Reducing Problem Behaviour using a function based intervention. Here I combined the first and then with the three star reward token boards and came up with this Behaviour Management Tool. Everythin…

Resource site for teachers of students with special educational needs. #ukedchat #edchat #sen http://t.co/lmdblQtv67

As part of a neurodiverse family and working in the field of SEN (Special Educational Needs) this article – Why the Neurodiversity Movement Has Become Harmful by Moheb Costandi, a molecular and developmental neurobiologist, the author of Body Am I (2024) didn’t chime with what we believe or are trying to achieve at school. The article presents ... Read more

Challenges with focus and attention can become a huge roadblock to learning for kids and young adults. Simply put, attention is critical to learning. If students can't focus on the lesson, they are going to struggle with understanding the new content. If students can't focus on the directions, they

This little Christmas song contains signs from British Sign Language (BSL) in a form of Sign Supported English (SSE) to match the spoken words. For those who use BSL and SSE in the field of deafness, special educational needs (SEN) and for all who may have additional speech and language needs.

A range of free printable SEN teaching resources used with Autistic pupils aged 4-18, literacy, numeracy, topic and themed resources.

Teaching the different between public and private is important for so many reasons for our students with special needs. When teaching these concepts, I first talk about the difference between public and private places. We come up with a list and sort those places accordingly using visuals of one person versus multiple people. I created this sort from a boardmaker template and uploaded here on Board Maker Online. After talking about places, we move on to talking about both public and private places AND behaviors. We talk about what behaviors are appropriate in each area. This book and additional resources are found for free from SET-BC here and are available in PDF or Boardmaker files. (update: direct link here - other link now takes you to search) I love cut and paste activities because not only do they reinforce the skills taught, but also incorporate fine motor skills...and it takes a little while to complete :) Here's the other Board Maker Online activity that includes both public and private places and behaviors. Plus, check out all of these other great activities for this topic on Board Maker Online. I think it's so important for students to realize that private behaviors aren't bad, but they just need to be done in private! Here's to hoping there is no more nose picking or inappropriate self stimulation in my PUBLIC classroom! :) If you are looking for something more detailed to use with your students, I found this resource here. It is very informative and I didn't feel the need to go that in depth, but completely understand how some students might need those specifics.

