Autism, adolescence Put your child

of
m e

O a p ism
ed Au
and chronic anxiety clearly in the picture

Th

ffi a
i t
ci rtn Sh
Three ways to bring some calmness How families can use Social Stories to

al e ow
to life: cognitive behavioural therapy, explain any real-life situation that their
meditation and a free phone app offspring may not instinctively understand

r
For parents and professionals Issue 30
Summer 2018

Let down yet again

SEN reforms fail another generation

Success with
home education
Brains on fire:
focus on ‘immune Getting help
subtype’ of autism for self-injury

Transitions into Developments in

the world of work the ABA approach
 Welcome
UK’s Largest Parent-Led Specialist Residential Care Provider

Involved in this issue All’s not well in our world

Home From Home Care
It’s clear from some of the features in this issue that still
Created by Parents to Make the DIfference not all is right in the land of autism education, services
and research into the condition.
On page 60 you can read why parents feel let down
Dr Ben Marlow Dr Siobhan Justine by the unkept Government promise to improve the SEN
Neuro- Timmins Simms system. Back in 2014, when the Government
developmental Social Stories Head teacher, announced the revised Children and Families Act and
paediatrician author Pontvillle School, Gillian Loughran
the ‘biggest reform’ of the SEN system in 30 years,
Lancashire families were promised greater control and choice over
the support their children receive.
Fast forward to 2018 and we seem to be on a
different planet. The SEN system is in disarray and a
growing number of families are in receipt of EHC plans
that are of little value. Parents have to battle to get
Helen Byford Dr Sarah provision quantified and specified in their child’s EHC
Autism mum Rogers James Hunt plan because, without that, they don’t have a hope of
Clinical Autism dad getting the help they need. The picture is one of cuts to
psychologist council budgets, services being rolled back, no reforms
to speak of and, once again, children being failed.
It’s not clever for any government to be doing this to
our children. A conservative estimate puts the number
of people with autism in the UK at 700,000; when you
Evelyn include their families the condition is part of the daily
Ashford Risca lives of 2.8 million people. That’s a lot of voters.
Director, Lorraine Solomon We need to find a way to force the Government to
Educational Murray Behaviour listen to us – and to heed, too, the call for more research
Equality Meditation analyst into the causes of autism and ways to treat its more
debilitating aspects. Professor Martin Knapp of the
Autism • Epilepsy • Complex Health Needs • Sensory Needs • Mobility Needs & PMLD • Associated Mental Health Needs practitioner
London School of Economics has highlighted that there
is little good-quality research into autism in the UK.

What comes after education?
Home From Home Care builds services around individuals with complex needs Parents - We deliver fulfilled days
Dr Maite
and empower your adult child. Ferrin
• We create small groups of compatible individuals, who live with other small groups in We focus on their independence,
Consultant
homely settings. self-worth and new opportunities
psychiatrist
• We successfully support them to access and interact with the wider community. as well as creating homely, non
institutional environments.
• Individuals with different diagnoses and needs are empowered by our dynamic living
environments, which are non-institutional, inspiring and reflect the diversity of the
wider community. Teachers - We build on your
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• Individuals lead more fulfilled lives which satisfies all stakeholders: parents, commis-
teaching that you have given to
sioners, staff and other professionals. Anne
your students, who too often Longfield
• We support 80+ individuals in 5 separate locations, linked together through ONE TEAM transition into services where Children’s
Working, enabling our 350 staff to deliver effective care and support. they regress. Commissioner
Home From Home Care offers a pathway away from more institutional care
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• We are a specialist care service for complex individuals who may also have associated
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• Accessing the wider community and living as part of an extended family ethos attracts more institutional service. As ap- ISSN 2046-424X
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Autism · Epilepsy Contact us on 0800 587 0372 www.autismeye.com
I’ve been editor of Autism Eye long enough to know
that what Dr Ben Marlow says on page 13 makes
sense. Money needs to be spent on the association
between problems with the immune system and young
Jon Spiers
Kerry Farrell Chief executive, children tipping into autism. Many families – including
my own – have reported immune issues with their
Behaviour Autistica
children even before receiving an autism diagnosis.
analyst
Imagine what would happen if the millions of families
who live with autism spent five minutes emailing their
MP to highlight the way the so-called reforms in the
SEN system are failing our children, and to demand
more is spent on autism research. Let’s all do that today.
Louisa
Caroline Allison-Bergin
Dineage Head of School,
Minister of State LVS Oxford Gillian Loughran,
for Care Editor
Editor Gillian Loughran SUBSCRIPTIONS Online: go to www.autismeye.com, where prices are from
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Designer Mark Richardson neccessarily those of the editor, publisher or printer.

Sensory Needs · Mobility Needs & PMLD www.homefromhomecare.com No information published by Autism Eye is to be construed as medical advice. Neither the editor, publisher, nor contributors take any responsibility for
any decision taken by readers as a result of information contained herein. If you need medical advice, please seek it from a suitably qualified practitioner.
Our blog - www.createdbyparents.com
www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 3
 In this issue

On the cover
60 Special education promises 16
have slipped away
Just four years after they were introduced, the
big SEN reforms that promised so much have
resulted in services getting worse, not better –
and the advice is for parents to fight back.

Features
6 News
Commissioner investigates secure and specialist
settings; councils warned not to delay EHC plans

9 Show time
Highlights of The Autism Show in London,
Birmingham and Manchester. See you there.

13 Brains ‘on fire’

Dr Ben Marlowe explains how a malfunctioning
immune system can devastate young brains and
20 26
lead to autism – and calls for more research.

16 In the shadow of fear

Families who ask for extra help for their child are
vulnerable to cynical allegations of fabricating
illness, say campaign groups and parents.

20 Three ways to tackle anxiety

A look at cognitive behavioural therapy,
meditation and a new free phone app as ways to
bring much-needed calmness to everyday life.

26 Home not away

Education doesn’t have to mean school. Some
young people are thriving outside the classroom.
60

29 Let me tell you a Social Story

When a child is having trouble handling a particular
situation, there may be help in Social Stories

35 Welcome to the world of work

Schools share their strategies for teaching pupils
the practical skills needed for the workplace.

42 Communicating through pain

For non-verbal children and adults, self-injury may
be the only way to express emotions or pain.

47 State of play 9 42
Leading companies explain the latest
developments in sensory play equipment.

52 Classroom of life
Tap into natural motivation and keep it fun: the
key ingredients of a modern ABA programme.

56 Lessons for living

How Acceptance and Committment Therapy can
help in getting to grips with negative thoughts.

66 Library Corner
Our selection of the latest books.

www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 5

Parents ‘vulnerable
to FII allegations’
Parents of special needs
children are increasingly
vulnerable to allegations of
fabricated or induced
illness (FII).
That’s the view of Evelyn
Ashford (pictured), who
runs advisory group
Educational Equality.She
fears that councils are using
the diagnosis to rein in
parents who fight them for
extra help for their special
needs children.
She said: “It absolutely is
on the increase.”
Ashford said FII “may
well” exist, but she believes
it is “incredibly rare”. And
she insists she has “never
seen it”.
The NHS website says
FII symptoms range from
extreme neglect to causing
illness. A study published in
2000 estimated there were
89 cases for every 100,000
people over two years.
However, the NHS suggests
it’s likely that this
“underestimates” the extent.
Margaret Gardener,
Ghetto claim for autism-friendly events
Staging autism-friendly events
risks segregating people with
the condition. That’s the claim
of Rita Jordan, a retired
professor in autism studies at
Birmingham University. She
worked in autism education for
more than three decades.
Autism-friendly events are
common in theatres, cinemas,
supermarkets and other public
places in order to widen
access. But in a letter to
The Guardian newspaper,
Jordan (pictured) suggests
they cause greater segregation.
Jordan, 76, told Autism Eye
that campaigners for the
events were “setting up little
6 Au t i s m | e y e I s s u e 3 0 2 0 1 8
pressure on councils since
the introduction of
education, health and care
plans (EHCPs) is one of
the main factors driving
the allegations.
Child psychiatrist Dr
Danya Glaser has been
running masterclasses on
FII for council and health
staff. Fiightback said the
masterclasses highlight a
range of conditions as a
sign that parents are
fabricating problems. Such
conditions include autism,
gastrointestinal problems,
allergies and joint disorder
director of the False Ehlers-Danlos syndrome.
Allegations Support But Glaser insisted
Organisation (FASO), also councils “do not resort to
believes claims of FII have allegations against parents
risen. Gardener said: “If in order to save costs”.
parents push for it (extra The Local Government
resources) then suddenly Association has said EHCPs
they are in the system.” were “significantly
And Facebook support underfunded” by the UK
group Fiightback maintains government. The
allegations of FII against Department for Education
parents are on the increase maintains that it gave
from councils. councils £223m extra to
The group has said introduce EHCPs.
ghettos”. She For years she has
added: “So taken her boys to
you’re actually autism-friendly
saying to theatre events.
people on the But as the boys’
spectrum, ‘If behaviour has
you want to improved she is
go shopping starting to prefer
you’ve got to mainstream
go between 7 performances.
and 8 or a Author of A
whatever’.” Parent’s Guide to Coping
Writer Sarah Ziegel has four with Autism, Ziegel said taking
sons with autism aged children with severe autism to
between nine and 19. mainstream performances
She says autism-friendly would be difficult if they “make
events provide a lifeline for noises all the way through”.
families who are living with Ziegel, from Richmond upon
severe autism. Thames in London, added that
Gene find
points to better
treatment
Researchers have made a
discovery of a genetic mutation
linked to learning disabilities and
autism. They say the find points
towards identifying more
disorders. This could, in turn, lead
to more accurate diagnosis and
better treatment.
Scientists at Cold Spring
Harbor Laboratory, in New York,
say the newly discovered mutation
can run in families. The mutation
occurs in a gene known as
NAA15. As well as autism, it can
cause heart defects and abnormal
facial features. The discovery is
linked to the mutation
underlying Ogden
syndrome, which
is a more
serious
condition.
However, it
shares many of
the symptoms.
Lead researcher Professor
Gholson Lyon (pictured) said it
may be possible to help those
affected by mutations as the price
of genetic sequencing drops. He
said they may be offered “education
and services in early life which could
lead to better overall functioning”.
“everybody else that has paid
a lot of money to be there
would not tolerate it”.
Jordan accepts there needs
to be a range of facilities, but
insists that making everything
autism-friendly will not resolve
the issue. She said part of the
answer lies in helping those
with autism learn to better
tolerate their environment. She
believes that attempts to make
environments uniformly
soothing will not work because
of autism’s diversity.
While some individuals with
autism prefer low lighting,
others are disturbed by the
shadows it creates, she said.
www.autismeye.com
Councils warned not
to delay EHC plans
Councils should avoid
unnecessary delays when
creating special educational
needs support plans for
children. That’s the warning
from the Local Government
and Social Care
Ombudsman. It follows an
investigation into a complaint
about Cornwall Council.
The report comes just
months after the
Ombudsman revealed it
was upholding eight in 10
complaints it investigates
about Education, Health
and Care (EHC) plans.
In this particular case, a
mother complained the
council took too long to
produce and amend an
EHC plan.
The mother needed the
plan for her son when he
transferred from primary to
mainstream secondary
school. The delay resulted
in the boy’s mother
homeschooling him, as the
school had not put in place
the support he needed.
The Ombudsman’s
Thousands may gain personal budgets
Thousands of people with
autism and learning disabilities
could be given personal
budgets for health and social
care. The government says up
to 350,000 extra people may
be able to take up a
personalised budget. It hopes
that putting more power in the
hands of patients will reduce
complaints and improve
satisfaction with services.
Under existing
arrangements, only adults and
children receiving continuing
NHS care have the right to a
personalised budget.
Reports suggest that at the
moment around 23,000 people
www.autismeye.com
issues in last year’s focus
report and this is a prime
example of the effect this
can have on families when
lengthy delays occur.
“Transfers from
Statements to EHC plans
must be carried out in a
timely manner, and in line
with Statutory Guidance.
Councils should adhere to
statutory timeframes for
investigation found fault with EHC plan processes.
the council for the way it “I’m pleased Cornwall
carried out the transfer of Council has agreed to my
the boy’s Statement of recommendations, and
Special Educational Needs hope the changes it will
to an EHC plan. now make will ensure such
The investigation also significant delays are
criticised the ‘significant avoided in future.”
delay’ that occurred when The delays completing
completing the annual the annual review and
review of the boy’s plan. In amending the EHC plan left
addition, it pointed to the the mother in a state of
council’s severe delay in limbo for many months. It
issuing the final amended also postponed her appeal
EHC plan. right to tribunal.
Michael King, the Local The council agreed to
Government and Social apologise to the mother and
Care Ombudsman pay her £1,000 to
(pictured), said: “Significant acknowledge the distress
delay was one of the key and frustration it caused.
have personal budgets. But the spent on anything likely to
Government is going through a meet the person’s health
consultation on extending this needs. However, a health
right to other groups. These professional needs to sign off
groups would include all items.
individuals with autism and Meanwhile, new guidance
learning disabilities who are from the National Institute for
eligible for ongoing NHS care. Health and Care Excellence
Minister for care advises health and social
Caroline Dinenage workers to help organise
(pictured) said the regular health
move would “improve assessments for older
quality of life”. It people with learning
would also offer disabilities.
“good value for The guidance says
money for the that older people with
taxpayer”. learning
Money in the disabilities
budget can be may find it
News
Commissioner
to investigate
secure units
The Children’s Commissioner for
England is launching a probe into
secure and specialist settings for
children. Anne Longfield (pictured)
will assess the treatment of
children with learning disabilities
and autism in settings such as
children’s homes and mental
health hospitals.
Longfield is
very concerned
about the
treatment of
children with
challenging
behaviour in
secure mental
health units.
Over the past 18 months she
has visited all secure units to better
understand their experience. She
said she is “concerned” about
some children being placed in
“inappropriate secure settings”.
Longfield will look at their
treatment in secure settings and
whether they are held for too long
because of a lack of community
provision. A spokesperson for the
commissioner said visits may also
take in special schools.
However, these visits would not
be unannounced.
difficult to express their needs
and make themselves heard.
Mencap and the Challenging
Behaviour Foundations, said:
“We welcome this extension of
the personal budgets
programme, but the scheme
must also be properly funded to
reflect the level of care and
support required, with
safeguards in place to guard
against cost cutting.
“With the right advocacy
and support in place behind it,
this has the potential to give
people with a learning disability
and their families greater
choice and control over the
support they need.”
Au t i s m | e y e I s s u e 3 0 2 0 1 8 7
 Advertisement feature
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Important research
and innovation shared
Experts from Options Autism will present must-see seminars
on emotional regulation and achieving quality of life at the
Autism Show in London (15 June) and Birmingham (22 June)
Visitors to The Autism Show
should make sure they don’t miss
talks by two of Options Autism’s
clinical experts.
Options Autism, a division of
Outcomes First Group, provides
education and residential care to
young people and adults with
autism, complex needs and learning
difficulties. Its multidisciplinary
care, education and therapeutic
teams work together to develop a
shared understanding and to
maximise quality of life.
Emotional regulation
A ‘must see’ for visitors at London
ExCeL is the Options Autism
seminar at 11.35am on Friday 15
June in Hub Theatre 2. Dr Nicky
Greaves, Clinical Psychologist at
Hillingdon Manor School, will
address the issues of: ‘Autism
Specific Emotional Regulation
Strategies – Joined up Approaches’.
Nicky’s particular interests lie in
adapting talk-based therapies such
as Cognitive Behavioural Therapy
(CBT) so they are more meaningful
for young people with autism. She
will show visitors how to create
evidence-based interventions,
devise strategies which reflect the
young person’s point of view and
their interests and ways of working
with therapists, staff and parents to
produce a joined-up response.
She has wide experience,
having worked for the NHS and in
New York City, both with adults
with learning difficulties in a secure
setting and those moving into
supported community residences.
She has worked in the field of
autism spectrum for nearly 15 years,
assessing and diagnosing children
referred for suspected ASC.
8 Au t i s m | e y e I s s u e 3 0 2 0 1 8
Strategies: Dr Nicky Greaves
“The talk will be very practical,
looking at thinking styles associated
with ASC that I have observed
through my work,” she says.
“It will look at how these may
impact and create difficulties in
terms of emotional regulation. I will
use case studies to illustrate some
interventions which are in line with
evidence-based practice, and give
examples of practical ideas and
strategies that I have developed
and used over the years.”
Quality of life
Dr Andrew McAnespie is Clinical
Lead and Consultant Clinical
Psychologist at Options Barton in
Humberside, where he is supporting
clinical developments around
Positive Behavioural Support (PBS),
Attachment and Trauma. The
school, based in Barton-upon-
Humber, provides education and
care to children with autism and
associated complex needs.
His session, entitled ‘An evidence
based approach to integrating
Quality of Life Outcomes in Person
Centred Planning’ will run at
Events
Show time
Highlights of this year’s Autism Show in London, Birmingham
Dr Nicky Greaves
and Dr Andrew
and Manchester – including workshops on art therapies and
McAnespie are both
specialists within the
Options Autism
clinical team, part of sensory issues, help with Education, Health and Care Plans
Outcomes First
Group. The Group
and even activities involving Premier League football clubs
works with over 100
different local The Beautiful Game Workshops, where
authorities in makes its debut at parents can gain a Highlights of the Autism
The Autism Show deeper
England. 98
per cent of its this year. The understanding of Matters Theatre
services are London event the sensory A host of impressive speakers are set to inspire,
rated “Good”, features Autism experiences of a inform and educate visitors across the three venues.
New research: Dr Andrew McAnespie “Outstanding” or Football, with a person with Here are a few of them.
“Fully Compliant” programme of autism. Act for l Nigel Thompson, head of inspections - Children’s
with the respective activities Autism’s Health and Justice at the Care Quality Commission,
examining what schools can do to support the
We will give registering body, supported by 30-minute
mental health of autistic students.
compared to a some of the city’s workshops will
practical ideas national average of top clubs. The demonstrate l Dr Olga Bogdashina, co-founder and programme
leader at the International Autism Institute UK,
and strategies” around 80 per cent. Arsenal Foundation, exercises to help
exploring how sensory difficulties can impact on
Tottenham Hotspur parents, carers and teachers
Options will be Foundation, Watford FC CSE connect, calm and communicate behaviour and how to help.
11.35am on Friday 22 June at exhibiting on Trust and West Ham United with people with autism. l Freddy Adu, headteacher at Queensmill School,
Birmingham NEC in Hub Theatre 2. stand B10 at Foundation will be running football All three Autism Show events discussing how to manage stress and anxiety in the
Until now, there has been no London ExCeL workshops offering a range of also offer an EHCP Help Centre. classroom.
reliable way of identifying, and B14 at therapeutic benefits, ranging from Workshops will give independent l Lauri Love, computer scientist, political activist
measuring and evaluating quality Birmingham reducing anxiety to increasing and practical advice to guide and autistic individual, speaking on cybercrime and
of life for young people with autism, NEC. social interaction. Families can parents, carers and professionals autism.
but the University of Oviedo and meet coaches from some of the through the difficult process of l Dave Hewett, director of the Intensive Interaction
Institute of Community Integration Premier League’s leading clubs completing an Education, Health Institute, looking at ussing Intensive Interaction
in Spain has developed and and discuss what suitable activities and Care Plan (EHCP). for communicating with autistic people who find
validated The Kids’ Life Scale, an are available in their area. language difficult.
instrument devised especially for l Travis Smith, actor, singer and autism advocate
children and adolescents with an Art therapies Families can who plays Mark in the BBC’s The A Word, being
intellectual disability. Andrew New to the Birmingham event is meet coaches interviewed by his on-
McAnespie is adapting this for the the chance to visit Art Therapies screen mum Sophie,
young people at Options Barton. Workshops, in association with the from some of the actress Lucy Gaskell.
www.optionsautism.co.uk Birmingham Centre for Arts Premier League’s He will be talking
www.outcomesfirstgroup.co.uk Therapies. This provides a chance about playing to your
to learn the benefits for adults as leading clubs and strengths rather than
well as children of art, dance, discuss what suitable focusing on perceived
drama, music and play therapies. weaknesses. Travis and
Another special feature of the activities are available Lucy are pictured on the
show in Birmingham and in their area” A Word set, left.
Manchester are Connections
www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 9
 in association with
Events

