Janet O'Keefe

Effective therapeutic interventions, in any discipline, have always depended on a careful identification of the factors comprising the presenting problem; the systemic processes shaping, and shaped by, the child; and the information and belief structures supporting the coping strategies developed as a result. For the Speech and Language Therapist, difficulties in the acquisition of social communication skills frequently signals the presence of a wider range of language, emotional and educational issues, all of which could be impacting on the child`s potential for independence, integration in society, educational attainment and long- term mental health. As a result, social communication work is often an integral part of programme delivery, and much time and energy has been devoted to the development of the many excellent resources available to address social communication needs in a range of settings and client- groups.
Shapwick School is a specialist day and boarding school for pupils (8yrs – 19yrs) with dyslexia, DCD, ADHD, developmental verbal dyspraxia, sensory processing difficulties and other related disorders. Approximately 70% of our pupils attend weekly individual and/or group Occupational and Speech and Language Therapy sessions and all new students are screened by both therapies on entry. The Therapies are seen as an integral part of the school`s multi-disciplinary approach to the educational process and are involved in all aspects of the school`s functioning. We take the view that, while language and sensory processing difficulties impact on every aspect of our students` lives, they can be remediated or compensated for most effectively when a unified approach is applied by the whole system- school/ college, parents, students and their peer group. Systemic thinking is by no means new in education or therapy, but its application often presents a thornier issue as daily life interferes with theory! I feel it is vital that we at least acknowledge that every decision or action we take, as teachers, clinicians or parents, will have a knock-on effect on every other aspect of our children’s provision, and ultimately the child’s decision- making. As social communication is about making decisions which affect oneself and others, the ability to recognise chains of reaction is a cornerstone of the SCAEP approach.
The Social Competence and Enhancement Programme (SCAEP) was formally introduced about 8 years ago as a weekly group session for students with identified social skills difficulties. It drew on a range of materials from published social skills, emotional literacy and pragmatics programmes and ran for two terms every year. Other forms of medium and short- term interventions (e.g. Circle of Friends; “Pitstop” ) were also regularly used in the rest of the school in response to perceived need, but varied from year to year and were often driven by the needs of specific pupils or contexts.
However, over the last 5 years I have become increasingly aware of three important factors which seem to be impacting on the long- term carryover that our students achieve in real- life situations, when trying to apply the principles they have worked on in SCAEP group viz. 1) In many cases the severity of their sensory processing problems, literacy, working memory and language needs interferes with their access to language- based social skills interventions. Co-working between Occupational Therapy and Speech and Language is becoming increasingly vital in laying the sensory processing groundwork to support our social communication work across the school. 2) Our students have marked difficulties in connecting the ideas and concepts contained in social skills programmes with their own understanding of how the world works. Many of them have difficulties with theory of mind, but also with basic semantic issues such as categorisation, so that identifying social similarities and differences becomes a language test rather than a coping strategy. These difficulties appear to have a particular impact in Yrs 8/9, when the opinions of the peer group assume primary importance, and has resulted in the complete reworking of SCAEP delivery at Shapwick School. 3) At the same time, there is an increasingly alarming body of research emerging from different clinical, psychiatric, educational and criminological fields indicating a significantly high incidence of literacy, social communication and language difficulties amongst young people with severe mental health problems and in the justice system. My concern is that if the sensory processing problems of our students have such a fundamental effect on the development of their cognitive constructs, and if many of our students cannot fully access remediation programmes on offer because of language difficulties, then they are also prevented from accessing the mainstream talking therapies on offer in the NHS. This raises the issue of where our students will go for support as adults.
In the current climate of continuous cost- led reform, there is a temptation to sit tight, rely on existing resources and protect our personal fields of influence. It is vital that we do not lose sight of the fact that our disciplines exist as a result of need, and that meeting those needs continues to rely on an expanding knowledge- base and willingness to share, adapt and apply principles from related fields in order to fine- tune our work and counteract some of the effects of continuous instability in the systems we live and work in.
My workshop will outline the key features of the SCAEP programme and describe an attempt (in progress!) to design a multidisciplinary intervention which serves three purposes: 1)Taking students back through the sensory building blocks of basic social communication concepts e.g. personal space, in order to construct more complete concepts /schemas based on sensory processing of, and shared attention to, key sensory characteristics; 2) The development of sensory and language correlates (shared code) needed to describe participants’ experiences of (mis)communication and to develop verbal problem- solving strategies and an understanding of chain reactions; 3) The core language and sensory building blocks to understand analogy and metaphor, allowing students to compare how a situation appears to them and someone else, and improving our students` potential use of talking therapies e.g. CBT, family therapy etc.