Inclusive education is finally starting to attract the attention it deserves in American public schools. Inclusion improves outcomes, fosters social and emotional development and equips students for life outside of school. Despite its value, however, school districts still claim challenges to implementing full inclusion. Talk of insufficient resources, ill-prepared staff and myths about inclusion still exist to create barriers. The good news is that there are ways to overcome these challenges and move towards inclusive schools in every community. Let’s explore some ways in which we can make inclusion become a reality. The first common challenge to overcome is debunking the myths and misunderstandings of inclusive education. We need to provide educators, schools and communities with accurate, up-to-date information. For example, inclusion is not a service or program that is offered to a group of students. It doesn’t happen in a classroom nor is it an instructional strategy. Inclusion is an attitude that determines how we interact with one another. It drives our desire to include every student, regardless of ability, in meaningful learning experiences alongside their peers. The website, Wrightslaw, is an excellent place to start learning and sharing accurate information about inclusion. Newsletters, Parent Night, teacher inservice and videos such as Including Isaac can also help relay the meaning of inclusion. Another challenge to inclusive education is belief that it works for students with and without special needs. The National Catholic Board on Full Inclusion has complied an extensive amount of research that that shows the many benefits of inclusion to both typically and non-typically developing students. For example, The National Institute of for Urban School Improvement found that, "Surveys conducted with parents and teachers involved in inclusive settings generally show that they see no harm to the non-disabled children and that they have positive opinions about inclusion. In fact, one survey of more than 300 parents of elementary-age children shows that 89 percent would enroll their children in an inclusive classroom again.” Furthermore, evidence reported by McGregor, G., & Vogelsberg, T. (1998) found that inclusion results in greater number of typical students making reading and math progress compared to non-inclusive general education classes, inclusion does not compromise general education students’ outcomes, typical peers benefit from involvement and relationships with students who have disabilities in inclusive settings, and the presence of students with disabilities in general education classrooms leads to new learning opportunities for typical students. According to Falvey (2004), “There have been no studies conducted since the late 1970’s that have shown an academic advantage for students with intellectual or other developmental disabilities educated in separate settings.” It is clear that inclusion can be a significant benefit to the entire school community. And, finally, the third most common challenge is understanding the mechanics of inclusion. Inclusion is like a car. There are many parts under the hood that work together to make it run smoothly. One of the most important parts is having the support of school administration and staff. The adults in the building help set the tone of an inclusive school - from the principal to the bus driver, the playground supervisor and the classroom teacher. They are friendly, welcoming and make inclusion a priority in all school activities. In fact, many inclusive schools institute a school-wide character education program, in which staff, students and families participate. This helps reinforce the common goal of inclusion. Another important aspect to inclusion is ensuring that the general education classroom is where a student receives the majority of his/her educational needs. Special Education teachers and Paraprofessionals offer their support, as outlined in the student’s IEP, while the classroom teacher makes accommodations and/or modifications to the curriculum. There may be some need for focussed instruction outside of the classroom, which usually happens during the least disruptive time of day. In addition to curriculum, materials and resources are made accessible to all students. Varying levels of text, visual supports, manipulatives and assistive technology are woven into the class program. For ways to implement these strategies, you can look to Brookes Publishing Company where there are a great selection of teacher guides for the inclusive classroom. Lastly, inclusion involves the work of parents and families. Communication between home and school is essential to making sure the student is learning and thriving in the classroom. It should be a consistent, pro-active arrangement where information is shared between the family and classroom teacher, that is for the benefit of the child. Depending on the child’s needs, daily, weekly or monthly updates is required beyond the yearly IEP meetings. Setting up lines of communication such as email, a “communication book” or phone calls, can facilitate an on-going conversation about the child’s progress, challenges and needs. Inclusive education is a belief system that values a child’s abilities first, not their disabilities. Because it involves the entire school community, there are challenges that can be faced. However, knowledge, discussion, access to resources and support, along with ongoing communication, can help those challenges feel surmountable. Children of all abilities can then truly have equal access to a free and appropriate education. Staub, Deb. "Inclusion and the Other Kids." National Institute for Urban School Improvement, 2005. Web. 25 May 2015. . McGregor, G., & Vogelsberg, T. (1998). Inclusive schooling practices: Pedagogical and research foundations. Baltimore: Paul H. Brookes. Falvey, M. (2004). Towards realizing the influence of “Toward realization of the least restrictive environments for severely disabled students.” Research and Practice for Persons with Severe Disabilities, 29(1), 9-10.

The key points of SEN Support: What is it and how does it work. We talk you through it and give you a nice infographic to help

I was in a heated IEP meeting one time, and a teacher angrily blurted out, 'What do you want from me? Do you want me

Special educational needs and disabilities (SEND) - support your child can get at school and how to apply for an education, health and care (EHC) plan

Using Language Supports for Non-Verbal Children

A range of free printable SEN teaching resources used with Autistic pupils aged 4-18, literacy, numeracy, topic and themed resources.

The new SEND system as a flow chart: Part 1, SEN Support showing the Graduated Approach of Assess, Plan, Do, Review

Family life, reviews and experiences with our two girls. Youngest is autistic; her autism type is PDA (Pathological Demand Avoidance)

dyslexia, struggling readers, special education, learning disabilties

In this blog we shed light on both STEAM and SEN/D and detail the benefits of using a STEAM approach for children with SEN/D

The question of the day quickly became both mine and my students favorite part of the morning. I absolutely love the errorless learning aspect. I put such high expectations on my students everyday but this simple routine truly allows them to be themselves.

A range of free printable SEN teaching resources used with Autistic pupils aged 4-18, literacy, numeracy, topic and themed resources.