The National
Event for Autism

London Birmingham Manchester

15-16 June 2018 | ExCeL 22-23 June 2018 | NEC 29 - 30 June 2018 | EventCity

LEARN NEW STRATEGIES HEAR THE UK’S LEADING

& APPROACHES AUTISM PROFESSIONALS

Then, of course, there are all the
other attractions of The Autism
Show. Where else can you access
more than 100 hours of talks about
autism, pop into free clinics that
can help improve the life of your
child or student, and attend free
workshops held by specialists that
can help make a positive
difference to the person you care
about, teach or support?
This year’s Show promises once
again to deliver a wealth of
practical strategies that are all free
of charge once visitors step
through the doors.
The show features a host of
talks by adults on the autism
spectrum, giving visitors a unique
insight into the experiences of
those who know more than anyone
about the challenges the condition
can present. In the Hub Theatre 1,
visitors can hear about their
Where else can
you access
more than 100 hours
of talks about autism,
pop into free clinics
and attend free
workshops held by
specialists?”
As well as Hub Theatre 1 there
is Hub Theatre 2. Here, visitors can
learn new strategies and
approaches for the home and
classroom. Presentations include
strategies to overcome the effect of
anxiety on the brain; preparing
young people with autistic
spectrum conditions for work; and
how to find the right school…then
should arrive early for these Fascinating
popular talks as seats are offered talks: some
on a first-come-first-served basis. of the UK’s
Don’t forget to book for One-to- leading autism
One Clinics, too. Advice offered professionals
here includes topics such as will be sharing
managing challenging behaviour; their knowledge ACCESS ONE TO ONE LISTEN TO AUTISTIC
occupational therapy input;
preventing and challenging school SPECIALIST ADVICE ADULTS IN THE HUB
exclusion; and mentoring and
employment support.
Exhibitors will be showcasing
hundreds of innovative products
and services, including
communication aids, learning tools,
sensory equipment, care and
support services and specialist
schools and provision. You can
meet Autism Eye there, too.
All three shows can get very INTERACT WITH DISCOVER 100s OF
busy. If you are bringing along a
loved one who may find the event
INNOVATIVE FEATURES PRODUCTS & SERVICES
a bit overwhelming at times there is
the chance to pop into The

Book your tickets now and save 20%

experiences of school, employment, secure a place. The show’s Sensory Room created by Mike
relationships and more. organisers advise that visitors Ayres Design and OM Interactive.

www.autismshow.co.uk
Follow us on
Dates, places and booking
l As always, The Autism Show kicks off in London and this year it will be held on 15-16 June at London ExCeL. The following week the
Birmingham show will take place at the NEC on 22-23 June and the final show will be in Manchester’s EventCity on 29-30 June.
l To view The Autism Show’s full programme of how to get to the event, with prices of tickets and special discounts, as well as details
Associate Partner Partners Sponsor Media Partners Accredited by
of talks, workshops, clinics and suppliers of specialist products and services, visit www.autismshow.co.uk.

10 Au t i s m | e y e I s s u e 3 0 2 0 1 8 www.autismeye.com
 Advertisement feature
From isolation
to integration
What makes TCES Group really stand
out is its highly successful inclusive
approach to the integration of pupils
with autism into its school communities
With schools across London and Essex,
TCES Group provides specialist education
for pupils aged 17-19 with an autism
spectrum condition or Social, Emotional
and Mental Health (SEMH) needs.
Our unique approach ensures that
pupils with autism have access to the
same school community and group
learning experiences as pupils in
mainstream schools.
The TCES Group teaching and daily
practice of leadership, life and social
skills really pays dividends for our pupils.
Alongside this, our highly experienced
staff teams know just how to identify and
draw out each pupil’s key interests, talents
and strengths, using these to maximise
their potential, not only while at school,
but also in their life beyond school.
Pupil and parent voice
In each of our schools we strive to create
a self-aware and warm atmosphere,
based around a strong set of community
values, where pupils with autism can feel
safe and secure. At the core of this is our
belief that the key to increasing self-
12 Au t i s m | e y e I s s u e 3 0 2 0 1 8
esteem and success lies within our pupils
themselves. Pupils and parents alike are
empowered to fully participate in the
running of our schools and are encouraged
to maintain involvement and engagement
in every aspect of school life.
Weekly assemblies are co-facilitated
by our Student Councils, who are
empowered to take full ownership of the
task of setting a positive school culture.
Twice a week, TCES Group pupils
debate, learn and listen to one another
during a therapeutic ‘group process’
session. During these sessions autistic
and SEMH pupils sit side by side in the
school hall, both groups showing respect
for one another and fully participating.
It is incredible to witness how every
pupil in the room feels able to openly
share their experiences. These sessions
have expanded since their conception in
2014, progressing from Student Council
to small tutor groups to what is now a
whole-school group process. Local
Authority Officers have described this
whole school group approach as ‘unique’
and a ‘model of excellence.’
Parents say
l “He is loving every minute and has
found his love of music at your school”
l “We were overwhelmed to see what
all the pupils achieved, knowing what
difficulties they have”
l “Thank you all so much for helping
Kiran learn, he has grown into an amazing
young man and we owe it to your efforts”
l “Your school is fantastic. We don’t
know where we’d be without it, there
should be more schools like this”
l “An amazing school, fantastic
teachers and staff, don’t know what we
would have done without you all!”
A local authority says
l “The foundations of positive future
lives are being built at this school
through an approach to education
which is personalised to each young
person and is aimed at ensuring that
they are prepared in the widest sense
for a positive future”
Essex CC SEN team representative
Specially designed rooms
Our classrooms are designed with light
and noise reduction equipment to allow
pupils a wider range of sensory adaptation
to maximise concentration and sustain
learning. Visual timetables, displays,
resources, cue cards and symbols
support pupils to develop understanding
of their own unique and special sensory
sensitivities, needs and talents.
Success for all pupils
TCES Group’s industry-leading
combination of bespoke education, health
and care ensures academic and personal
success for each pupil.
A positive, structured and safe
environment enables them to develop
skills, value their differences, be
comfortable with who they are, engage
positively with others and have fun! immune system can have
Contact our referrals team:
0845 872 5460 / 020 8543 7878
referrals@tcesgroup.org.uk
www.tces.org.uk
@tcesgroup
www.autismeye.com
Brains
‘on fire’
More research is needed into why children
can tip into autism when their immune
system goes wrong. Dr Ben Marlow, a
paediatrician and father to Freddie, who
has the condition, describes how their
developing brains can be badly affected
Autism is an umbrella term with
many subtypes. The heterogenous
nature of the phenotype (in other
words, the way that it manifests in
an individual) is further
complicated by the unpredictable
way that it affects the body and the
nervous system.
Dr Ben Marlow is a There are frequent associations
neurodevelopmental with certain syndromes and many
paediatrician working ‘risk genes’ have been identified.
across Luton and Nevertheless, there is emerging
Cambridge for the NHS evidence that a dysregulated
devastating effects on the
developing brain.1
Medicine is entering a new age
of neuropsychiatry, which is the
branch of medicine dealing with
diseases involving the mind and
www.autismeye.com
nervous system. It is challenging
traditionally held beliefs about the
underlying causes of behaviour. In
turn, this is leading to a range of
new therapies that have not
previously been explored.
My particular interest is in
Microglia start to
cause trouble –
attacking neurons and
synapses within the
brain that shouldn’t be
broken down. This
creates a toxic soup”
Research
looking at the association
between the immune system and
the nervous system, and in
particular at a cohort of children
with autism where the immune
system has become dysregulated
and hyperactive.
The children with this ‘immune
subtype’ of autism tend to be more
on the severe end of the spectrum.
They have difficulties with
language and stereotypical
behaviour. They also have
abnormal conditions resulting from
a previous disease.
This can be mitochondrial
dysfunction (which affects the
body’s use of energy), bowel
problems and marked
hypersensitivities.
A ‘hyperactive’
immune system
Epidemiological studies (the
branch of medicine dealing with
the incidence and prevalence of
disease in large populations) have
shown there is an association
between certain inflammatory
disease in the mother or child and
the risk of autism, especially with
regression.2 The maternal immune
system can be activated via
Au t i s m | e y e I s s u e 3 0 2 0 1 8 13
 Research
infection or other pathways and
trigger an inflammatory response.
This can lead to an increase in
inflammatory molecules such as
Interleukin 1B, IL-6, IL-17 and TNF.1
It can also increase the number
of other cells. Among these are
mast cells, which are present in
connective tissue and release
heparin, histamine, seratonin and
other molecules during
inflammation and allergic reactions.
These cell-derived messengers,
called inflammatory mediators, act
on blood vessels, inflammatory
cells or other cells to contribute to
an inflammatory response.
Mast cells can also increase the
permeability of the blood-brain
barrier. This can cause the
inflammatory mediators to enter
the brain.
‘Brain fire’
Once these inflammatory mediators
are in the brain, there are immune
surveillance molecules called
microglia that start to increase in
number. Normally, microglia police
the body’s cerebrospinal
fluid within the brain looking for
signs of infection – they are part of
the innate immune system.
If they find anything that
shouldn’t be there they can
manufacture chemicals to kill the
offending bacteria or invader.
The M1 subtype can be
particularly destructive.
In this inflammatory subtype of
ASD, it is thought that these
microglia start to cause trouble –
attacking neurons and synapses
within the brain that shouldn’t be
broken down. This creates a toxic
soup of inflammatory mediators
and abnormal neuronal firing.
Professor Theoharides (Tufts
University in Boston) refers to this
as ‘brain fire’.
It results in disorganised,
ineffective neural connectivity and
neuronal loss.
The systemic fallout
As a consequence of the
microglial overactivity, the
production of nitric oxide
increases. This can have an
impact on a variety of organ
systems. Systemic features in this
cohort of children include
headache, higher rates of infection
14 Au t i s m | e y e I s s u e 3 0 2 0 1 8
Features in
this cohort
of children include
headache, higher
rates of infection …
seizures and abnormal
brain waves …
food allergies and
gut problems”
due to the reduction and
impairment of specific cells within
the immune system called ‘Natural
Killer’ (NK) cells, seizures and
abnormal brain waves called
Subepileptiform Discharges, or
SEDs.3 Other features can be an
increased incidence of food
allergies and gut problems.
Nitric oxide in high levels has
also been shown to impact the
function of mitochondria, which
are organelles responsible for
the generation of energy within
the body.
Future directions:
putting the fire out
The time has come for the
scientific community and clinicians
to acknowledge that there is a
large proportion of children with a
diagnosis of ASD whose
symptoms and other co-existing
conditions could be greatly
improved by addressing the issue
Time to reTHINK autism
❝
“The gluten and casein free diet changed me within two weeks from a brain-dead, depressed,
anxious wreck into someone free of all of those struggles. Once I had that experience and I read
literature of well-funded studies telling me I was obviously mistaken when it was clearly so powerful for
me I knew something was seriously amiss with some of our institutions. The research I conducted
since has helped fuel a total life transformation. A year from now I expect to be able to totally
relinquish the label of ASD.” An adult with ASD
“The introduction of this intervention by our doctor (thanks in great part to information collected and
passed on by TA!) meant that in just five days our child showed a marked improvement in behavioural
responses, a reduction in OCD rituals and rigidity, reduction in oral defensiveness enabling new foods
to be introduced on their first attempt. This intervention has given the whole family a better quality of
life and more social opportunities to help develop our child, giving our child the opportunity to just be a
child like any other!” Parent of a child with ASD
“Our son has improved and been transformed from a non-verbal, non-toilet-trained, leaky gut child
into a healthy mainstream grade 4 pupil. All of this results from efforts in diet and education that we
learned from your charity and practitioners associated with it.” Parent of a child with ASD
of immune dysfunction. Dampening Neuro-
down this inflammatory cascade inflammation:
should be seen as a target in this Dr Ben Marlow “There is a pressing need for “Children with ASD with “Treatment began with a
cohort of children. is calling for all clinicians to approach increased inflammation are special vitamin/mineral
Other specific targets could be more scientific
ASD as a chronic health often those who exhibit the supplement, and additional
modulating microglial function, work on the
correcting the excitatory/inhibitory way this can condition requiring regular most severe behaviors... treatments were added
imbalance within the nervous affect some
follow-up and routine screening This immune activation is sequentially...There was a
system, or treating subepileptiform children with
discharges (SEDs). autism – and and treatment of medical and not helping these children. It significant improvement
The presence of SEDs is for it to lead psychiatric issues.” might not be causing autism – in nonverbal intellectual
widespread and may be a to action
Davignon et al., 2018 we don’t know that yet – ability in the treatment group
precursor to seizures. Studies now
show treating SEDs before they but it’s certainly making compared to the non-treatment
progress to seizures may mark a “For many children, the things worse.” group (+6.7 ± 11 IQ points
significant change in traditional
views held about epilepsy.3
symptoms of autism are Paul Ashwood, Ph.D. vs. −0.6 ± 11 IQ points, p =
Many other neuropsychiatric not permanent and can be 0.009) based on a blinded
diseases such as schizophrenia, improved dramatically with “Many individuals with ASD clinical assessment. Based
multiple sclerosis and Parkinson’s
have more funding and research the right treatment.” have symptoms associated on semi-blinded assessment,
motivation. This research involves Robert Naviaux MD, PhD with underlying medical the treatment group,
similar fields of chronic conditions, including compared to the non-treatment
neuroinflammation and microglial
activation. Autism deserves to have “Whether we like it or not, there seizures, sleep problems, group, had significantly
the same spotlight and scientific is a piling up of evidence gastrointestinal (GI) disorders, greater improvement in
interest, translating scientific work
that the immune system has psychiatric conditions, nutritional autism symptoms and
into action.
a major impact on brain deficiencies, and metabolic developmental age.”
function: The brain is not conditions; when left untreated, James et al., 2017
REFERENCES
1
Theoharides et al: ‘Atopic diseases and inflammation
isolated from the rest of the these conditions may not only
of the brain in the pathogenesis of autistic spectrum body,” compromise general health
disorders’, Translational Psychiatry, 2016 Jonathan Kipnis, Ph.D but also have clear effects on
2
Scott et al, 2017: ‘Clinical cues for autoimmunity and
neuroinflammation in patients with autistic regression’, behavior, development, and
DMCN 59 (9) 947-51 educational outcomes for
3
Wang et al: ‘Levetiracetam is associated with
individuals with ASD.”
decrease in subclinical epileptiform discharges and
improved cognitive functions in pediatric patients Lajonchere et al,. 2012
with autism spectrum disorder’, Neuropsychiatr Dis
Treat 13:2321-26, 2017
thinkingautism.org.uk
www.autismeye.com
 Insight

