts simply because they failed to grasp what went before.

This is, of course, utterly different from English, where the fact that I might not be able to spell “was” does not mean I won’t be able to learn “because”.  In maths, however, if I can’t do division I will struggle to understand fractions.

Furthermore there can be social reasons why children do poorly at maths.  Missed time at school can be more detrimental in maths than in most subjects, and there seems to be a greater tendency for parents to suggest to their children that they never understood maths at school, so it just “runs in the family”.

In short there are many reasons why dyscalculia might not be seen as a special need but rather as a consequence of parenting, poor attendance, etc.  As a result specialist tuition and support may not be given as early as it might be with dyslexia.

Understanding Dyscalculia: An Introduction for Schools examines the five main causes of dyscalculia and sets out the methods of working available which can help pupils overcome their dyscalculic problems. The book contains short sections which can be photocopied to give out to other members of staff in school, to worried parents, and to governors, so that everyone can share in the awareness of what dyscalculia is, and how it can be tackled.

Above all the book shows that once we understand and accept the causes of dyscalculia we can adopt appropriate methods of teaching to overcome the problem. Research suggests that most children who gain appropriate help in school can overcome their dyscalculic difficulties and achieve an acceptable grade in secondary school examinations, thus allowing entry into further and higher education.

The book, which is available in copiable form so that it can be shared with colleagues throughout the school, is published by the Dyscalculia Centre, a leading provider of teaching materials for dyscalculic individuals. The Centre also publishes a range of books for special needs teachers working with dyscalculics, and provides on-line testing facilities for pupils and students who are thought to be dyscalculic.

There is a sample chapter available on-line at http://pdf.firstandbest.co.uk/dyscalculia/T1628.pdf

Cat No: 978 1 86083 614 5;  Publisher reference no: T1628emn

Prices

  • Photocopiable report in a ring binder, £24.95. plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £31.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the book…

Disability awareness workshops for pupils

A day of workshops for groups of pupils throughout your school
Engaging and thought-provoking workshops for pupils
Essential for schools that want to challenge prejudice and promote disability equality
Price: £800+vat

Delivered by a dedicated ally of disabled people, these workshops will help pupils to:
learn more about disability and human rights
be clear on law and policy for disabled children’s education
hear disabled people’s perspectives
identify common stereotypes and some of the prejudices disabled people face
explore a range of views of what disability is, who is disabled and what disables them
reflect on a range of disability labels
review language and terminology used and the effect this can have on disabled people’s identities
ask sensitive questions anonymously
understand, and respond to, society’s “culture of indifference”
learn about disabled people who have made a difference
become advocates for disability equality

Pupils and staff who attended a similar workshop said:
“Excellent and informative”
“Brilliant”
“Inspirational”
“It certainly made me consider the way I think.”
How long is each workshop?

Ideally 40 minutes, but workshops can be made shorter or longer to fit in with the structure of your school day.

How many workshops will you deliver?

We can deliver up to six workshops in a day; this, too, can be adapted to fit in with the structure of your school day.

How many pupils should there be in each group?

The workshops are interactive and will be more effective if there are 15-20 pupils in each group.

What year groups are these workshops for?

We offer these workshops to primary and secondary schools and adapt the content and presentation according to the age of pupils we work with.

Does a member of staff need to stay with the group?

Yes, we ask that a member of staff is present at each workshop.

Will you need any equipment?

A computer and projector would be helpful.
To request a booking, please email the following information to admin@csie.org.uk

Priority order code DAW2014
Disability awareness workshops for pupils

£800+vat
Preferred date(s) for workshops:

Age of pupils at workshops

Your Name:

Contact telephone no:

Email address:

School Name:

School Address :

Invoice Address:

(if different from above)

Purchase order no:

(if applicable)

Facilitating learning with more than one sense

Multi-sensory learning is a highly effective notion that is habitually adopted to support the development of young children. Yet it is a technique which often gets phased out as children age and progress, despite childhood (in its entirety) being a vital stage for development.