When editing the forthcoming book ‘ Towards a Positive Future: Stories, Ideas and Inspiration from children with special educational needs, their families and professionals’ there were 10 things that cropped up repeatedly in the personal stories of the 14 families featured that made a positive difference to their well-being and the educational and life outcomes for the students.  These are:

• having a clear description of all of the child’s needs
• schools and services that focus on the child’s abilities and strengths
• productive activity for the child throughout the day to promote learning rather than a differentiated but meaningless curriculum
• safe, secure, appropriate physical environment which minimises the disability for the child and enables them to learn
• integrated therapy and teaching
• a positive and close relationship between parents and school
• social care working in partnership with parents and schools
• appropriate individual specialist programmes available as part of the curriculum
• appropriate medication and nutrition available in school
• access to specialist solicitors, barristers, advocates, representatives, expert witnesses and tribunal to achieve all of the above as early in the child’s life as possible

The book is available to pre-order from www.jr-press.co.uk and will be launched on Friday 14th October 2011.  To book your place at either the Book launch, the Conference or both please go to www.towardsapositivefuture.wordpress.com

If your child has Special Educational Needs, you’ll need to go through the process of statementing to get the proper provision for them in school. But what is statementing, and how do you go about it?  

Green Paper: All change please 

The world of SEN and statementing is facing the biggest shake-up in 30 years: proposals outlined in the recent Green Paper on SEN will, the Government says, simplify procedures and give parents more control over the statementing process. However the reforms’ aims could conflict: two of the problems to be addressed are parents having to battle to get the support their child needs; an Ofsted’s belief that too many children are identified as SEN.

 What is a Statement?

A Statement is a legally binding document that describes a child’s special educational needs, what sort of provision must be made by schools and LEAs in meeting those needs and where it should happen. A LEA school or setting cannot ignore the contents of the Statement; the child is entitled to the provision that is described.

You may realise that your child or children need assistance in school that is additional to or different from those provided for children who don’t have SEN. The signs that children need such help are that, despite receiving extra support, they make little progress, show signs of difficulty in developing literacy or mathematics skills, continue to work at levels significantly below those expected for peers of a similar age or have sensory, physical, or speech, language and communication needs.  One in 10 of Tamba members have children with Special Educational Needs (SEN) according an educational report published by the charity last year. Getting extra help for these children in schools should be a simple process but it can be a struggle due to the restrictions of local authority funding.  

 How do I request a Statement?

There are two stages: first, the LEA has to make a statutory assessment, and then it decides whether to make a Statement – against which you can appeal if you want to contest the provisions it lays down.

You can make a request for a statutory assessment to the LEA at any time, independently of the school, if you consider that one or more of your children have special educational needs, and the school is unable to provide the necessary level of help without additional funding. It is in the children’s best interests if the school work with you on any request for a statutory assessment.  Requests should always be made in writing and all parties should keep copies of all correspondence. Schools must consult with you before requesting a statutory assessment. On receipt of a request the LEA must contact you to find out more about your concerns.