In the
shadow of fear
What happens when a parent’s instinct to get more
help for their vulnerable child is used against them?
Darren Devine hears from campaign groups and a parent
who say this battle for more assistance is leaving families
vulnerable to allegations of fabricated or induced illness (FII)

She forced her son into a
wheelchair and gave him drugs he
didn’t need to win the attention of
celebrities and cash from charities.
Lisa Hayden-Johnson’s cruelty
saw her jailed in 2010 in one of the
most high-profile cases of
fabricated or induced illness (FII)
to emerge in the past decade. But
some fear the diagnosis, previously
known as Munchausen syndrome
by proxy, is being used to rein-in
parents fighting councils for extra
help for their special needs children.
Evelyn Ashford, who runs
advisory organisation Educational
Equality, believes growing numbers
of parents who take on councils
face FII accusations.
She says: “It absolutely is on the
increase. It used to be something
dreadful and unique that we would,
because it was so unusual, have to
find out whether or not they might
have a case.
“Now, it’s so matter of fact that
we assume that social services
and the LA (local authority) are
pushing to try and save money. We
assume it.”
Ashford, who has a 21-year-old
son with autism, said FII “may well”
exist. But she believes it is
“incredibly rare” and insists she
has “never seen it”.
One mother, who cannot be
named for legal reasons, told
Autism Eye her local authority
attempted to have her two
daughters, aged 12 and five,
removed. She says her elder
daughter was diagnosed with joint
disorder Ehlers-Danlos syndrome
and social communication
disorder. But she says the child’s
school claimed she had fabricated
the conditions.
Evelyn Ashford, who The mother says the local
runs advice authority took up the school’s claim
organisation and brought a case against her,
Educational Equality, claiming she invented the
believes families of conditions for benefits.
special needs The local authority lost the case.
children are But the mother said that winning
increasingly targeted was “bitter” because it caused “so
for allegations of FII much stress”.
Parents’ Facebook support
group Fiightback has said
allegations of FII are on the
increase from councils.
Questions have also been
raised about whether grants
offered to councils by the
Department for Education to help
finance adoptions involving
disabled children could have
fuelled an increase in FII allegations.
The local
authority lost
the case. But the
mother said that
winning was ‘bitter’
because it caused
‘so much stress’”
The grants were available when
councils placed a child with an
adoptive family assessed by a
different local authority, or a
voluntary adoption agency. They
were worth between £27,000 and
£80,000. The scheme ended in
March 2017.
Margaret Gardener is director of
the False Allegations Support
Organisation (FASO), a voluntary
organisation that supports anyone
affected by false allegations of
abuse. She adds her voice to claims
that FII cases have risen in response
to families fighting for extra help.
‘Suddenly in the system’
“They (councils) don’t want to pay
out costs for them,” she says
bluntly. “If parents push for it (extra The group has also said
resources) then suddenly they are pressure on councils since the
in the system.” FASO insists it introduction of education, health
supports only those falsely and care plans (EHCPs) is one of
accused and is not a refuge for the main factors driving the
abusers in denial. allegations, as well as budget cuts
Child psychiatrist Dr Danya for doctors and schools. The Local
Glaser has been running Government Association agrees
masterclasses on FII for council that the introduction of EHCPs was
and health staff. The honorary “significantly underfunded” and
consultant at Great Ormond Street has argued that central
Hospital for Children, in London, government must “urgently provide
works on early recognition of FII. additional funding”. The
Autism, gastrointestinal Department for Education,
problems, allergies and Ehlers- meanwhile, maintains it gave
Danlos syndrome are among a councils £223m extra to help
range of conditions the introduce EHCPs.
masterclasses highlight as a sign The NHS website says FII
parents are fabricating the child’s symptoms range from extreme
difficulties, says Fiightback. neglect to causing illness.

16 Au t i s m | e y e I s s u e 3 0 2 0 1 8 www.autismeye.com www.autismeye.com
 SS
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A I R S H O learning disability or mental health will never

It includes persuading medics the
child is ill even though they are
healthy, exaggerating symptoms,
manipulating tests and poisoning.
A study published in 2000
estimated there were 89 cases of
FII in each population of 100,000
people over two years, but the
In an email to Autism Eye,
Glaser wrote: “I neither defend nor
am an apologist for local
authorities. However, they incur
considerable expenses in
protecting children. Local
authorities do not resort to
allegations against parents in order
stop you having a good time!
TH AUG 2018
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that can be linked to FII. In another
paper she co-authored it is
suggested there are many cases
just below the threshold for FII.
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suggested previous work on the
condition underestimated its
prevalence. It suggested as many
as one in every 188 acute
paediatric admissions were FII.
Glaser referred to two papers on
FII she was involved in writing,
published in peer-reviewed
medical journal Archives of
Disease in Childhood in April. One
paper Glaser co-authored says
AUGUST
order to take in this “wider
spectrum of cases”. • Optional Care Support Available
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allergies, epileptic fits or
gastrointestinal problems including
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paediatricians? Paper 1: epidemiology and definition of
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Three ways to
tackle anxiety
Like bank holidays and sitting in traffic jams,
anxiety and autism tend to go hand in hand.
Fiona McNeill looks at a trio of approaches
that may introduce a touch of calmness
Many young people with ASD find their stress levels skyrocketing as they enter
adolescence, perhaps due to a combination of hormones and a greater awareness of the
difficulties they face. For families, then, the challenge is to find ways to help them understand
and manage their own fears. So which strategies do professionals and parents say work best?
COGNITIVE
BEHAVIOURAL
THERAPY
Cognitive Behavioural Therapy
(CBT) is a branch of psychology
based on the idea that thoughts,
Dr Sarah feelings and behaviour are
Rogers: interlinked. By changing negative
advocate of patterns of thinking, therapists
Cognitive maintain, you can feel better and
Behavioural behave differently.
Therapy Many believe it’s an effective
way to help people with autism
deal with their anxiety, as it focuses
on practical solutions rather than
talking about feelings (which can
be difficult for someone with ASD).
Dr Sarah Rogers is a Norfolk-
based clinical psychologist who
works with children and young
people, some of whom are on the
autistic spectrum. Anxiety tends to
get worse for people with ASD at
times of transition such as starting
a new school, she says.
“In adolescence there are huge
changes in the brain, as well as a
lot of extra pressures such as
secondary school, more teachers
and homework. There are greater
expectations, too. People might
expect you to be more polite in
shops, for example, just because
you’re more grown-up, or be able
to travel on the bus by yourself.”
CBT works well for people with
autism, she believes, because it
20 Au t i s m | e y e I s s u e 3 0 2 0 1 8
Therapy
can make use of visual prompts
such as graphs, or practical tasks
such as checking facts on the
internet to prove that someone’s
fears are unfounded. Where
possible, Rogers also likes to
incorporate a youngster’s special
interests into the treatment.
“CBT works best where a
person has a particular goal,” she
adds. “Perhaps they want to get
over their fear of dogs, for
example. It can also be very
CBT works best
where a person
has a particular goal”
effective for Obsessive Compulsive
Disorder (where someone is
plagued by unwanted thoughts
and behaviours). It’s also helpful if
a parent can come along to the
sessions with their child to help
explain things if necessary.”
Rogers recommends that
families who are concerned about
their child’s mental health should
visit their GP in the first instance to
find out what help is available on
the NHS. If they are looking for a
private therapist, they should find
someone who has experience
working with young people with
ASD who is also registered with a
professional body.
www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 21
Hericor-MRL
Therapy

Enzyme Nutrition to Maintain

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Hericor-MRL promotes a healthy digestive system in those patients Dr Maite Ferrin (right) is face greater challenges situations. Ferrin and help them develop
a consultant child and during the teenage years acknowledges that it coping skills.
with compromised digestive functioning in the small intestine.
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Hericor-MRL provides three important enzyme groups. These trist with Re:Cognition perform at school and for families to watch protective. Find ways
enzyme groups are: Health, a private clinic more responsibility. their child suffering, but to help them slowly
Enzymes that prevent oxidative stress: specialising in treating Society is quite suggests they can help face new challenges.
l Laccase adults and children with demanding.” handle anxiety in the lA
 healthy diet and
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Enzymes that prevent cellular growth: Children with ASD have time when some people child’s triggers. Don’t effects of stress on
l Protease a tendency to be more impacted by autism have unrealistic the body.
l Glucose amylase anxious, Ferrin says, as worse in adolescence,” realise they are expectations of what lA
 sk your GP to refer
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Enzymes that promote detoxification: to their environment play a major role, as the youngsters, they want lD  on’t panic! If you are local Child and
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aspects of their lives. at this time. The other peers. This is difficult it on to your child. Health Services
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Further reading MOLEHILL
MOUNTAIN
Connected Kids: Help Kids with Jon Spiers of
Special Needs (and Autism) SHINE A joint venture by the charity Autistica: the
with Mindful, Heartfelt Activities Autistica and the Institute of app is “probably
by Lorraine Murray. Connected Psychiatry at King’s College, best suited to
Kids Ltd, available on Amazon in London, the app Molehill Mountain teenagers”
Kindle and paperback formats, £4.99 has been developed to help young
and £12.87 / $6.76 and $15.99 people with autism identify and intended to give people tools to
monitor their own anxieties. manage their fears. There’s also a
Bed seizure alarm CBT Toolbox for Children and Using well-established Cognitive short game – depicting molehills –
Adolescents: Over 220 Worksheets Behavioural Therapy techniques, as an incentive to keep using it.
MP5-UT £170.00
& Exercises for Trauma, ADHD, it’s designed to be used over a “The app helps people
ex VAT Autism, Anxiety, Depression and period of 14 days. It provides a recognise their emotional and
Conduct Disorders by Lisa Phifer, progression of exercises that are physical state when they’re
Amanda Crowder and Tracy anxious,” says Jon Spiers, chief
Elsenraat. PESI Publishing & Media, executive of Autistica. “We know
$34.99 / available in the UK via Amazon in Kindle The app helps that this is often difficult for people
and spiral-bound formats, £13.91 and £25.98. people with autism. It’s probably best-
Medpage Limited T/A Easylink UK is a family ran suited to teenagers, although
business, established in 1984. Our company A “5” Could Make Me Lose Control! recognise their younger children could use it with
designs and manufactures most of our products An Activity-Based Method for emotional and the help of an adult.”
in our UK based factory. Evaluating and Supporting Highly Molehill Mountain is free to
Anxious Students by Kari Dunn physical state when download and should be available

For over 34 years we have manufactured

Buron. AAPC Publishing, $24.95/ they’re anxious” from June in both iPhone and
available in the UK via Eurospan Android formats.
specialist products to assist people in living Bookstore, £24.95
independently and to aid care of people with
special needs.
CONTACTS
Epilepsy - Our epileptic seizure monitors reliably lL orraine Murray: www.teachchildrenmeditation.com
detect a person having a seizure during the night. lA utistica: www.autistica.org.uk
GPS Tracker Watch lD r Sarah Rogers works at Dr Sillifant and
There’s so much more to see on our website £89.99 inc VAT Associates’ practice:
www.drsillifantandassociates.co.uk
lT he British Association for Counselling and
Psychotherapy: www.bacp.co.uk. Along with The
Visit our website www.medpage-ltd.com T: 01536 264 869 British Psychological Society – www.bps.org.uk – it
3 Melbourne House, Corby Gate Business Park, Corby, Northants. NN17 5JG provides lists of registered CBT therapists.
lD r Maite Ferrin: www.recognitionhealth.com. Help with identifying anxieties: screen shots from the Molehill Mountain app

www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 23
HOPE
Therapy

MEDITATION “Meditation is about being OK with “The feedback was amazing!” she
who you are in the moment and says. “The children were choosing
Meditation has seen a huge surge accepting the wide range of to come to the sessions and the

FOR
in popularity in recent years, with
aficionados claiming it can reduce
anxiety, improve health and
relationships and drastically improve
Lorraine the quality of someone’s life.
Murray: “Hand Loosely speaking, it involves
on heart, focusing the mind on, for example,
I believe your breathing, a thought, a sound
or an object, to bring about a
meditation can
help all children sense of peace and clarity. There
emotions we all experience as
humans,” she explains.
“Hand on heart, I believe
meditation can help all children
with autism. The only time it doesn’t
Meditation is
about being OK
teachers reported that they were
functioning much better in the
classroom afterwards.”
Noticing how meditation had
been especially beneficial for
pupils with autism or ADHD,
Murray decided to refine her ideas
to help children with special needs.
“The general opinion at the time
was, ‘you can’t teach meditation to

AUTISM
with autism” are many different approaches –
mindfulness, for example, is where
you pay attention to your senses in
the present moment. For some
people meditation is a spiritual
practice, while for others it’s simply
a tool to help them cope with day-
to-day life.
Lorraine Murray, a meditation
practitioner and trainer from
Edinburgh, is adamant that it can
also help youngsters with ASD,
even those with severe difficulties.
with who you are in
the moment”
work is when the style being taught
doesn’t suit their needs.”
Murray started out teaching
meditation to adults, but became
curious about whether it could help
children, too. Unable to find any
information on the subject, she
tried out her ideas on friends’ kids
and volunteered at a local school.
children with autism’,” she says.
“That was red rag to a bull for
me. I was determined to show that
you could.”
Several years on, Murray now
trains other people to teach
meditation to youngsters with
special needs and has published a
book showing families techniques
they can try at home. The key, she
says, is to take an intuitive
approach and adapt them for the
individual needs of your child.