It is a teaching and learning technique which should be used routinely to support children’s academic development throughout their educational careers – particularly for children with SEN or for children who are falling behind in their learning.

It is for this reason that Edventure has produced a Multi Sensory Pack which can be used to support the multi-sensory learning approach which has proven time and time again to be highly beneficial to children’s academic progress and thus overall attainment levels.

By incorporating the content of the Multi Sensory Pack into your pupils’ learning, not only will you achieve higher levels of engagement among your pupils, but your pupils will also gain a greater understanding of the areas of learning where this approach is imposed.

Our Multi Sensory Pack comes in a drawstring bag consists of the following:

  • 2 x Bean Bag
  • 2 x Bean Ball
  • 2 x Bump Ball
  • 2 x Coated Foam Ball 7cm
  • 2 x Easy Grip Ball 16cm
  • 2 x Koosh Ball 7cm
  • 2 x Rainbow Ball
  • 2 x Ring Quoits
  • 2 x Soft Small Football

You can order the Multi Sensory Pack in a variety of ways, including:

  • on our website – www.edventure.co.uk
  • by fax to 01323 50 10 41
  • by phone on 01323 50 10 40
  • by email at sales@edventure.co.uk
  • or by post to Edventure Ltd, Hargreaves Business Park, Hargreaves Road, Eastbourne, East Sussex, BN23 6QW.

And if you quote HH0515 on your order delivery will be free. Without quoting the code the charge is £3.95 if ordered online or £6.95 if ordered by fax, phone or post.

A lesson to learn from Einstein

 Why do some of your seemingly bright pupils perform below average in tests that require them to handwrite the answer?

The infamous Albert Einstein clearly excelled at school in Physics and Maths, yet it appears he did not do so well in many other subject areas, including History, Geography and Languages.

Although there are a number of suggested reasons for this, including the rigidity of the German education system in the 19th century, it has also been suggested by researchers that Einstein had dysgraphia – a disorder in written expression.

The examinations for the subjects in which Einstein did not excel would have required lengthy handwritten answers (just as some subjects do today), unlike with examinations in Maths and Physics. Causing Einstein somewhat of a problem.

Therefore, even if Einstein knew the answers to the questions in his examinations, it is unlikely that the examiner would have been able to decipher his illegible handwriting and as a result could not award him the marks.

To see if your pupils, who may have a similar story to Einstein, have dysgraphia, Dysgraphia Help offer an online dysgraphia test for pupils over the age of 8 for £32.

After completing the test and sending us a sample of the pupil’s handwriting, you will receive a detailed report on whether or not we believe the pupil to have dysgraphia.

If we do believe that dysgraphia is present, you will also receive some supporting information on dysgraphia and a number of activity materials for the pupil to work through.

You can find more information on testing for dysgraphia by visiting www.dysgraphiahelp.co.uk/testing-for-dysgraphia/. Alternatively you can email admin@dysgraphiahelp.co.uk.

ADHD – the debate rages on

In 20 years ADHD has moved from an American myth to a recognised issue but the debate still rages as to what to do.

According to the Care Quality Commission last year, there has been a 50% rise in England in the use of drugs for attention deficit hyperactivity disorder in six years. The watchdog warned health workers to “carefully monitor” their use as they have the potential to be “abused”.

As the consultant psychiatrist Professor Tim Kendall, said, “I think it’s a real trend. I think it’s too big to be ignored.”

Tim Kendall is certainly someone whose comments are worth considering since he compiled the national guidelines on treating ADHD, and he was one of the first people who pointed out that that there are real dangers to people who take ADHD drugs over a long period.

As he said, “I think there’s also increasing evidence that it precipitates self-harming behaviour in children and in the long term we have absolutely no evidence that the use of of Ritalin reduces the long-term problems associated with ADHD.”

Helping ADHD pupils and students through school is a volume that sets out in great detail exactly how ADHD students can be helped and supported in their day to day activities within the school without the use of drugs.