If the LEA refuses to carry out a statutory assessment they explain why, and also set out the provision that they consider would meet your child or children’s needs within 6 weeks of the request being made.  If the LEA agrees to undertake a Statutory Assessment they should work with you, the school and health and social services agencies and request written advice on all the child’s needs.  You are entitled to provide your own reports from experts as part of the statutory assessment procedure.  You are allowed to be present at any assessment or interview. The LEA must also seek the views of any children involved, as part of the statutory assessment procedure – if the child is too young, then all parties must agree on how the child’s views are heard.

The statutory assessment process ends when the LEA decides whether or not they will make a Statement.

 The LEA’s decision.

The LEA must decide whether or not to produce a Statement of Special Educational Needs it must inform you of the reasons for this within two weeks.  If it says no, it must inform you of the reasons for this and must make sure that you know what provision is available within the child’s school to meet your child’s special educational needs.

If the LEA decides to produce a Statement they must first draft a Proposed Statement. This will include a description of your child’s needs and the provision to meet these needs.

Appeals

If you are  informed that the LEA will not produce a Statement, the LEA must also inform you of your right to appeal to the SEND Tribunal, the time limits for this appeal and the availability of parent partnership and disagreement resolution services.

You may also be able to appeal if you do not agree with aspects of the Statement.  If you do turn to the Tribunal, you can get help fromsupport groups and charities. If you are entitled to Legal Help the Citizens Advice Bureau will be able to give names of experienced solicitors who participate in the scheme.

 Further Assistance: SEN and Statementing

• National Autistic Society, National Deaf Children’s Society, AFASIC, SCOPE, Dyslexia Action
• Education Advocacy
• IPSEA (Independent Panel for Special Educational Advice)
• The Children’s Legal Centre
• SOS!SEN (the independent helpline for Special Education Needs)
• Anthony Collins Solicitors
• MGLaw Solicitors
• Douglas Silas Solicitors
• Langley Wellington Solicitors
• Advocacy Services and Special Education training (ASSET)
• AM Phillips

Help and Info: Multiples with Special Needs

Tamba has a Support Volunteer for families where one or more children from a multiple birth have special needs.  Co-ordinated by Karoline Jordan, you can make contact via the Tamba office on 01483 304442 or e-mail carolclay@tamba.org.uk

Book Talk: Towards a Positive Future

See www.towardsapositivefuture.wordpress.com for information on a two day conference for professionals and parents of children with special educational needs on 14/15 October 2011 at the Arlington Arts Centre, Newbury, Berkshire when the new book edited by Janet O’Keefe will be launched featuring stories, ideas and inspiration from children with special eduicational needs, their families and professionals.

Educational psychologist warns that young vulnerable people miss out under present system

A new foundation which will enable practitioners to join together to provide multi-disciplinary specialist services for children with special educational needs is being launched next month – and could transform the present fragmented and bureaucratic system.

 The Clarity Foundation hopes to attract health and social care providers, as well as education specialists, to join as members who can be referred to families and local authorities as approved providers meeting statutory guidelines. 

 The foundation is the brainchild of speech and language therapist Janet O’Keefe and Robert Ashton, best selling business author, social entrepreneur and campaigner, who are passionate about providing a new joined-up efficient system which supports children and their families with educational support, while at the same time eliminating unnecessary duplication and bureaucracy.

 It will be launched at a conference entitled, Towards a Positive Future, aimed at parents and professionals, to inspire, share experiences and discover how they can achieve more for children with special needs. The conference is being held on October 14-15 at Arlington Arts Centre, Newbury, which is based at the Mary Hare School for deaf children.

 There are currently 1.7 million children with special educational needs in England who require support for wide ranging conditions, from dyslexia, dyspraxia and Down’s syndrome, to autism and attention deficit hyperactivity disorder.

 Janet says: “We believe that having a one-stop shop is the best way to enable parents and local authorities find all the support services desperately needed by children with special needs, and that our foundation is the most practical and efficient way of ensuring that those services are integrated and coordinated.  We need to bring practitioners from health, education and social care together and plan for the future while the present guidelines for new contract arrangements is under review.  Our foundation will be a valuable database of all heath and social care providers, as well as education specialists.