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www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 25

Home not
Away
Left behind by a system focused on overall
school performance, some parents are
turning to home education for their special
needs children. Families tell Darren Devine
how abandoning the classroom doesn’t have
to mean giving up on gaining an education
For Erika Lye it was seeing her
eldest son endure Sunday night
stomach upsets and bursts of
explosive anger on his return home
from school that began to chip
away at her faith in the classroom.
And later, the same cocktail of
stress and overwhelming anxiety
would make school life unbearable
for Lye’s two younger sons Logan,
12, and Jack, nine.
Lye and baker husband Dean,
40, eventually gave up on schools
26 Au t i s m | e y e I s s u e 3 0 2 0 1 8
Caption
when their eldest son, a 19-year-
old who doesn’t want to be named,
began writing suicide notes. And
after being moved to a new school
Logan, who had always been a
happy child, began shaking at the
school gate and vomiting on the
way home.
All three of Lye’s boys have
autism and, like an increasing
number of other parents caring for
special needs children, she has
turned to home education as an
Education
Left: Dave parents and autistic teens
Evans enjoys disillusioned with education in
a round of golf schools and colleges. The
as part of his programme includes specialist input
tailor-made on Asperger’s, work experience with
education an auto-parts firm, cooking, art and
programme. dance, Japanese, maths, health and
Above: Erika safety, golf and sailing.
Lye, of home IT consultant Evans, 58, who
education shares responsibility for his son
charity with wife Sarah, says the
Mountain programme has been hugely
Movers, with beneficial for Dave. He says:
son Jack “When he was at college he had
very high levels of anxiety.
“Now he enjoys every part of the
obligation on parents to tell programme. He enjoys every day
councils a child is being withdrawn Logan, who had and looks forward to every day.”
from school to be home educated,
and some children never attend always been a Not understood
school in the first place. happy child, began Dave did not want to be
Lye, from Neath in South Wales, interviewed directly, but
suggests much of the rise is driven shaking at the school responding to questions put to him
by parents of children with learning gate and vomiting on through his father he said he was
alternative to school. Lye, who Logan Lye: he disabilities and autism feeling forced
the way home”
not understood at college. Now he
chairs home education charity would shake at into de-registering their children feels “everyone thinks on the same
Mountain Movers, says: “For us, we the school gate when they are due to sit GCSEs. page as me”, says Evans.
were the family that blindly educate should register with their A spokesperson for the Local
before mum
believed that sending your children Erika began Keen to discard council. Also, the ADCS says local Government Association says
to school was what you had to do.” educating him Schools can be focused on authorities should be resourced to councils have struggled to meet
But Lye, 37, says because her at home boosting overall performance at ensure home-educated children the needs of pupils with special
boys were so desperately unhappy
she would “long” for the summer
this time and keen to discard those
who will not enhance their results,
receive a “good standard of
education” and “they are safe”.
needs because of “historic
underfunding” from central
holidays when she could have her
“lovely children back”.
Lye believes. She says: “Now, what
you’re having there is families who
Colin Evans’ son Dave, 18, who
has Asperger syndrome, is now on
government. “Government needs
to invest in children’s services and,
Parents can de-register their are being encouraged to a tailor-made education as a minimum, plug the funding
children from state schools through de-register because their children programme after a college gap of around £2bn facing
IMAGES COURTESY OF ERIKA LYE AND COLIN EVANS
a letter to the head teacher. are not going to academically placement did not work out. children’s services by 2020,” the
Figures obtained by the BBC boost the schools.” Designed through autism spokesperson adds.
suggest the number of children The Department for Education consultant Ruth Salisbury in A Department for Education
being homeschooled has risen by launched a consultation in April conjunction with Dave, from spokesperson says this year it has
about 40 per cent over three years. looking at whether councils’ Clevedon in North Somerset, the invested the “highest ever amount”
Across the UK, 48,000 children oversight of home education is programme takes place entirely by putting £6bn into the “high
were being home-educated in robust enough to ensure “all outside the family home. Dave needs” budget to support children
2016-17, up from about 34,000 in children in England receive a completes academic work at the with special needs. “We are also
2014-15. Councils believe the true good education”. homes of his tutors and does other updating training requirements so
number is around twice this figure The Association for Directors of activities out in the community. that newly qualified teachers are
because many children remain Children’s Services (ADCS) has Evans believes his son’s better equipped to support pupils in
unregistered with them. There is no said parents who opt to home experience offers a blueprint for need,” the spokesperson adds.
www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 27
 Communication
Relaxed Performances
AT THE THEATRE ROYAL, NOTTINGHAM

Let me tell you

Relaxed Performances provide an opportunity for
customers who may find it difficult to come and see Once your child has been
a show to experience the joy of live theatre. diagnosed with autism, there’s a
It is still the same show but with some small changes whole new vocabulary to get your
to sound levels and no strobe lighting is used. head around. Among all the talk of
These performances will provide a less formal, more

a Social Story...
‘stimming’, ‘sensory issues’, ‘Local
supportive atmosphere in order to reduce anxiety levels.
Offers’ and ‘EHC Plans’, you may
GANGSTA GRANNY PETER PAN: The High Flying Pantomime have heard teachers or specialists
THU 12 JULY, 7PM FRI 4 JANUARY, 2.30PM mention ‘Social Stories’.
TICKETS* £10 – £24 TICKETS* £16 – £36.50 Social Stories are well-known to
Discounted carer tickets are available. Sign up to our free Access professionals who work with
Requirement Register on our website for more information. children on the spectrum. They are
FIND OUT MORE AT TRCH.CO.UK/RELAXED How do you take the uncertainty of life out often used in educational settings
OR CONTACT THE BOX OFFICE ON as a way of helping kids to cope
0115 989 5555 of your child’s daily interactions with the with school life.
Parents and carers tend to be
* A fee of £2 for online bookings or £3 for phone
& counter sales applies per transaction. world? Fiona McNeill catches up with the less familiar with the concept, but,
according to the experts, Social
progress that Social Stories have been Stories can be equally helpful in
the home environment.
making with families in home environments So what are they and how do

There is better
social
understanding and the
autistic person feels
less generally anxious”
they work? First, despite the name,
Social Stories have nothing to do with
children’s fiction. In fact, they focus
on facts and explaining ‘real life’.
They usually consist of just a
few lines of text, describing in
clear, unambiguous language a
particular situation that someone
might not instinctively ‘get’.
They are often written in the first
person from the individual’s point
of view, but can also be written in
the third person or use pictures
instead if the person is non-verbal.
It sounds straightforward
enough, but there is more skill to

Case study: “Now he’s perfectly fine with getting his hair cut”
Helen Byford from Colchester is
mum to Archie, 10, and George,
12, both of whom have ASD.
“I first went to one of
Siobhan’s workshops when
George was about six,” she
explains. “He was anxious about
everything – new shoes, hair-
cuts and dentists in particular.
Siobhan helped me to write
something to help him with
getting his hair trimmed. In the
Story, I explained the sequence
of events that would take place
when he went to the barber,
step by step so he would know
exactly what to expect.”
She adds: “I included lots of
encouragement, saying things
like, ‘George is so clever,’ and
even though he could read I
also added pictures. It only took
two or three haircuts after that
until he was comfortable and
now he’s perfectly fine with
getting his hair cut.”
Byford (right) has continued
to use Social Stories for both
boys over the years and has
found them invaluable. Most
recently, she put together a
pictures-only Story for her
younger son, who is non-
verbal, to prepare him for
moving house. “The only time
they haven’t been so effective
is when I haven’t broken a
situation down into small
enough steps,” she says.

www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 29

SUPPORTING LIVES,
DELIVERING CHOICES
At Choice, we aim to provide
outstanding support services for
people with autism and complex
needs, giving them the opportunity
to lead full and active lives.
Our person-centred residential
and supported living services
provide safe, high quality
Communication
Ways to calm down: a words-and-pictures Social Story
Our care professionals and in-house
Positive Behaviour Support Team This is a Social Story written by People usually have a favourite Feeling my hanky in my pocket
provide tailored therapy and Siobhan Timmins for her son when way of calming down.
structured activity programmes he was aged 9 or 10. It incorporated
for adults and young people aged his special interest in penguins
16+, focused on achieving positive and reminded him of ways to calm
outcomes. Dr Siobhan Timmins down that work for him.
In everything we do, our aim is to found Social Stories

environments where the people
we support can progress at their
own pace along the pathway to
greater independence, in the way
that best suits them.
Positive outcomes Tel: 0203 195 0151
for people with enquiries@choicecaregroup.com
complex needs www.choicecaregroup.com
17207_Autism Eye_127x186.indd 1
provide the high quality care that so helpful for her What does calm
enables our service users to lead own son that she down mean?
active and fulfilling lives. became a trainer and Sometimes children feel calm.
has written four Sometimes children feel My LSA takes three big breaths
books on the subject worried. Many children and when she needs to calm down.
Visit our website or contact us adults feel worried some of the This helps her think clearly 3. Asking for chill out time
directly (details below) to find time and calm some of the time. when unexpected things happen.
out more about our services. This is okay. I am learning how to calm
down. Learning how to calm down
may help me think clearly when
unexpected things happen. Four
things that may help me calm
down are:
1. Counting to ten penguins
I will work on calming down
when unexpected things
happen. My teacher and my
LSA will be pleased with me.
08/05/2018 13:06 2. Thinking about an episode
of Danger Mouse

Usually when someone is worried

they try to make themselves
Supporting mental health & well-being feel calmer. This is called
‘calming down’. People try to
for children & young people across the UK ‘calm down’ because feeling calm
is a good comfy feeling.

Children’s mental health is finally being recognised as an issue that society

needs to address. Unravel CEBPC is an organisation that sits between producing a Social Story than you may suggest an alternative
Educational Psychologists and CAMHS to provide prompt, bespoke mental
health support for schools and families across the country.
might expect. It is recommended, Fifty per cent of response. With this information
for example, that you use positive there is better social understanding
rather than negative language – so
Stories should and, as a result, the autistic person
Educational
Psychologists
CAMHS
Some results:
no ‘don’t,’ ‘can’t’ or, ‘won’t’. In be written applauding feels less generally anxious.”
addition, experts advise that Stories Social Stories are also important
At Unravel we work collaboratively to ensure each child or young person we
offer suggestions rather than orders
the achievements, tools for boosting a person’s self-
This pioneering new model is helping children, young people and those in their work with progresses to the best possible level of well-being. Over our time,
life, gain insight into what children and young people are feeling and more we have taken many children and young people from suicide to outstanding – ‘I can’ rather than ‘I have to’. skills and talents of esteem, she points out. “Fifty per
importantly offers the specialised action to drive positive changes in well-being. cent of Stories should be written
in well-being and academic progress. The graph below shows some negative
behaviour score comparisons.
the person” applauding the achievements,
What we do:
Name Sept 16/Feb 17 Sept 17/Feb 18 % difference
Social Stories’ own story skills and talents of the person.
l Act quickly. Most children and young people Social Stories were developed in 1990 (and “A Social Story is a story that Good self-esteem is important for
can be seen within 2 weeks A 39 6 84% improvement
copyrighted – hence the capital letters) by American shares missing social information self-confidence and this may
l Work 1:1 with children and young people in B 19 0 100% improvement special needs teacher Carol Gray. She went on to with a person on the autism reduce anxiety.”
schools and privately C 161 66 59% improvement
l Educate all involved in how best to support train professionals from all over the world to use her spectrum in an accessible way,
individual needs D 88 33 62.5% improvement methods and has written several books on the subject. respectful of their different So helpful
l In house training on issues around children (started 15/6-12/7) 2 (average monthly Gray recommends that Social Stories are written processing and perspective of the Timmins started out as a medical
E 87.5% improvement
and young people’s emotional and behavioural issues 16 = one month score Sept-Feb) according to ten criteria she has devised to ensure world,” says Dr Siobhan Timmins, a doctor and discovered Social
l Provide specific assessments on children and young people with appropriate F 80 0 100% improvement they are meaningful, safe, patient, non-judgemental Social Stories trainer and mum to a Stories when she was looking for
and relevant recommendations G 95 14 85% improvement and provide a reassuring description of life for grown-up son with ASD. ways to help her son when he was
l The same principles are subtly incorporated into The Blinks books someone with autism. “They provide information about a toddler.
which also support children’s emotional well-being. H 88 76 14% improvement
Critics of Social Stories claim there is not enough the context of any situation and She found them so helpful that
clinical evidence to prove that the methods alter what others are thinking and she became a trainer herself and
If you are interested in how can help you: Contact andreachatten@unravelcebpc.co.uk
people’s behaviour to any great extent. feeling,” she continues. now runs workshops for parents
Or have a look at www.unravelcebpc.co.uk and www.theblinks.co.uk
“Sometimes, but not always, they and professionals via the National

www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 31
 Communication

Autistic Society and Essex County Further reading

Council. The workshops are
officially approved by Carol Gray,
who developed Social Stories.
Timmins has also written four
books on the subject.
Timmins believes it can be a
great benefit for families to learn to
construct Social Stories for their
own children. She says they can
be used for all abilities and
adapted as kids get older, even
into adulthood.
However, it’s crucial, she
advises, to make sure you
understand how your child sees
CONTACTS
lC arol Gray:
www.carolgraysocialstories.com
lF or details of future workshops or
bespoke services with Dr Siobhan
Timmins contact her at:
stimmins@marketfield.essex.sch.uk
or s.timmins2@ntlworld.com
Often, we are
surprised to
discover the young
person’s perspective
is completely
different to ours”
the world in order to write a Story
that is meaningful for them. She
recommends incorporating special
interests and considering whether
the person would prefer a paper,
smartphone or computer format.
“Mistakes are often made when
we, as neurotypicals, assume we
know what the child understands
and feels, and why,” she cautions.
“Often, we are surprised to
discover the young person’s
perspective is completely different
to ours.” £15.99/$24.95 paperback
Successful Social
Stories for Young
Children with Autism
by Dr Siobhan Timmins.
Jessica Kingsley
Publishers, £15.99/$24.95
paperback.
Successful Social
Stories for School and
College Students with
Autism by Dr Siobhan
Timmins. Jessica
Kingsley Publishers,
£16.99/$24.95 paperback
A Guide to Writing
Social Stories: Step-by-
Step Guidelines for
Parents and
Professionals by Chris
Williams and Barry
Wright. Jessica Kingsley Publishers,