News and articles about special educational needs, disability, children's health, mental health, rare disease, undiagnosed conditions, Education, Health and Care plans and SEN Support

I've been a little MIA this week in the bloggy world. SCM is my excuse. SCM stands for Safe Crisis Management, so if you gotta problem with it...you're goin' down!! :) Just kidding of course! I have been trained this week though in restraint and de-escalation strategies. Two things have come out of this training; one I'm certified in SCM, two my leg muscles are killin'! Whew! I haven't work them out enough this summer obviously! So, even though I have spent several hours four days this week in training, I have had time for Pinterest! I always got time for that! ;) 1. I think this Parts of a Friend poster is just adorable! 2. This is a great visual to help me remember what the functions of behavior could be in an acting out student. It also helps me explain function of behavior to other people that don't exactly speak special ed. lingo 3. On Monday, I get to get into my new classroom! I am so excited! I am about to burn up my classroom decor Pinterest board! This is one of my favorites for the door decoration. 4. This Sensory Tree would be such a cool idea for the classroom! 5. I am so excited about my new school and what all this experience has yet to bring. I am thankful that God has used me in different places and different schools for His purpose and now I will be going somewhere brand new and will be able to use what I've learned over the years to grow more there. I feel so blessed that God has continued to put me on the right path!

A range of free printable SEN teaching resources used with Autistic pupils aged 4-18, literacy, numeracy, topic and themed resources.

A range of free printable SEN teaching resources used with Autistic pupils aged 4-18, literacy, numeracy, topic and themed resources.

A blog about autism resources and support from a special ed teacher with first-hand experience.

Sometimes, preventing challenging behavior can be as simple as changing around the furniture. And sometimes it helps to have the furniture you need. Find out how in this post.

Confused about EHCP drafts and working documents? Bren Prendergast does us all a huge service by laying it out.