 “Additionally, we can streamline time consuming and expensive administrative processes. For example, we can help with criminal bureau checks and professional indemnity insurance.  At the moment, if a practitioner is not directly employed by a school or local authority, every school they visit should conduct its own CRB check.  Many practitioners regularly visit 20 schools a week sometimes in several different counties and are therefore checked 20 times.”

 Robert says it makes good sense to become more efficient during the present changes:

 He says: “However you feel about the Government’s “Big Society” agenda, the fact is that the worlds of education, health and social care are undergoing massive change. The Clarity Foundation is being formed to help parents make sense of those changes, and in parallel to help practitioners create their own enterprises. That way both groups can connect, create opportunities and meet the needs of young people striving to overcome disadvantage.”

 Specialist speakers include educational psychologist and former head teacher Charlie Mead, who has worked with children with severe emotional and behavioural problems and special needs for 20 years. He has grave concerns about the present system and highlights failures he has observed, leading to neglect in some cases for vulnerable young people.

 He says: “Charities are afraid to stand up for their clients in case their funding is withdrawn. Academies are afraid of further failure by taking on exactly those students who would benefit most from their resources. Children and Family Services have neglected the vulnerable due to bureaucratic inertia and a lack of consistency. All these situations can be changed if the interests of the child are put first.

 “When working with highly vulnerable children in care, many of whom have been sectioned, it is clear that the recession is having a considerable impact on the young people and their families – especially those who cannot cope emotionally, are addicts, are sexualized early and have been abused.  They need expert consistent provision – not piecemeal services from organisations who are threatened by lack of funding.”

 Other key speakers are Kevin Geeson, CEO of Dyslexia Action, who will highlight the impact of the SEN Green Paper; speech and language specialist Prof Heather van der Lely, who will highlight her simple test for an early diagnosis of specific language impairment; and both Sandy Burbach and Alex Kelly, who will describe the importance of developing social skills and self esteem in children.

 Janet is also launching a book she has edited at the conference also called Towards a Positive Future which includes stories, ideas and inspiration from children with special educational needs, their families and professionals.

 Full details about the conference can be found at their website, Towards a Positive Future: http://towardsapositivefuture.wordpress.com/

 There is a range of ticket prices: parent £90 (one day) £155 (both days); second parent £60 (one day) £120 (both days); professionals £200 (one day) £385 (both days).

 Media requests can be made to press consultant Ellee Seymour on 07939 811961, email ellee.seymour@btopenworld.com

I have established the Foundation to bring professionals together across health, education and social care. It will get people from different backgrounds and perspectives understanding each other better and working better together. It will help us to support each other and work in true partnership with parents to provide the support and services they and their children need to achieve better educational and life outcomes.

We have the care of a child who ticks all the boxes. He has health, education and social care needs. We are supported by both statutory services and independent professionals yet even with our knowledge and contacts it is still not easy to achieve an integrated and coordinated package of teaching, care and support to make a real difference to his life.

The Clarity Foundation will aim to make the systems we all come across clearer to understand and easier to work with to achieve what we all want – independent and successful adults who are not found in a hospital, prison or cemetery because society has failed them. It is an inclusive network. All are welcome to join or work with us to achieve these aims. The detail will develop as the Foundation grows and responds to need.

I can’t do this on my own.

We all need to work together to make this successful.

If you’re interested in getting involved, make sure you book your place at our conference.

We have a great line up of presenters and speakers at this years ‘Towards a Positive Future’ conference in October 2011 and we hope that you as parents and professionals living and working with special needs children will sign up quickly for a place so as not to miss out on this opportunity to learn:

• what the health, education and social care reforms will mean for your children with SEN;
• how Academies can find ways to meet the needs of students with complex needs;
• what social enterprise is and how it can benefit children with SEN and those professionals working with them;
• what Big Society really means for SEN children and their families – the threats, opportunities and challenges;
• the legal implications for children with SEN including current and future funding arrangements;
• how you find people to advocate, represent or support you in getting an assessment;
• how you can access independent experts;
• what the difference is between professional and expert opinion;
• how you use that information to get your child the support services they need in school;
• what Tribunals are like;
• how to prepare for a Tribunal hearing.
• transition to University for students with SEN

There are only 252 delegate places available each day and there are only 140 places available at the conference dinner to launch the book of the same name on the Friday evening.