Check out our FREE

digital subscriptions
www.autismeye.com/subscribe

32 Au t i s m | e y e I s s u e 3 0 2 0 1 8 www.autismeye.com
 Advertisement feature
Xxxxxxxxx
How teachers can use
input from therapists
School SENCo Jacqui Pilling offers practical advice on making
the most of expertise from outside agencies in the classroom
Helpful: therapists can suggest valuable strategies for building pupils’ skills
We all know working with SEN
pupils means we also have to work
with multi-discipline agencies. This
feels like a lot of information that is
coming in and has to be
implemented by class staff. The
question is: how do we use all the
information that they provide in the
classroom in an effective way?
Below is some advice on using
information from these agencies in
your classroom every day.
Some support cannot be done in
the classroom.
Not everything recommended can
be implemented in the classroom.
There will be times when a pupil
needs to be out of class, be it 1:1
or OT sessions. This does disrupt
learning, as a pupil may miss your
lesson every week for a block
amount of time, but does help in the
long run. Make sure you log when
they are going to these sessions.
You don’t need to do everything
at once.
Often a SEN pupil can have a long
list of strategies that need to be
implemented in your lessons. Don’t
try and implement them all in one go
as this can overwhelm the pupil as
34 Au t i s m | e y e I s s u e 3 0 2 0 1 8
It is never wrong
if you need to
ask a question about a
specific therapy”
well as yourself. If there are several,
introduce them one at a time.
Implement what works for you.
Don’t think you only have to just
implement strategies that have
been recommended by therapists.
I’ve found that strategies to support
pupils develop within a lesson.
I have recently started one with an
ADHD pupil that has had a positive
impact with him and is now being
expanded to all his lessons. Just
make sure that the therapists are
aware of these if they are a success.
Supporting a SEN pupil doesn’t
mean piling on the workload.
A SEN pupil does need extra
resources and strategies in place
so they can engage in the
curriculum. We all differentiate
work and this is just an extra one;
you may find it’s about supporting
them to understand. Specific
worksheets may actually help other
pupils, as well as building
confidence in the pupils. Providing
extra processing time to answer a
verbal question just has to be
noted down and everyone made
aware of it.
Use strategies with the whole
class, not just on the individual.
There may be a specific strategy
that one pupil in your class
requires, but it doesn’t harm to
provide it to the whole class. This
means that the specific pupil does
not feel different and it could
support all pupils. One example is
changing the font, which can be
the same for everyone.
Don’t be afraid to ask for support
from the therapists.
Therapists are highly trained in their
fields and will probably have up-to-
date knowledge. It is never wrong if
you need to ask a question about a
specific therapy or recommendation.
They may offer further training.
This doesn’t mean they think
you don’t know about the specific
diagnosis or intervention, but they
want to provide you with the most
up-to-date tools and strategies that
can be used in your classroom.
Trust your instinct when in the
classroom.
Therapists have in-depth knowledge
about the strategies used for
specific diagnoses and you know
what works in your classroom.
These don’t have to be separate.
Trust what you do in your
classroom, especially in how you
support your pupils. You know them
and how they work.
Follow the recommendations to
further develop their self-esteem
and skills. for the future”
www.witherslackgroup.co.uk/
pontville-school
www.autismeye.com
Transitions
Practical
experience:
a Pontville
School student
learns about
bricklaying
Welcome to
Jacqui Pilling is
SENCo for Pontville
School, Lancashire:
the world of work
www.witherslackgroup.
co.uk/pontville-school
Being ready for adulthood with practical life and work skills is
what all parents want for their children. Dr Mitzi Waltz talks to
schools that provide a transitional curriculum for young people
with autism and have become models for how it should be done
When parents talk about school, adult living skills,” explains Lesley attitudes – without which no
the focus tends to be on English, Copland, education lead for post- business can function. This group
maths and science. We hope that 19 provision at Prior’s Court school includes problem-solving, good
ensuring autistic learners master in Berkshire. She adds that it’s timekeeping, customer service,
these core academic subjects will important for schools to match working as part of a team, taking
be enough to help them find a practical skills training to student direction, providing leadership,
place in the job market – especially interests, and make sure students and being willing to learn.
Justine Sims if we are aware of the poor have a chance to see the result of Pontville School in Lancashire
of Pontville statistics on employment for their work. has put teaching practical skills at
School: autistic adults. the centre of its 16-19 curriculum,
“Our work But from an employer’s point of Which skills? says head teacher Justine Sims.
experience view, while numeracy and literacy Work-oriented practical skills can The school has a land-based study
programme are definitely important there are be divided into three main types:
is really quite many skills and aptitudes that may l Basic mental and mechanical
varied and we be far more important in the skills (carrying out steps in order, Savvy schools
try to tailor it workplace. The best place to learn being able to lift and put items are putting a lot
to our young the practical skills needed for work down safely)
person’s special is, well, at work. That’s why savvy l Advanced mental and of time and effort into
interests and schools are putting a lot of time and mechanical skills that are specific preparing young
their aspirations effort into preparing young people to the job (being able to fold
for supported work experience. clothing the way the shop manager people for supported
“Through our curriculum we can asks you to, ICT skills) work experience”
foster a range of vocational and l General aptitudes and
www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 35
 Transitions
SAV
NEUROdiversitY 27
–2 E T
8J HE
a living conference uly
20 D
18 AT
members of staff on doing tasters

E
Autism, Creativity & Engagement
Fri 27 & Sat 28 July 2018
Ruskin Mill | GL6 0LA
Ruskin Mill Trust and Hay Festival are delighted to announce a
new collaboration: Neurodiversity – a Living Conference. Join us
at Ruskin Mill, Nailsworth, as we explore and celebrate neurodiversity.
Hay, Ruskin Mill and our students invite you into the discovery and
conversation that surrounds the world of autism and therapeutic
education.
• Acclaimed guest speakers offering their own
perspectives on autism, creativity and engagement
• Participate in a ‘living conference’ and experience
our curriculum by direct involvement in craft activities
• Celebrate with us through fabulous
biodynamic food and a
range of entertainments
For more information visit rmlt.org.uk
Hands-on: a centre and a 16-19 centre where
Prior’s Court instruction is delivered in a way
student takes that best suits autistic learners. As
part in a work staff at other successful schools
placement at will tell you, without careful planning
the Chilton skills may not be learned in a way
Estate in that is useful in the real world.
Bucking- Sims offers the following tips on
hamshire how to make sure a practical skills
curriculum fits the bill:
United Response is an award-winning l Help students generalise
charity with over 40 years experience skills. This can be quite difficult for
supporting people with disabilities autistic learners, so staff need to
and mental health needs. be aware that they may have to
teach and re-teach the same skill
in different environments and build
We’ve been cheering at the sidelines
on this with regular practice. “That
as they’ve celebrated passing exams, might mean starting in a classroom
first jobs and moving into their own and then practising skills in a
homes. We’ve even donned a hat for broad range of other
the odd wedding or two. environments,” Sims says.
l Build in social communication
We’ve witnessed the heart-stopping skills. When young people have
moment when someone who’s been an ASD diagnosis, social
voiceless for a decade is finally given communication will always be a
the means to communicate and say struggle. At Pontville, speech
therapists work with the education
‘yes’ - or just as empowering, ‘no’.
Find out what we
LOUISE BELLAERS PHOTOGRAPHY
keep your hands to yourself, get
back to work and avoid making
rude comments. At work, getting it
wrong can mean losing your job.
Role play is great for preparing,
and supervised experience followed
by debriefing is the next step.
l Work closely with parents. As
students near adulthood, parents
once again are expected to take a
major role, from ferrying their teen
to work experience to taking them
shopping for workwear. Schools
can help make sure parents know
what will be expected in the work
world, and how they can back up
key messages from school.
“Our transition co-ordinator
works alongside families when
students are going on work
experience or transferring to a
local college for vocational
training”, Sims explains. “They try
to work with families and
Our transition
co-ordinator
and placements.”
Students need a chance to see
where they’re going and familiarise
themselves with the work
environment. The school makes
sure students have the support
they need during taster sessions,
but the personal support and
motivation that parents provide is
invaluable. Parents can also help
staff identify special interests and
aptitudes that schools may not be
aware of, Copland adds.
l Tailor practical learning to
special interests. When working
with autistic learners, special
interests are the prime motivator.
This is also true when it comes to
work skills. In fact, if a special
interest can be found that provides
motivation, it’s amazing how much
some students can master.
“Our work experience
programme is really quite varied,
and we try to tailor it to our young
person’s special interests and their
aspirations for the future,” Sims
says. “For example, we do small
animal care here at school, and
students have gone on to have
work experience at an animal
sanctuary. One of our residential
students is currently doing work
experience at a local supermarket,
which for him is definitely a major
achievement – it’s in a really busy
environment, and he had to go
through the interview process.
“Another student with an interest
in performance and lighting has
gone on to be the lighting
technician for a charitable event in
Liverpool. That’s real achievement
for a 14- or 15-year-old student.”
l Adjust work for motor skills
issues and cognitive ability. This
should go without saying, but many
workplaces are not skilled at
adapting and adjusting tasks to fit
a diverse workforce.
This is where the school’s
expertise can really help if they can
communicate well with employers
about how to support a trainee with

staff to make sure social autism. This might mean writing

communication skills are
Let us help you reach your
could do for you!
embedded in the curriculum.
potential. l Teach the ‘hidden curriculum’
Registered Charity No. 265249 explicitly. Just like school, work
can be a minefield – but at school
phone: 0800 0884 377 / web: www.unitedresponse.org.uk/get-support there’s always a teacher or other
staff member to remind you to
down instructions, perhaps with
works alongside
pictograms, or just learning to give
families when students one instruction at a time.
At Prior’s Court, most learners
are going on work are pre-verbal and have significant
experience” learning difficulties in addition to
autism, Copland explains. Staff

www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 37
 Building confidence and Transitions

independent futures through

work experience If a special
interest can be
found that provides
motivation, it’s amazing
how much some
students can master”

familiar environment. “We have a

52-acre site where horticulture
work, animal care and
maintenance are needed, we
have kitchens and a laundry,”
explains Copland, “so we try to
find on-site work placements
where learners can transfer
practical skills from the classroom
to the kitchen, for example.”

Day-to-day consistency
Once students are ready to try
volunteering or work experience in
a community setting, the school
Food, glorious teach them to follow visual nearest grocery shop, restaurant or has job coaches who can help
food: a Pontville structures for tasks and pass this shopping centre is just a little too ensure a good fit and day-to-day
School student knowledge on to employers. real. Many schools have created consistency. “We work with
experiences a their own work environments to employers, and the job coach will
professional Which environment? give their students a protected go along to discuss how to put a
kitchen Autistic learners need to generalise waystation for learning. little structure in and reduce
practical skills from the classroom At Prior’s Court, staff have found changes in the work,” Copland
to real life, but sometimes the ways to offer work experience in a says, “then productivity is better for

“He’s been able to succeed and achieve

his goal of working in a restaurant”
What does it look like when Preparation and plan and other reports help to demonstrate or show a video of
practical skills are closely individualisation are crucial, ensure that the right training the dish being made, then get
aligned with the work ambitions Allison-Bergin says. “The and support are provided. the learners to start preparing

From links with Blenheim Palace and gyms to retail outlets and of young people with autism?
For one sixth-form student
starting point for us is always to
get to know students and gain
“Quite often the students we
work with have additional needs
the dish themselves. 
“Sensory issues can make

cafes, our work experience options give students like Dominic and at LVS Oxford, it looks like a
route to employment. Following
a good understanding of their
strengths and challenges.”
relating to conditions such
as dyslexia and dyspraxia,”
cooking difficult for students
(sights, smells, touch) so we

Peter the chance to gain valuable insight into possible careers. successful work experience in
a pub restaurant, he left the LVS
programme to attend a catering
college in London. There, he
will complete a BTEC Level 3 in
Hospitality and Catering.
The student, their parents,
professionals who have worked
with them in the past, their EHC
Often, they
Allison-Bergin adds.
“Sensory and physical co-
ordination difficulties can make
practical tasks challenging for
students with autism. Often,
they may lack self-confidence,
prepare for this by providing
gloves and may have to repeat
the same dish several times to
desensitise the students.”
Alongside explicitly
vocational skills, the LVS

Along with our range of academic options “While this student is

extremely bright, he had
and qualifications, work experience prepares become disengaged with
academic lessons. But his love
our students for independent futures. of cooking was nurtured while
Patr on
HM The Queen at LVS Oxford, so he’s been
able to succeed and achieve his
LVS goal of working in a restaurant
kitchen,” explains head of
may lack
and some have extremely high
anxiety when they join us.”
self-confidence, She says that teaching is
geared towards working with
and some have sensory differences. “Students
extremely high with autism tend to be visual
and kinaesthetic learners, so if
anxiety when we’re teaching cooking we will
they join us” start by showing visual pictures
curriculum includes full
preparation for work. This
involves teaching ‘soft skills’
– communication, healthy
living, personal finance and
working as part of a group.
“This helps learners to develop
personal skills, and those used
to interact with other people,”

Oxford & Hassocks www.lvs-oxford.org.uk I www.lvs-hassocks.org.uk

school Louisa Allison-Bergin. of the dish they are cooking, Allison-Bergin says.

OXFORDSHIRE AND WEST SUSSEX www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 39

Transitions
our young people.” Pontville has its
own café that students run once a
week. Their tasks include “making
and receiving calls, booking in
deliveries, doing the deliveries and
practising customer service skills,”
Sims says.
Real-world experience
Even in schools where there’s no
room for a café, students can work
on creative projects that result in
real-world experience.
For example, other Pontville
students taking part in the Duke of
Edinburgh programme planned a
Christmas market for parents. They
worked together as a team, found
out what the target audience would
like to buy, and went on to make
and sell the goods.
They also chose a recipient for
their profits, the Southport
Lifeboat Association, for which
they raised more than £600. The
experience left them not just with
We work with
employers, and
the job coach will go
along to discuss how
to put a little structure
in and reduce changes”
practical skills, but also the
knowledge that their efforts had
helped their community.
Schools can also lead by
example, Copland says. “We have
one student who is working in the
school laundry, and we’re striving
towards having her as a paid
member of staff. Then we can go
out to the wider environment and
say – ‘we pay’,” with the implication
that other employers can, too.
Prior’s Court is also building
practical skills into its transition
planning. For example, two
students who are currently doing
work experience in local hotels
are nearing the age when they
need to transition to an adult
placement. Staff are making sure
they can use their skills more
independently in a new setting.
Xxxxxxxxx
Benefits of supported
work experience
Sarah Sherwood, Director of SEN at LVS Oxford and LVS
Hassocks, on successfully teaching skills for independent living
Can you dig
it? Students
at LVS Oxford
learn practical
horticulture
skills
Why practical learning is effective
For many individuals with a diagnosis
on the autism spectrum, learning
through practical tasks holds more
meaning than conceptual learning in
a classroom. Tasks such as making
a drink, cooking a meal or upcycling
a piece of furniture have a sequence
of steps with a defined ending.
As an initial stage in teaching a
new practical skill, a task analysis
needs to take place, so that each
component of the task is isolated
and can be taught as a single skill.
Some students prefer to do the last
element of the task, with staff
completing the initial parts. This is
known as back-chaining.
Forward-chaining is where the
student completes the first element
of the task, with staff completing
the remainder. Over time the
individual with ASD is supported to
complete the full sequence to
achieve task completion.
Therapy to boost practical skills
Therapy input is essential for
students undertaking practical
skills. At LVS Hassocks and LVS
Oxford, occupational therapists
assist the young person with ASD
in organising the resources
www.autismeye.com
A barista course
gave students
the chance to learn
employment skills and
earn a qualification”
required for the task. Meanwhile,
speech and language therapists
advise on the wording and graphics
required for a task instruction sheet,
which takes the individual through
the task step by step.
Work experience within school
LVS Hassocks and LVS Oxford
also offer students supported work
experience. As work experience
can be daunting, this initially takes
place on site, in the café or student
reward shop at LVS Hassocks, or
in tending chickens, or as part of
the Junior Estates Team. This gives
students opportunities to gain a
taste for work experience in an
environment they are familiar with.
A barista course at LVS
Hassocks recently gave students
the chance to learn transferable
employment skills and earn a
Advertisement feature
LVS Oxford’s qualification that will help them to
work experience live independent lives. The bespoke
placements course gave training on making a
have included range of drinks and built soft skills
Blenheim like confidence and interaction with
Palace, above the public. The qualification in
left. Above Foundation Coffee Skills could lead
right: a barista to a job in a coffee shop.
course at LVS
Hassocks Links to local employers
provided Once students have the
students with confidence to use their task
a professional instruction sheets independently to
qualification complete a task, the schools
secure them work experience with
local employers.
Initially, students are fully
supported by school staff, ensuring
they understand the requirements
of the job. Additional task
instruction sheets can be drawn up
if required. As the student
becomes more confident, staff fade
their support until the student is
able to work independently.
This model has proved
extremely successful, as the
For more schools have students gaining
information work experience at venues from
go to www.lvs- Blenheim Palace and local gyms to
oxford.org.uk retail outlets and cafes to give
or www.lvs- them the skills they need to live
hassocks.org.uk independently as adults.
Au t i s m | e y e I s s u e 3 0 2 0 1 8 41