A fundamental view of the book is that the best approach for any ADHD child is one in which the parents and school can work together with a common purpose to help the young person – and with this in mind there is a substantial section of material at the end of the book that can be copied and passed on to parents.

This parental section contains both explanations and practical approaches to dealing with the ADHD child at home.

Of course, we all recognise that not every ADHD child’s parents will be able to work in the organised and controlled manner that will help ADHD students, and therefore we work within the school-based sections from the basis that although parental support is ideal it doesn’t always happen.

The book looks at individual behaviour, plus issues such as rewards, punishments, handling special days when behaviour may be exacerbated, overcoming impulsiveness, homework, where ADHD people can succeed and do well, ADHD and responsibility, and sport, the arts and other activities.

Helping ADHD pupils and students through school by Tony Attwood is available as a photocopiable book or on CD Rom which can itself be copied or loaded onto the school’s learning platform or intranet.

ISBN: 978 1 86083 855 2 Order code: T1789emn – please quote with order.

Sample pages can be viewed at http://pdf.firstandbest.co.uk/attentiondeficit/T1789.pdf

  • Photocopiable report in a ring binder, £24.95 plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £31.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the report…

Teaching maths to pupils with dyslexia

What is the most surprising finding from research in teaching maths to pupils who have dyslexia?

“Maths and Dyslexia”, first published in 1998, is probably the most ground-breaking maths volume ever produced.

It is ground-breaking because it faced up to the biggest mathematical conundrums of all time.

It has long been known that the most effective way of helping pupils who are poor at maths is through a multi-sensory method of teaching. 

But research has also revealed that self-esteem enhancement programmes will often raise maths achievement more than remedial maths teaching.

In its introductory pages “Maths and Dyslexia” asks how this can be the case and, for the first time ever, not only provides an answer, but also provides a way of combining the teaching of maths through multi-sensory means and a way of raising maths ability through enhancing self-esteem.

Indeed, it is not too much of an exaggeration to say that the opening six page section of “Maths and Dyslexia”, which reviews the research relating to maths teaching and self-esteem, is one of the most important reviews of remedial maths teaching written.

After this the volume offers a wide range of information on methods of teaching maths, methods of learning maths, and associated study skills.

It then goes on to provide a wide array of placement and progress tests and worksheets for pupils who experience difficulties with the four basic functions of maths, plus decimals, fractions and percentages.

There are also sections on motivation, memory, and ways of working with parents.

This publication also comes with 400 blank cards in various colours to be used with the activities given.

The resource is available as a set of copiable pages so that the pages which detail the research findings can be shared with colleagues and the worksheets can be copied and given to pupils.

The price, including full copying rights for use within the school, is £29.99.

You can find more information on our website.

You can order Maths and Dyslexia in any of these ways:

  • On our website
  • By phone on 01536 399017
  • By fax to 01536 399012
  • By email to msl@schools.co.uk  
  • By post to Multi-Sensory Learning, Earlstrees Court, Earlstrees Road, Corby, NN17 4HH

Are you a Super Hero SENCO?

Being a SENCO is one of the most demanding jobs in a school, so much so that SENCOs deserve Super Hero status.

Juggling 101 jobs at once can make you dizzy so you really do need ways to stay organised and reduce workload.

www.provisionmap.co.uk is software for all those Super Hero SENCOs out there! Not only does it quickly create provision maps but you can also create any type of learning plan, perform reviews and get detailed reports on Pupil Premium spending and effectiveness – pretty much “SIMS for SENCOs”.

But don’t take our word for it, this is what just one SENCO has to say about it:

“I must say, I LOVE Provision Map. Saves me hours and hours of work every day. Best package I’ve ever purchased, by far.”     
                                                                            Natalie Day, SENCO, Westbourne School

So, join Natalie in saving yourself hours every day – get yourself a free online demo of this great software at www.provisionmap.co.uk.