In addition to the auditorium presentations you can attend 2 seminars from a choice of 12 about the specific needs of the children you live and work with.  These seminars will be lead by university lecturers and researchers, teachers, psychologists, speech and language therapists, occupational therapists, social workers, young people with SEN and parents.  We are delighted to have the support of Mary Hare, Shapwick School, Dyslexia Action and the Child Brain Injury Trust and are sponsored by Field Fisher Waterhouse Solicitors Anthony Collins Solicitors and SEN Magazine amongst others.

The topics covered will range from Applied Behavioural Analysis, social skills programmes (Talkabout and SCAEP), what is working and what isn’t in the area of undiagnosed problems of students with emotional, behavioural and social problems in mainstream schools, Facial Oral Tract Therapy, how victims of injury ensure that funds are in place to enable their rehabilitation, what it takes to get better children’s social work services and how we can work together and network better and negotiate better to ensure children with SEN grow into independent and successful adults … towards a positive future.

You need to come to this conference if you live or work with children with:

• Autistic Spectrum Disorder including Asperger Syndrome
• Behavioural, Emotional and Social Difficulties (BESD) including ADHD
• Specific Learning Disability (Dyslexia)
• Speech, Language and Communication Needs (SLCN) including hearing impairment/deafness
• Moderate or Severe Learning Disability/Complex Needs including physical disability and head injury

‘Towards a Positive Future’ is a two day conference which will focus on providing encouragement, information and hope for parents of, and professionals working with, SEN children.  Attendance at the conference will encourage parents to take control, to share, inspire each other and make sure SEN children get the support they need and launch a new professional network that will empower, enthuse and enable practitioners to be heard and shape the future.

‘Towards a Positive Future’ takes place on 14 – 15 October 2011 at Arlington Arts Centre, Newbury.  Our early bird rate ends on 31st August 2011 – don’t miss out – BOOK YOUR PLACE NOW!

“Update on Special Educational Needs and DISability Tribunal Regulations”

28th July 2009 at 9.30am – 4pm

Location: Anthony Collins Solicitors, 134 Edmund Street, Birmingham, B3 2ES, (within walking distance of New Street Train Station)

Speaking will be:

John Friel, Barrister of Hardwicke Building

“…good technical knowledge.” – Chambers UK (2009)

“…achieves success in cases that may not appear so strong on paper.” – The Legal 500 (2008)

John is featured in Legal 500 and Chambers UK as an Education Law specialist.

Inez Brown, Solicitor of Anthony Collins

Inez leads on the educational support for individuals. She has vast experience in educational matters providing support on statutory assessment of children with special educational needs and admission/exclusion issues arising from maintained schools.

Melinda Nettleton, Solicitor of SEN Legal

Melinda qualified as a solicitor in 1980 working initially for a local authority and then for the Crown Prosecution Service. She specialized in litigation (evidence and advocacy).  Melinda has three children, one of whom has dyslexia, dyspraxia, and a severe language disorder.

Janet O’Keefe, Speech and Language Therapist, Wordswell Ltd and Chair of the MLSIG

 Janet has specialised in working with children and adults with hearing impairment, autistic spectrum disorder and dyslexia.

If you would like to attend, please email MLSIG@wordswell.co.uk to register your interest.

  You can pay in advance by posting a cheque for £25, made payable to “MLSIG” to Wordswell, 82 Cannon Street, Little Downham, Ely, Cambs, CB6 2SS.

For further information, please do not hesitate to get in contact.