Communicating
through pain
Many parents and carers of children with
autism have experienced the shocking sight
of seeing them self-harming – but just how
common is self-injurious behaviour as a form
of communication? Report by Sarah Welsh
James Hunt’s son Jude was only
two years old when he began to
exhibit self-injurious behaviour.
It was just a few months since
he’d been officially diagnosed with
Autistic Spectrum Disorder and
Global Development Delay. But
now, as well as adapting to this
huge life-changing bombshell,
Essex-based James was having to
contend with heart-breaking
Transformative: scenarios no parent should ever
James have to witness.
says Jude “It’s utterly shocking to see your
unexpectedly pre-school-aged child hammering
calmed down himself around the head with his
during a holiday fists,” James, 37, says. “Crying as
on the beach they beat themselves over and
42 Au t i s m | e y e I s s u e 3 0 2 0 1 8
over again – and there’s nothing
you can do.”
Jude, now aged nine, is one of
thousands of autistic children and
adults in the UK who have
experienced some form of self-
harming or self-injurious behaviour
associated with their autism. And
for many like Jude, who is currently
non-verbal, this can become a
method of communication for them
– be it expressing frustration or
anxiety, or as a reaction to pain.
By the age of five, Jude, who
has a six-year-old brother Tommy
who is also autistic and non-verbal,
was self-harming for up to several
hours a day.
Terrible meltdowns
“Jude would have terrible
meltdowns, both at home and
school – he was very anxious and
sensitive to noise,” James recalls.
“He’d throw himself off furniture,
such as the sofa, dropping onto his
knees and bouncing on them, slam
his toes into the floor and slap and
punch himself around the head
and face. He’d be sobbing through
the sheer pain of it, but couldn’t
We spent a
week on the
beach, and as the days
passed Jude gradually
calmed down”
stop himself from carrying on.
“Tommy’s behaviour can be
very unpredictable and Jude really
began to struggle with this, to the
point where he simply couldn’t be
around his brother. Around two
years ago things became very bad
and it got to the stage where my
ex-partner and I decided that it
would be best to each have one of
the boys for half the week, so they
weren’t living in the same house
any more.
“I also took Jude away for a
week’s holiday to Suffolk and,
unexpectedly, this proved to be a
real turning point. We spent a week
on the beach, and as the days
passed Jude gradually calmed
down. I look back on that time now
as transformative.”
www.autismeye.com
Tender moment: Jude now only self-harms
James and perhaps once a week, lasting for
Jude, whose just a few minutes, and James
self-harming believes that several factors have
has diminished contributed to this improvement.
dramatically “Jude is still entirely non-verbal,
but he is very vocal in terms of
sounds and his all-around
communication has greatly
improved,” he says. “He’s also
changed classes at school, and is
now on anti-anxiety medication –
although he wasn’t prescribed this
because of the self-harming. For
us, making practical changes to
his daily routine seems to have
made the difference.”
Emily*, aged 46 and from Kent,
is parent to six-year-old Ben*, who
has a diagnosis of ASD, as well as
a brain injury and Talipes, or club
www.autismeye.com
foot. Emily is also mum to Ben’s
neurotypical twin sister, Rebecca*.
Since last summer, Emily and
husband James* have been forced
to watch on as Ben’s self-injurious
behaviour has escalated rapidly.
“Ben has no words, so self-harm
at times is his only language,”
Emily says. “Due to his physical
disability Ben has had to deal with
a great number of hospital
appointments in his short life, and
they really distress him. Any form
of blood test results in him
becoming very aggressive and
self-harming.
“Over the past year he has also
become very ill in other ways. Ben’s
always adored food, but last
summer his digestion became a
serious problem. He began to vomit
Parents’ stories
It took ages for
any doctors
to take us seriously,
but after several
weeks it was
discovered that Ben
had severe gastritis”
after all meals and the only thing he
could keep down was apple.
“About 20 minutes after each
meal he would begin pacing,
breathing heavily and screaming in
pain. He would bite his hands, pull
his hair, scratch his face and
become terribly distressed – also
sometimes attacking us, although,
interestingly, never Rebecca.
Severe gastritis
“It took ages for any doctors to
take us seriously, but after several
weeks of this it was discovered that
Ben had severe gastritis that was
causing the self-injurious behaviour.
The reflux has now also severely
damaged his teeth, which started
to turn black – and this dental pain
in turn led to more self-harming.
“Just two weeks ago Ben had
five baby teeth removed under
general anaesthetic and we’ve
seen an improvement since then.
We’ve also been referred for
mental health support, but despite
trying play therapy, this hasn’t
really helped.
“When I think about us moving
forward as a family it does worry
me, because as Ben gets bigger
his behaviour will be harder for us
to handle. We’re trying to tackle the
self-harming by getting to the
bottom of his physical and
psychological needs. We’ve found
the charity Thinking Autism to be a
big help with this.”
Concerned parents
Dean Anthony Da Conceicao is
Helpline operations manager at the
National Autistic Society, and says
that calls about autistic behaviours,
including self-harming, make up to
30 to 40 per cent of calls.
“It’s up there with diagnosis as
one of the top reasons for people
getting in touch,” he says. “Self-
Au t i s m | e y e I s s u e 3 0 2 0 1 8 43
 Parents’ stories

Living with autism isn’t easy.

But finding out all about it should be. injurious behaviours affect people
of all ages, but it’s often concerned
parents who call in, and while it’s
difficult to say if the number of calls
themselves are increasing,
awareness around autism and self-
Help us grow - suggest a link harming certainly is.
Trying to work out why
Events
Calendar
We’re in a
language, occupational therapy, a
dentist or doctor, a psychologist or
a behavioural consultant.
much better “The key thing is to seek help as
place than two years soon as possible – and there is
support out there.”
back, but you have James, who writes award-
to take things one winning blog Stories About Autism,
and has recently launched a
day at a time”

“The range of self-injurious podcast, says that talking more

Search
Money
& Law Independence
behaviours can be very broad, as about the connection between self-
can the causes – but although it’s with a life-changing event or harming and autism can only help
Everything you need to know Support Groups
News
& Social
Education challenging, the best starting point something that happened that day to increase awareness.
all in one place
Media

Care
Diagnosis
Therapies &
Approaches
Resources
& Accessories
Inspiration
& Good Ideas is trying to work out why someone that triggers it. He also thinks it can break down
www.autismlinks.co.uk
Research

is hurting themselves. It could be “We advise callers to keep a diary barriers so that parents and carers
Services & Publications The Local Offer

sensory issues, high levels of
anxiety, a response to pain, coping
LINKS:
lF or more information about Thinking Autism, visit:
www.thinkingautism.org.uk
lF or help and advice about self-harming behaviour, visit:
www.autism.org.uk/about/behaviour/challenging-
behaviour/self-injury.aspx or call the NAS helpline on:
0808 800 4104
lS tories About Autism: www.storiesaboutautism.com
of the behaviours. Be as detailed
as possible and note down dates
and times, what was happening
before each occurrence of self-
harming started, the behaviour
itself and the immediate aftermath.
This can help medical experts
work out a pattern of behaviour.
“Depending on your loved one’s
personal situation, you might need
involvement from speech and
know they are not alone and may
seek help.
“Like all parents of an autistic
child, I just want them to be
happy,” he says. “We’re in a much
better place than two years back,
but you have to take things one
day at a time.”
* Names have been changed to
protect identities.

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www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 45

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State of play
Things have moved on in the world
of sensory play equipment, as
companies explain to Fiona McNeill
Think of PlayStations and
smartphone apps and you’ll realise
that children’s toys have come a
long way from wooden train sets
and cuddly toys. Likewise, toys for
kids with special needs are always
developing, with ever-more
innovative products being made
available to families and schools.
We asked some of the experts in
sensory equipment to guide us
through what’s new.
ROMPA
Rompa designs and sells sensory
equipment, as well as installing
bespoke sensory environments in
www.autismeye.com
family homes and hospitals. One of
its new products is the SenStation.
This is an all-in-one sensory
solution for when space is at a
premium. The company says it’s
easy to manoeuvre and allows the
user to have the equipment
Rompa’s Sight-
to-Sound panel
responds to the
volume and frequency
of a person’s voice”
Therapy
brought directly to a room or place The SenStation
of their choice. from Rompa:
Also new is a series of seven an all-in-one
different interactive LED panels sensory unit for
designed to stimulate and smaller spaces
entertain. These are similar to a
tablet or smartphone, but use
buttons rather than a touchscreen.
The panels offer a huge range
of functions, says Edward Otter,
product developer with the
company. “We’ve got a remote-
control panel, for example, which
allows someone to control all the
equipment in a room – such as
fibre optics, lights or projectors –
and alter brightness, colour and
pattern,” he explains.
Rompa’s Sight-to-Sound panel,
Otter adds, responds to the volume
and frequency of a person’s voice,
displaying them as patterns on the
screen. This encourages a person
to speak.
Au t i s m | e y e I s s u e 3 0 2 0 1 8 47


Therapy

•
•
•
•
•
•
•
•

“We also have a ‘Multi-Finity’

panel which displays 3-D effects
such as a mirror or patterns to
stimulate vision and encourage
spatial awareness,” he continues.
 “You can also alter the speed at
 which the patterns move or add
your own background music.”
Other designs are themed

NEW
around games, water or fireworks.
MU LT I F I NI T Y
All the panels have a small,
EXPLORER
inbuilt touchpad where parents or
carers can alter settings or track
how often certain features have
been used.
www.rompa.com

RHINO UK
Deluxe Range of Interactive Panels Rhino sells sensory toys and
equipment via its online shop. It
An in-ground
trampoline from
innovative offerings. Its sensory
trolleys – containing items such as A child doesn’t
• Huge Visual Display • Enjoy actively or passively also designs and installs bespoke Capital Play bubble machines and fibre optics –
sensory rooms for customers with a allow families to wheel the have to jump,
• Multi-sensory - Visual, Audible & Tactile • Appealing to Children & Adults
• Compatible with ROMPA® WiFi Controllers • Light Weight & Robust
range of budgets and requirements equipment to different parts of the they can lie down on
all across the UK. house as needed.
• Wide Range of Games & Activities • Sleek Modern Design The company’s portable “Our portable sensory kits are the trampoline and feel
products are some of its most also very popular, especially at this the gentle movement
Call time of year when people go out
01246 211 777 www.rompa.com/autism-eye sales@rompa.com as they play with a toy”
and about more,” says Alex
Take it with you: Hooson, sales and marketing
a Fidget Sensory manager for the company. “You
Kit from Rhino can put these in the car if you’re CAPITAL PLAY
visiting friends or family or take For children with ASD or learning
them on holiday.” difficulties, the rhythmic motion of
The kits are much lighter than bouncing on a trampoline is said to
the trolleys and contain items such be highly beneficial, providing
as fidget toys, scented tubs, sensory relief and helping to
weighted blankets, projectors or a dissipate stress.
‘massage bug’ with vibrating legs Although it is quite common
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B O N A N Z A C O M B O COMMAND CENTRE ACTIVITY BOX S H OW T I M E EXTRAVAGANZA that soothe and calm the child these days for families to have a
when placed on the body. trampoline in their back garden,
www.rhinouk.com standard models are not always

www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 49
 Therapy
Making
communication simple
Email: Info@asdvisualaids.com
Web: www.asdvisualaids.com

A specialist range Time

of resources for Timers
children and
young adults
with autism
Body Sox

Chews
ASD Stress Ball

Now & Next

Pyramid
Tangles
Communications
Telephone: 0345 257 0849 Fans
Email: info@sensetoys.com
www.sensetoys.com
Visit our exhibition stands at the Autism shows in June A Hills/ easy for everyone to access, says range. “Twelve years ago, when I
in London, Birmingham & Manchester Valley & River Amy Wookey, Capital Play’s sales started in this business, a lot of There are
Glo Board, and marketing manager. “Usually, sensory equipment was simply ‘on’
designed for they are about 90cm above the or ‘off’,” says Steve Cragg, the cushions that
children to ground and surrounded by company’s managing director. glow and a nursery
ADD 1> 2018 only ADD 2> 2018 follow the
patterns with a
netting,” she explains. “This means
that you’ve got to climb up a ladder
“Now people want more than that.”
After consulting customers
rhymes wall chart
Autism UV torch (left) and undo a zip before you can get about their needs and taking where soft toys can
and a Sing and onto the trampoline.” advice from a local occupational
T.E.A.C.C.H. Glo Nursery With this in mind, Capital Play therapist, Cragg and his team have
be attached”
Rhymes has devised a range of in-ground re-designed their products so that
Treatment and Education of Wallchart, both trampolines. As the name they all can be adjusted – via an to source sensory products for
Autistic and related Communica- from Sense suggests, these are fitted into a app – to suit an individual’s their children.
tion handicapped CHildren Toys hollow in the ground and sit flush preferences. “One of the newest things we
Introduction & Application to the 2 & 3 DAY TRAINING COURSE with the lawn. There is no need for Its bubble tube, for example, stock is the ‘Twoey Glow Range’,”
SCERTS Model;
www.sensorydirect.com a safety net, so keen bouncers can now has a timer and various she says. “The products are made
walk on and off as they choose. speeds, as well as different from a material that contains glow
June 2 DAY 25-26. 2018 £287
2 & 3 DAY
� Weighted TRAINING
Blankets COURSE
& Lap pads January 3 DAY 21-23 2019 £398.00 “We’ve had good feedback from colours. The settings can be saved crystals which are activated by a
parents of kids with special needs,” for a number of users. UV torch.
� TherapyJune
Balls & Cushions
3 DAY 27-29. 2018 £355 ——————— Wookey says. “A child doesn’t “Our newest product is the “There are cushions that glow
127 mm

Weighted Jackets 24-25. 2019 £265.00

January 2 DAY have to jump, they can lie down on Sensory Creator, an interactive and a nursery rhymes wall chart
� Course Led by
the trampoline and feel the gentle LED screen,” Cragg explains. where soft toys can be attached.
Prof. Gary Mesibov Div. TEACCH
———————

� Using Pressure
Deep the SCERTSVestscurriculum & practice movement as they play with a toy. “It’s vibrant and stimulating and There’s also a board where
If a child is quite clingy, the it rewards fine or gross motor skills. people can use a UV torch to
� principles
Sensory to design programming for
Chews These trainings are most appropriate for: trampoline helps them to be more You can move your hand across it track shapes.”
� childrenToys
Sensory with Autism Spectrum Disorder Educators, therapists, administrators, independent because they are for colouring-in. Even better, she adds, the
bouncing by themselves.” “There’s also a counting function products are manufactured in
Course Led by paraprofessionals, & families The in-ground trampolines, and a ripples-in-water effect, with Cumbria and were developed in
The best "medicine"for our son.
Emily Rubin,
“Using your weighted MS, CCC-SLP
therapy products have beenDirector.
the best AM/PM refreshments & light lunch.
she adds, have been approved splashing noises.” conjunction with a local special
This fortraining www.sensoryplus.co.uk
our son. is
Heappropriate for: Educators,
in all thera-
by reboundtherapy.org, an needs school.
medicine' has considerably progressed
pists,
aspects of life,administrators, paraprofessionals,
which I feel is a result & families
of a greater understanding Office-199-203 Blandford Ave.
organisation that trains people When parents are buying
of his conditionsAM/PM refreshments, light lunchby
. to use trampolines for SENSE TOYS sensory toys, Burton suggests they
and the therapy products supplied
Kettering, Northants. NN16 9AT. therapeutic purposes. Sense Toys is an online shop think beforehand whether the
Sensory Direct.” - Charlotte Hitchings
Office 199-203 Blandford Ave. Kettering, Tel./Fax: 01536 523274 www.capitalplay.co.uk selling a wide range of sensory equipment will, for example, help
Northants. NN16 9AT.
Sensory Direct (UK) Ltd, autism@autismuk.com equipment for people with special the child explore texture, reduce
Tel./Fax: 01536 523274 SENSORY PLUS needs. Owner Lesley Burton has a stress or learn.
Unit 12B Shrub Hill Ind Est, Worcester, WR4 9EL So far it’s been a busy year at teenage son with autism and set People should also be realistic,
autism@autismuk.com Book on-line:
Tel : 01905 670500 Fax 0870 169 Book8593
on-line: equipment manufacturer up the business 13 years ago she adds, and remember that toys
email : info@sensorydirect.com www.autismuk.com SensoryPlus, with a new website when she discovered first-hand don’t necessarily last forever.
www.autismuk.com and an overhaul of their product how difficult it could be for families www.sensetoys.com

Asperger Syndrome, ASD

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87 mm
 Education

Classroom of life
Motivated: Kerry at
work with a child
who is enjoying
painting. Natural
Environment
Kerry Farrell explains the modern approach to using Teaching can take
place anywhere in
an ABA programme to teach skills – which is to take the home or when
going out and about
the therapy into natural environments and keep it fun