Resources, tips, and materials to help you, help children with autism

Mad Libs Mad Libs, the classic fill-in-the-blank game, is a fantastic way to work on parts of speech. You can do this game using store-bought Mad Libs, Mad Libs or similar type activities from the internet or simply by eliminating words from a story or essay you already have. It may be helpful to create parts of speech cue cards using the color coding in the AAC system. If working in a one-to-one or small group situation you can hold up the cue card and ask the student(s) to give you a word matching the category. In a large class situation it might be ideal to go around the room asking the students to each give a word for the part-of-speech named. The fun comes in the end when you read back the silly story you have written. Silly Sentences A version of this game is available commercially, but it is easy enough to create and play on your own. You will need to create a sentence grid for each player. How you create these will depend on the needs of your students, the simples grids would be two squares labeled, “Noun. Verb.” A higher level grid would be, perhaps, five squares labeled, “Adjective. Noun. Verb. Adjective. Noun.” You may wish to use symbols on the grids and/or color code the square using the same color coding in the AAC user’s system. Laminate the grids so they can be written on with dry erase markers. You will also need a spinner that has the parts of speech used on the grids. You can use an Ablenet All-Turn-It Spinner, one of the many create your own spinner apps on an iPad, the free interactive spinner available at www.tripico.co.uk or make your own. You could also use custom dice. To play the game each player spins the spinner. If the player spins a part of speech needed for his or her silly sentence then that player names a word to fill in the box that is the correct part of speech. The player or a helper writes the named word onto the sentence grid. However, if the student names a word from the wrong part of speech the turn is lost. If the player spins a part of speech which is not needed the turn is also lost. The first player to complete their sentence wins the game. That player, or the whole group, corrects the sentence, filling in noun markers and other missing words as well as correcting verb tense and then the sentence is read aloud. Word Hunts Word Races Word races are a fun way to practice finding vocabulary on an AAC system. This activity works with two or more AAC users, a combination of AAC users and typical peers working on dictionary skills or an AAC user and an adult who is also using an AAC device for the game. A list of words is preparing, focusing on vocabulary the student needs to learn to locate. The words can be written on cards, printed out in symbol form or displayed on a computer, mobile device or interactive white board. Each word is reveled and then the participants race to find the word, AAC users on their device and typical peers in the dictionary. Two points are awarded for finding the word first and one point for finding the word in general. The winner is the player with the most points! Read the Room Read-the-room is an activity found in many early elementary classrooms. A variation of this, to promote AAC use, is to play a version where an adult or peer goes around the room and points to an item, for example the door. The AAC user then finds the word in his or her device. Another way to play is for the AAC user to have to find a word related to the item which is a named part of speech. Thus if the word were, “door” and the part of speech was verb the student may “find” the word “go”, “shut” or “slam”. Describing Games Guess Who? You can play this with the commercial game, with the commercial game replacing the cards with your own or you can create your own game. To create your own you need to print out two sets of photographs of people (can be real people in your setting, celebrities or characters of books, etc). Using a velcro board or similar hang up one set of pictures. Choose a student to be "it", preferably one who is working on yes/no. Allow that child to pick a person from the second set of photo cards. Once chosen the other players ask yes/no questions and the child who is "it" answers. Students asking the question using AAC can focus asking questions which use descriptions, “Does the person have black hair?” The player who asks the question which narrows the choices down to one option wins and is then “it” for the next round. Variations include playing "Who Passed the Gas?" using pictures of people in the room and activating a whoopie cushion as a reward for finding out who! Also using characters from a theme unit or book as the people to guess. Guess What? This game is played in a similar fashion to guess who only it uses objects instead of people. You will need two sets of identical objects, photos of objects or symbols of objects. One student is chosen to be “it” and privately selects chosen object. The full set of objects (or photos/symbols of objects) is displayed. The other players, using AAC, then ask questions using describing words to eliminate choices. Questions might be, “Is it shiny?” or “Is it big?” The player to successfully eliminate all but one choice is “it” for the next game. Magic Bag For this game you will need a large opaque bag and an assortment of objects. The adult hides an object in the bag. Then one player reaches in and handles it without taking it out of the bag. In the first version of this game the other players ask the child reaching in the bag yes or no questions using their speech devices until they guess what it is. In the second version of this game the child reaching in the bag creates descriptive statements about the object, such as “It feels cold” and the other players guess what it might be. You can also play this with the commercial “Ned’s Head” game. Where is it? For this game you need a motivating prize. One student is chosen to be “it” and hide the prize in the room while all of the other players close their eyes. No peaking! Then the players ask the chosen student yes or no questions about the location of the prize. Adults can help the students focus on using position words such as under and near in their questions. The student who is able to correct guess where the object is wins the prize. Alternate version: In this version a visual scene of a location is created using paper cut outs on a Velcro background. The scene might be a classroom, a restaurant, a store or a forest. A cut out character is also created to go into the scene. The character might be a cut out photo of a child in the class, a character from a story or a fictional creature like a leprechaun or cupid. If it were a forest there might be a rock, a tree, a stream, a bush and a stump in the scene. One child, privately, points to where they will hide the character. For students who have difficulty remembering it may help to have a picture symbol of each object in the scene so that they can hold it and refer to it as a reminder. The other players then ask questions to guess where the character is hiding. So they might ask, “Is he getting wet?” or more directly, “Is he behind a tree?” The player who guesses correctly gets to be the “hider” during the next game. Adapting Commercial Games Many commercial and traditional games can be adapted to make them learning experiences for AAC. Here are some examples. Candy Land: use the colors of the squares to ask students to find parts on speech in their AAC systems. You can do this by creating new cards to replace those that come with the game, by writing on the included cards or by writing on the squares. For example drawing a green square means the child has to find an action word on her system. Go Fish: you can create your own cards which feature core AAC vocabulary words on them. This way students will practice finding core words just to ask, “Do you have a ____?” Connect Four: Label each of the columns on the grid with a word. (Try printing on re-stick-able labels.) Students must find the word on their device to drop the piece in that column.

A range of free printable SEN teaching resources used with Autistic pupils aged 4-18, literacy, numeracy, topic and themed resources.

This chart lays out everything a primary or secondary SENCO needs to do and at what point throughout the entire year. Print it out and stick it up on your wall and most importantly, show it to your line manager so they can visualise just how much work you have to do. Use it to help you map out your time and stop lurching from thing to thing.

Resources, tips, and materials to help you, help children with autism

Do you want to work on life skills in your classroom? Are you looking for hands-on special education life skills activities that your students will love? If so, you've come to the right place. Because today, I'm sharing my top 10 life skills activities that you can do in your classroom. 1. Washing Hands One

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