It is now generally accepted that
Applied Behaviour Analysis (ABA)
therapy uses effective and
scientifically proven teaching
techniques that can increase
socially important behaviours and
reduce behaviours that challenge.
However, over the years, the
science of ABA has evolved and
the way in which the principles
are applied to teach skills has
also developed.
Modern, play-based and child-
centred ABA approaches used in
teaching children with autism
emphasise the importance of
natural motivation to teach new
skills. Whole teaching plans can be
centred around a child’s particular
interests or motivation, with specific
structure and focus created around
the targets or skills that a child
needs to learn.
Capturing this natural motivation
means that learning can remain
fun, skills are generalised from the
outset, and the skills that are
taught are functional.
Preparing good, robust baseline
assessments highlight the important
developmental skill sets that a child
would benefit from learning. These
Making a
choice: Kerry
works with a
girl on the floor
assessments give an indication of
skills to be taught across various
areas. They can encompass
receptive language skills,
increasing vocabulary, requesting,
copying other people’s actions,
play skills, cognitive skills, self-help
skills, early academic skills, non-
verbal communication skills, social
skills and conversational skills.
Targets for these skills can be
cleverly incorporated within a
teaching plan and include activities
that the child naturally enjoys.
Natural activities
Natural Environment Teaching
(NET) can involve a range of types
of activity, such as:
l Messy, sensory play activities
such as water play, using Play-
Doh, making slime;
l Crafty activities such as
painting, chalking, stamping
l Science experiments such as
making bug hotels or mini
volcanoes
l Kitchen-based activities such
as baking cakes, making a snack,
making a cup of tea
l Going out and about, for
instance to the park, soft play, going
to a swimming pool or shopping
l Functional play-based
activities such as tea parties and
kitchen role-play.
Basically, any activity that is
enjoyable for the learner can be
used to teach important
language and other related skills.
When creating a NET plan, it’s
important to choose appropriate
and relevant targets across a
variety of skill domains. For
example, a child who enjoys
playing with Play-Doh may have
a NET plan that focuses around
developing the following:
l Making requests for
different items such as
scissors, rolling pin, knife,
differently shaped cutters, various
colours of Play-Doh
l Making requests for different
actions, such as ‘roll it’, ‘open
Play-Doh’, ‘help me’
l Labelling various nouns such
as scissors, rolling pin
l Labelling adjectives such as
colours, smooth, sticky
l Following instructions such
as ‘find the …’, ‘tidy up’, ‘roll the
Play-Doh’
l Copying actions such as
duplicating Play-Doh models or
shapes, as well as cutting or rolling
It can be
tempting to turn
activities into a
teaching task by
placing too many
demands and asking
too many questions”
l Non-verbal skills such as
being able to point to make a
choice or following eye-gaze to
know which object another person
would like to have.
Tailored to the learner
The list of potential teaching Kerry Farrell is the
targets could go on. The important co-founder with Dr
thing is to base targets on a child’s Lynsey Herdman of
ability level and the skills that Autism Fledgings,
would benefit them to learn when which specializes in
undertaking an enjoyable activity. early intervention for
The NET plan should be tailored children with autism.
specifically to the learner. This Both are Board
means that if you have a child who Certified Behaviour
is learning how to communicate Analysts and work
using sign language, sign should with families and
be used to teach requests and professionals in
labels. If a child is an early learner, mainstream and
the types of skills being taught may special needs
largely focus around establishing schools. www.
communication, encouraging and autismfledglings.com

52 Au t i s m | e y e I s s u e 3 0 2 0 1 8 www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 53
 Education

established a rapport with the

Since 1987, Ruskin Mill Trust has developed
The child should child, and making sure that all
its unique Practical Skills Therapeutic Education not perceive the
resources and materials are
organised and available to make
method, working with young people with activity to be ‘work’” the activity successful.
complex behaviour and learning difficulties and In order to monitor the child’s
progress, data is recorded on the
disabilities, including autistic spectrum conditions, and to ensure that the activity skills taught. This information is
and whose needs cannot be met by mainstream remains enjoyable and interesting. written at the end of the activity, so
It can sometimes be tempting to it doesn’t interfere with the activity
education. turn activities into a teaching task itself. Lesson plans should be
by placing too many demands and dynamic and continually evolving
Our five centres for young people aged 16 to 25 asking too many questions. as skills are mastered, incorporating
are based in Birmingham, Sheffield, Stourbridge, With this in mind, the adult well-thought-out targets and
needs to strike the right balance expanding on a play repertoire or
Pembrokeshire and Gloucestershire and offer Take it outside: expanding interests within the between teaching and giving interest where learning continues
both day and residential placements. Here, Kerry keeps a
child motivated
activity, following simple
instructions and establishing social
directions and delivering fun and
reinforcing experiences for free.
and fun is paramount.
Many ABA programmes use
students follow a craftwork and land-based while working interactions. In contrast, the same When NETs are implemented Natural Environment Teaching as
curriculum through three stages: overcoming in the open air activity for a child who is an
intermediate learner may involve
correctly, the child should not
perceive the activity to be ‘work’.
the main way of imparting
knowledge and skills, with less time
barriers to learning to becoming skilled teaching a broader, more complex Successful NETs call for careful spent conducting table-based
range of targets across more planning, capturing the child’s learning. In my opinion it should be
before stepping out and contributing to their varied skill sets. motivation, spending time finding incorporated into any programme
communities. It is essential that the adult out what motivates the child, and, as always, learning should be
always remembers not to ‘overdo it’ ensuring that the adult has made fun!

Lifelong residential care is offered at Clervaux

in Darlington. Here, residents can benefit from
our unique holistic approach to care, as well
as participate in meaningful work and training,
according to their needs and wishes. Please Nutley Edge
contact the admissions department if you’d like to Activity Breaks Holida
know more about our residential care provision. ys
are all
Ruskin Mill Trust services are delivered by highly inclusi
ve
trained and expert staff, and we are committed
to providing our staff with continuing training
and development opportunities. Some of these
trainings, up to Masters level, are available to
external applicants.
For further information about training and
development opportunities, please email
hannah.mallinckrodt@rmlt.org.uk

www.rmt.org admissions@rmt.org 01453 837502

Ruskin Mill Trust is a Rudolf Steiner Charitable Trust. Registered in England and Wales.
Company Registration Number: 7252866. Charity Number: 1137167. www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 55
 Therapy

Lessons
thinking, imagining and worrying.
We use language to judge and
criticise ourselves and compare
ourselves to others, which can lead

for living
us on a path away from the things
that are most important.
ACT aims to support people to
embrace the things that are most
important in life, while accepting
the pain that comes alongside it.
Building loving relationships with
family, friends and partners will
include the pain of losing someone;
the joy of raising a family comes
with many worries and guilt; and
achievements within a career come
with additional burdens.
ACT focuses on ‘psychological
flexibility’. This means that we are
present, that we open up to our
thoughts and feelings and do the
things that matter most, even
though that might be hard in the
moment. There are six core
Where can individuals with autism who processes to increase psychological
flexibility, which work together in
are experiencing negative thoughts or what is known as the Hexaflex:

ADD 1> 2018 only depression

ADD 2> 2018 get help? One way is through 1. Defusion
This is described as a way of
Acceptance Autismand Commitment Therapy. detaching from believing that

As Risca Solomon explains, the approach

troublesome thoughts are the literal
T.E.A.C.C.H. truth. Instead, we learn to notice

offers a way
Treatment of taking
and Education of action to move the process of thinking and learn to
see the thoughts as what they are
Autistic and related Communica-
forward with aCHildren
full and meaningful life
www.calvert-trust.org.uk/exmoor

– just a series of words or mental

tion handicapped
images. For example, instead of
Introduction & Application to the 2 & 3 DAY TRAINING COURSE getting stuck in the thought “I can’t
SCERTS Model; do this”, see that those are just four
Acceptance and Commitment words and press on with the
June 2 DAY 25-26. 2018 £287
2 & 3 DAY TRAINING COURSE Therapy (ACT: pronounced as the
January 3 DAY 21-23 2019 £398.00 ACT aims to difficult task that leads to the
word ‘act’) is a behavioural greater value.
June 3 DAY 27-29. 2018 £355 ——————— intervention that can help teach support people
127 mm

Calvert Trust Exmoor enables people of January 2 DAY 24-25. 2019 £265.00 Course Led people
by with autism how to deal to embrace the things 2. Acceptance
with feelings and painful thoughts This involves becoming aware of
any ability to experience challenging and ———————

Prof. Gary Mesibovin aDiv. TEACCH that are most

enjoyable activity holidays. At our fully Using the SCERTS curriculum & practice way that minimizes the impact negative thoughts and feelings

principles to design programming for

Risca Solomon is a on their life. It helps to get in focus important in life, while without attempting to suppress or
accessible residential centre on the edge These trainings
Board Certified are most what appropriate
is truly important for:
and change them. “Acceptance” does
of Exmoor National Park all activities are children with Autism Spectrum Disorder accepting the pain that
Educators, therapists,
Behaviour Analyst
administrators,
meaningful to a person and to use not mean resigning to those
specifically designed and equipped to with an Msc in
paraprofessionals,
that understanding to guide,
& families comes alongside it” thoughts, but instead a willingness
Course Led by motivate and inspire them to to open up to them rather than try
cater for everyone. Positive Approaches
Emily Rubin, MS, CCC-SLP Director. to Challenging
AM/PM
change their life for the better.
refreshments ACT & light lunch.
to fight against them. The more we
Stay with us for a few days, a week, or This training is appropriate for: Educators, thera- Behaviour. She is an focuses on the things that (RFT). Human language is fantastic try to bury something deep inside
come just for the day; however long you pists, administrators, paraprofessionals, & families honorary tutor at
Office-199-203
give our life meaning and vitality;
Blandford
and our ability to predict, imagine the more it will eventually come
AM/PM refreshments, light lunch. Cardiff University, a those thingsAve.that truly matter to us and problem solve has lead us to back into our consciousness.
are here you will discover Kettering,
foster carer to aNorthants. NN16
but that may 9AT.
be forgotten on a day- thrive as a species and achieve
It's What You CAN Do That Counts! Office 199-203 Blandford Ave. Kettering, youngTel./Fax:
man with 01536 523274
to-day basis. ACT is a great great things. However, it is a 3. Present moment
Northants. NN16 9AT. autism@autismuk.com
autism and runs acronym as it is about taking action double-edged sword because it awareness
Tel./Fax: 01536 523274 Skybound Therapies, and moving forward in living a full, can also lead to human suffering ACT promotes contact with
autism@autismuk.com skyboundtherapies. meaningful life. when used in a negative way. psychological and environmental
Book co.uk
on-line: ACT is based on the science of Language can be public, for events such as bodily sensations,
Book on-line:
www.autismuk.com human language and cognition, example in speaking, signing or thoughts and feelings, or sounds,
01598 763221 exmoor@calvert-trust.org.uk www.autismuk.com
known as Relational Frame Theory writing; and it can be private, as in sights and smells, as they occur in

Asperger Syndrome, ASD

www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 57
87 mm
 Therapy

Further the present moment. The contact autism, college students and
with the present moment enables individuals with ASD. Many books
reading us to note what is happening are available to help – see the
Speech and Language Therapy Get Out of Your around us and then choose to act panel, left – and there are ACT
Speech and Language Therapy Mind and Into in accordance with our values. For curricula that focus on teaching
Positive Behaviour
Speech and Support
Language Therapy Your Life: The example, getting too caught up in these skills to children and
Positive Behaviour Support New Acceptance our own thoughts means we can adolescents with ASD.
Occupational Therapy
Positive Behaviour Support and Commitment miss somebody trying to connect As ACT contains metaphors to
Occupational Therapy Therapy by with us. explain and work on the processes,
Specialist Social
Occupational Skills Interventions
Therapy Steven C Hayes, these curricula help to teach skills
Specialist Social Skills Interventions PhD. New Harbinger 4. Self as context by breaking them down and making
Specialist Social Skills Interventions Publications, $22.95 paperback/ Self as context is the perspective them more concrete.
We provide services throughout UK and abroad available in the UK from from which we see the world For example, there is an
We
We provide
provide services
services throughout UK andprovisions,
to schools, respite abroad Amazon, £12.70 around us, which includes our own acceptance metaphor about trying
We provide services throughout
to schools, UK and abroad
respite provisions, thoughts. We change as we go to suppress thoughts that can be
adult services and individual families. The Happiness through life, but there is always a acted out by pushing down on a
We provide
adult services
services to schools,
and individual respite provisions,
families. Trap Pocketbook core ‘you’ that is able to observe beach ball in water.
adult services and individual families. by Russ Harris. the things going on around you, We may write some of the
Robinson, £9.99 including your own thoughts. Being student’s thoughts on that beach
paperback/$10.56 aware of this helps us to step back ball and may be able to push it
in the US from and not become stuck in the underwater and keep those
Amazon thoughts we have about ourselves. thoughts away, but it takes a lot of
For example, noticing that I am energy and concentration and it
The Thriving having the thought ‘I am worthless’ stops you from doing anything
Adolescent: Using is very different to thinking and
Acceptance and believing that I am worthless.
Commitment Instead of
Therapy and 5. Values
Positive Values are those things that we getting stuck in
Psychology to want our lives to be about, the the thought ‘I can’t do
Help Teens Manage Emotions, things that are most important to
Achieve Goals, and Build us. A person’s values are individual this’, see that those
Connection by Louise L Hayes and freely chosen; they should not are just four words”
PhD and Joseph Ciarrochi PhD. be forced onto someone. Values
New Harbinger Publications, are not things we can achieve; they
$59.95 paperback/available in the aren’t goals to reach or things to else. In contrast, by allowing the
UK from Amazon, £38.94 hold in our hands, but directions ball and those thoughts to float on
that we always want to travel the surface, you can carry on and
Woodstock House Cruckton Hall The Joy of towards. For example, a value may enjoy the swimming pool regardless.
Parenting: An be ‘being a good parent’ – this is There is some recent research
Woodstock House is an independent special school providing Cruckton School offers education on a residential or day basis to boys
exceptional residential care and award-winning education aged 7-19 years who have been diagnosed with an Autistic Spectrum Acceptance & never ‘done’ or ticked off the list, that looks at the way parents of
for children and young people aged 8 to 19 with severe and complex Disorder. The school specialises in educating boys with Asperger’s Commitment but something that may describe children with autism have identified
learning disabilities, autism, global developmental delay and associated Syndrome and associated co-morbid presentations, vulnerabilities and/ Therapy Guide to how we want to live our lives. their values and the kind of
challenging behaviour. or challenging behaviours. Cruckton Hall provides continuing support Effective Parenting behaviour they would like this to
throughout the boys’ school career, into Further Education and beyond. in the Early Years 6. Committed actions lead to. One parent identified child
We offer individual personalised education programmes based
Cruckton Hall aims to provide a warm, structured, caring learning by Lisa Coyne PhD and Amy The ultimate goal of ACT is to autonomy as a value, but was not
on the National Curriculum and incorporating a wide range of
therapeutic input, such as Speech and Language Therapy, Occupational environment in which each student feels safe and secure, can succeed, is Murrell PhD. New Harbinger develop meaningful behaviour allowing her child to go anywhere
Therapy (Sensory Integration), Aromatherapy, Music Therapy and treated as an individual and is able to develop skills and talents needed to Publications, $20.95 paperback/ patterns so that we are taking independently because of her own
become an active participant in, and a positive contributor to, society.
Educational Psychology. available in the UK from action to move in a valued worries and fears. After receiving
Cruckton Hall School has a consistent record of success, in both Amazon, £16.99 direction. The term used for these ACT training she began to commit
Many of our young people stay with us into adulthood, our academic and social spheres, the quality of the staff team and the positive behaviours is ‘committed actions’. to allowing the child to be
adult homes providing them with a safe and measurable outcomes for all the students. ACT with love: They can include short, medium independent in more and more
consistent environment in which to further their
independence and integration into the community. Placements may be on a day basis or weekly, termly or full 52 week stop struggling, and long-term goals. Without these areas, leading to a more valued life
residential basis. We are also able to provide respite care overnight, at reconcile actions the previous steps are for herself and her child.
weekends and during school holidays. differences, and redundant: the aim is to engage in The study also showed a
T: 020 8335 2570 • F: 020 8335 2571
Kisimul School Woodstock House, T: 01743 860206 • F: 01743 860941 strengthen your ways of increasing our decrease in parental stress
Woodstock Lane North, Long Ditton, relationship with psychological flexibility in order to following the training. Research
Cruckton Hall School, Cruckton, Shrewsbury,
Surrey KT6 5HN acceptance and move towards our values. has shown how parents of children
Shropshire SY5 8PR
commitment therapy by Russ ACT has helped many with autism have significantly
Harris. New Harbinger overcome difficulties such as higher stress levels than parents of
Publications, $18.95 paperback/ anxiety, chronic pain, addictions typically developing children, so
Please visit our website at www.kisimul.co.uk or email us at referrals@kisimul.co.uk available in the UK from and depression. It has also helped ACT could be important in
Amazon, £14.24 to support parents of children with supporting parents.

www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 59

We were promised the mother of all
SEN reforms in 2014, with a better
deal for society’s most vulnerable.
Dr Mitzi Waltz unveils the enormous
disappointment felt by parents who now
battle SEN cuts. So what can parents do?
Special education
promises have
slipped away
Remember the 2014 reforms to
special education? The revised
Children and Families Act and
Special Educational Needs and
Disabilities (SEND) Code of
Practice were heralded as the start
of a new era. They stood for putting
pupils at the centre of planning;
more accountability for student
achievement; and Education,
Health and Care (EHC) plans to
ensure joined-up thinking.
But just four years later, families
of children with special educational
60 Au t i s m | e y e I s s u e 3 0 2 0 1 8
needs say the reforms have not
been delivered. Instead, services
are actually being rolled back.
And across England, cuts to
local councils are having a
disproportionate impact on
children with autism and their
families. While families and
schools are used to ‘doing more
with less’, there comes a point
when ‘less’ becomes ‘not enough’.
And all too often, it’s the
services that give SEND students
an equal playing field that are for
the chop, seen as extras or even
as money wasted on low achievers.
The result is seen in children
with special needs finishing
primary school but not being
offered a secondary place; cuts to
SEND transport services; shorter
school days or four-day weeks;
and a refusal to list or provide
services such as classroom
assistants or adapted curricula via
EHC plans.
Although SEND cuts affect all
children with special educational
www.autismeye.com
needs, autistic children have been
particularly hard hit.
From Greater London to
Yorkshire, the situation is so dire
that parents have banded together
to fight back. “We would simply like
the 2014 reforms to be properly
funded nationally and locally,” says
Gillian Doherty, parent of a child
with Down syndrome and an
activist with Hackney Special
Educational Crisis.
“We’re in an absurd situation
where disabled children’s legal
www.autismeye.com
rights are being undermined
because there isn’t enough money
to provide what’s set out in the
SEND Code of Practice and
Children and Families Act.”
Views from the trenches
Hackney council has cut services
severely, including halving the size
of its SEND inclusion team. This
has had a rapid knock-on effect.
“It’s more difficult to get EHC plans
and takes longer – only 37 per cent
of Hackney’s EHC plans are
Legal Eye
completed within the statutory
20-week timeline. As a result of
this, underfunded schools are
telling us that they cannot afford to
take SEND pupils,” Doherty says.
More worrying, official and
unofficial exclusion of disabled
children has spiralled. “There
appear to be increasing numbers
of children being forced into what’s
recorded as ‘homeschooling’ but is
effectively school withdrawal,”
Doherty adds. While mainstream
schools were the first to see their
budgets slashed, Hackney Council
has now told special schools they
must also reduce their budgets: its
initial demand was for huge
reductions (13.5 per cent), and
negotiations continue.
For children whose parents
manage to battle their way to an
EHC plan, quality can be poor. “In
Surrey, if children are assessed for
an EHC plan, the Local Authority
reports are often not worth the
Official and
unofficial
exclusion of disabled
children has spiralled”
paper they are written on,” says
Alicia McColl, parent of a child with
autism and Surrey SEN activist.
“They talk about ‘access to’ and
‘benefit from’ provision, but don’t
actually specify what provision the
child will receive, where or how
often. Without those specifics, it
simply doesn’t happen.
“This is particularly a problem
for children with autism,” she says.
“Without speech and language
support or occupational therapy
support, etcetera, many children
Like sand with autism find it more difficult to
through our learn. It can also result in behaviours
fingers: the which, if they are in mainstream,
promise of can lead to (illegal) exclusion.” In
better special addition, changes to special school
education pupil numbers or locations can be
has turned to stealth attempts to impose bigger
disappointment class sizes, she warns.
as services
have been cut Fighting back – what
can families do?
While councils always seem to
have enough money to fight
individual parents, families are
Au t i s m | e y e I s s u e 3 0 2 0 1 8 61

From Isolation to Integration
Don’t suffer
alone: families
have been
successful
when coming
together
to launch
challenges
against
councils
TCES Group’s schools and Therapeutic Hubs across
London and Essex provide specialist education for
children or young people with autism who have
been excluded or for whom mainstream schools
are unable to provide the necessary support.
Uniquely, we integrate pupils with autism
spectrum conditions and social, emotional and
mental health needs. We do not separate and segregate pupils To find out more:
because of their support needs. Instead we educate them together Contact our referrals team on
0845 872 5460 / 020 8543 7878
in specially adapted state-of-the-art autism friendly environments referrals@tcesgroup.org.uk
that work well for both typical and atypical pupils. www.tces.org.uk @tcesgroup
www.autismeye.com
They talk about
‘access to’ and
‘benefit from’
provision, but don’t
specify … without
specifics, it simply
doesn’t happen”
trying to mount serious challenges
without these resources.
In Surrey, “we crowdfunded the
money needed (via CrowdJustice)
to do the investigative work into the
cuts,” explains McColl. “We
believed them to be unlawful as
there hadn’t been any consultation
with the parents.
“Once the solicitors were
satisfied there was a case, they
applied for Legal Aid, which was
granted. The judicial review
paperwork has been submitted,
and our solicitors have now
submitted our response.”
A showdown in court is
expected this summer.
Get informed
The Reverse Surrey SEN Cuts
campaign used social media,
especially Twitter and Facebook, to
get the word out about the action
and update families. However,
McColl notes, they might not have
known about the council’s
proposed changes had a local
journalist not been on the case.
Parents need to make sure
someone is attending and
reporting on council cabinet
meetings, whether that’s parents or
the press, to avoid being
blindsided. Freedom of Information
(FOI) requests can also help.
Lawyer-up
“Sadly, the only tactic that appears
to be effective is resorting to the
law – through SEND tribunal,”
Doherty says. “Unfortunately, this
creates an adversarial system that
only benefits the individual families
who are able to take this forward.
“We’re having some success in
addressing systemic change
through the local government
ombudsman, and hope to do the
same through our judicial review.
But these actions still only have
local impact, and it’s clear that
similar problems are replicated
throughout the UK. The next step
has to be to hold the government
to account.”
Follow the money
The Hackney group successfully
halted its council’s plan to launch
an alternative funding model for
Legal Eye
EHC plans that was not legally
enforceable, Doherty says.
Now, its focus is on where
Hackney’s SEND funds are being
spent. “There’s a lack of
transparency,” she says. “In
Hackney there’s been a huge
‘overspend’ of around £5 million,
which the council has been
covering from reserves. Around £4
million is on independent and out-
of-borough special schools.
“This spending has doubled in
the last few years, and individual
placement costs have increased
by 11 per cent in the past two
years. The Council has little
control over this, and so is
attempting to reduce its overspend
by cutting SEND funding in
mainstream schools (which came
in under budget).”
While private specialist places
are a lifeline for some, “our
concern is that an increasing
number of families are falling
through the gaps, with some
children ending up out of school
altogether for months, and in some
cases years, with little or no
education,” Doherty says.
“Parents are having to give
up their jobs to look after
them, creating a downward spiral
of deprivation.
“Other children are ending up
indefinitely in unsuitable
alternative provision designed for
short-term placements.”
In addition, element 2 funding
based on the number of children
with EHCs, intended to improve
overall services and accessibility, is
increasingly being used to support
high-needs pupils.
That means cuts to early
intervention services and for
learners with lower, but still very
real, levels of need.
Watch for academies
and ‘free schools’
In some areas, academies and
‘free schools’ are pet projects of
well-connected people. They
have served to re-segregate
schools by excluding disabled
children, while also peeling away
much-needed funds.
Activists across the country
have found that some refuse to be
named on an EHC plan, while
others avoid making disability
Au t i s m | e y e I s s u e 3 0 2 0 1 8 63
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Legal Eye

adaptations – despite getting extra Focus on procedure

government funding. “Children and transparency Parents are
from BME [black and minority Often, council decisions are
ethnic] backgrounds with SEND made behind closed doors, having to give
are disproportionately affected, despite laws that require public up their jobs to look
St Mary’s School and College and those on SEND support consultation and scrutiny.
after them, creating
(rather than with an EHC plan) are Many local campaigns focus
St Mary’s School and College offers integrated education,
at higher risk of exclusion,” on dragging councils into the a downward spiral
Doherty notes. light: proving lack of proper
therapy and wellbeing programmes for children with a
Exclusion can leave children procedure can roll back adverse of deprivation”
range of learning difficulties to enable them to access their
with SEN with no services. decisions. For example, Save
education and reach their potential.
SEND Services North Yorkshire service, social care service for
has crowdfunded legal advice to disabled children and specialist
n Age 7-19 RESOURCES force the council to consult with careers service.
n Onsite education, therapy, health, wellbeing and care
lA  lliance for Inclusive Education (ALLFIE): young people about introducing
n Specialist speech and language therapy, occupational therapy
and physiotherapy www.allfie.org.uk transport charges. We’re stronger together
n Residential and non-residential options lF  air Funding for All Schools: “North Yorkshire is the largest Already, parent campaigns have
n Aspire Vocational Centre to develop life and employment skills www.fairfundingforallschools.org county in the UK, covering 30,000 experienced victories. Some plans
n Total communication approach to support the development of lH  ackney Special Education Crisis: square miles… There is a lack of for dropping services or closing
speech and language skills
www.hackneyspecialeducationcrisis.co.uk schools and colleges to cater for schools have been put on hold,
n Ofsted “Good” Education and Care Inspection - Jan 2018
l Independent Parent Special Needs Advice: the needs of our young people in and cuts affecting individuals have
For more information visit us www.ipsea.org.uk North Yorkshire [so] they have no been reversed.
at www.stmarysbexhill.org lN  ational Education Union – Stop School Cuts choice but to travel,” they write. While nothing can be certain in
or call 01424 730740 campaign: https://neu.org.uk/funding In addition to charging this fiscal environment, it’s always
lS  ave Our Schools: http://saveourschools.co.uk disabled students’ families for true that there is more power in
St Mary’s School and College (The Talking Trust) registered charity 307021
lS  pecial Needs Jungle: travel, the council has cut its numbers. So don’t agonise, reach
https://specialneedsjungle.com Inclusion Service, short breaks out and organise!

Safe,

We get children with Special Educational Needs the support, provision and school
they are entitled to with real positive results. Imelda Brennan and Rukhsana Koser
can provide legal advice on all aspects of Education Law incuding:
• Special Educational Needs (SEN) for • Education, Health and Care (EHC) Plans
children and young people • Appeals to the SEND Tribunal
• The EHC Needs assessment process • Choosing a school

“We are so pleased that Susie will get the help “We can’t thank you enough for your unquestionable
that she desperately needs now and we have been hard work, clear guidance and total professionalism.
most impressed with your professionalism and We both feel quite strongly that without your help we
attention to detail. It’s a great result. Many thanks.” would have given up a long time ago.”
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The Windmill Special Needs Co Ltd
Unit 26, Tanner Business Centre
Waterside Mills, Chew Valley Road
Greenfield, OL3 7NH Call us on 01452 555 166 or email education@langleywellington.co.uk
Tel 01457 820 684 Ltd
e-mail admin@windmillsnc.plus.com
Special Needs Co.
www.educationlawyers.co.uk
www.windmillspecialneeds.co.uk
Langley Wellington LLP is a limited liability partnership registered in England and Wales (registered number OC363475). Authorised and Regulated by the Solicitors Regulation Authority.

www.autismeye.com Au t i s m | e y e I s s u e 3 0 2 0 1 8 65
 Resources
Our pick of new
and useful books
Video Modelling
Video modelling is a
method of teaching that
uses recorded videos to
help people with ASD
learn new skills and
overcome existing barriers
quickly and independently,
regardless of age or
ability. This slim volume by Stephen
Lockwood takes readers through a step-
by-step demonstration on how to use
video modelling and can be used to
teach almost anything.
It has some excellent examples: the
child who once would not brush his teeth,
a teenager being acclimatized to a new
work environment, a four-year old who
had not developed proper play skills, and
a child who found it difficult to engage
with her teachers in class.
There are instructions for using just a
smartphone to create educational material
to help learners with autism increase
independence, learn easier and improve
their quality of life.
l Future Horizons, $9.95 paperback /
available in the UK from Eurospan
Bookstore, £8.95
Avery
If your child receives a
genetic diagnosis,
how do you begin to
tell them – or, indeed,
their sibling? This was
the inspiration behind
Avery, a picture-based
book that stars an eponymous bird who is
like others of his species most of the time,
but sometimes feels a bit different.
The book is a collaboration between
Professor Lucy Raymond at the University
of Cambridge and author and illustrator
Marta Altes. It was inspired by the
children and families taking part in
Imagine ID research, a study that aims to
increase understanding of children and
young people with intellectual disability.
66 Au t i s m | e y e I s s u e 3 0 2 0 1 8
Dr Raymond’s research is in rare
genetic diseases in children and she
reports wanting to create something for
children and parents to share about
taking part in research.
l Please visit: www.imagine-id.org/
avery-book
Aspie and Me
This is a book about the
challenges of living with
Asperger syndrome –
and it uses the
innovative idea of
turning true-life
experiences into a
psychological thriller.
Author Laurence Mitchell intends that
his first book should reveal what it is
like to live with an ‘Aspie’ in your life,
someone who thinks differently to
everyone else and is therefore in a
vulnerable place.
There is an online web-based self-
help platform called AspieandMe.com
where readers can engage with the
book and search through hundreds of
comments relating to incidents that
occur in the main character’s life.
Mitchell hopes the platform will help
readers, including parents, with a host
of issues – for instance, knowing the
signs to look out for and what to do
about it.
l Filament Publishing, £14.99 from
www.AspieandMe.com / $7.66 from
Amazon.com
Practical Strategies for
Supporting Emotional
Regulation in Students
with Autism
For parents and
professionals who work
with students on the
autism spectrum, it soon
becomes apparent that
supporting emotional
regulation is key to
helping them lead less
stressful lives.
This book offers a practical guide to
outlining cognitive and language
strategies to support emotional
regulation. Authors Leslie Berryman
It’s bad enough
getting bullied, but
it’s even worse if friends
do nothing about it”
Blome, a speech therapist, and Maureen
Zelle, an early childhood SEN teacher,
have found these techniques successful
with their students with autism.
They support the strategies with
research that explains why they work,
including information on therapy
techniques that have been successful.
l Jessica Kingsley Publishers,
£14.99/$19.95 paperback
Conversation Club
How do you teach
children with so-called
high-functioning ASD to
engage in successful
conversations with their Empowering the SEN community since 1992
5-6 October 2018
peers? Welcome to the
Conversation Club.
It’s intended to be a
Business Design Centre, London
curriculum, not just an instruction manual
with an accompanying storybook
collection. The aim is to offer a data-
based method for teaching the ‘how’ and
‘why’ of conversation. Join us at the UK’s largest special educational needs
show for two days of ideas, inspiration, networking and
The curriculum encourages students to
become club members and helps
innovation, to bring learning alive for pupils with SEN.
instructors explain what conversation is,
how to select a mutually agreeable
conversation topic and how to repair
simple conversation breakdowns.
l AAPC Publishing, $40.50 for the • 42 CPD certi�ed sessions exploring the latest research and trends
instructor manual and storybook • FREE practical workshops led by our exhibitors
collection / available in the UK from
Eurospan Bookstore, £41.50 • Opening keynote and panel debate with the DfE, YoungMinds and
leading voices in autism and mental health
Stand By Me: Empowering
Bystanders to End Bullying • Exciting new resources from 150+ exhibitors
in Schools
It’s bad enough getting
Register FREE and book your
bullied in school or
college, which can be a
common experience for
young people with Early Bird seminar places by 27 July
autism, but it’s even
tessenshow.co.uk
worse if class friends
do nothing about it. This
book presents the ‘Stand by Me’
programme, which its authors say has
been proven to give students a voice to
empower them to act when they see
someone being bullied.
Author Dr Christine Cohen has set out Headline sponsor Bag sponsor
to offer a real-world curriculum for all
students, which can offer immediate
support for those targeted by bullies and
at the same time empower bystanders to Supported by Event partners
act. This resource has the potential to
change the whole school environment, so
that everyone feels safe and supported.
l AAPC Publishing, $20.65 paperback/
available in the UK from Eurospan
Bookstore, £21.50
www.autismeye.com
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Established in 1975, the Hesley Group provides specialist support through its schools, colleges and adult residential services with a highly experienced and
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