Resources to support Teachers and Teaching Assistants working with children and young people with FASD.

I still find a lot of teachers struggling to find direct practical ideas on how to work with children with FASD in classrooms and schools.
The following are full of evidence based strategies the would fulfil the requirements of the new Code of Practice for SEND to develop personalised Learning Passports.

FAS-eD PROJECT EXECUTIVE SUMMARY

FAS-eD PROJECT REPORT

Interpreting Engagement ; pathways for children with Complex Needs

The Engagement Profile and Scale, which was a major outcome of the Complex Learning Difficulties and Disabilities Research Project, continues to be used creatively by practitioners in a variety of settings. The powerpoint below is an illustration from Sally Jones, a teacher of children with Autistic Spectrum Disorders in South Australia.

ENGAGEMENT FOR LEARNING

Mental Health Standards for Schools.

Mental Health Standards for Schools.

The focus in the new Code of Practice ( Special Educational Needs ), on ‘ Social, Mental and Emotional Health’, will bring a new challenge to schools , but a timely one. At long last teachers have a mandate to do something constructive in the area of Mental Health, and create a curriculum and pedagogy around Emotional Well Being.
Even the Office of National statistics has reported that for every 5 children on a school’s SEN Register, 3 will experience some mental health issue. In the area of Autism it is 6 in every 10 pupils.
With this clear mandate from the DfE we can move forward to help our pupils and students with Mental Health needs. The new Mental Health Standards, published by Butterfly Print,(butterflyprint.co.uk), offers excellent guidance on how to do this is a coherent and systemic way.This company also produces Mental Health journals which would work really well in giving focussed support to children with these needs in schools settings.
I highly recommend these materials.

How do you help children love school?

 

I am increasingly impressed by the deep and thoughtful materials produced by Community Playthings. This child centred , teacher – friendly publication has the wonderful title of ” The Irresistible Classroom.”

I can highly recommend it for the refreshing approach it takes , one that will resonate with many Early Years teachers/ practitioners.

Complimentary copies are available.

Below is more information from their promotional material

The irresistible classroom

New training resource for primary teachers

When I was a child the classroom was a place I wanted to escape from! Yet school can be something children anticipate eagerly each day. We’ve been visiting schools and talking to teachers who have created truly irresistible learning environments.The result is The irresistible classroom, a training resource to help teachers prepare classrooms that captivate children with their potential for discovery. The booklet starts by considering how children learn in Reception and Key Stage 1. It goes on to discuss how a classroom might be arranged to stimulate that learning. Lastly we reflect on how the room’s aesthetic message affects the child’s motivation.

It’s an inspiring topic, and I’m eager to share it.

Request your complimentary copy of The irresistible classroom

Martin

Alcohol harm – Calling all Secondary Teachers…

In your PSHE lessons , when teaching about Alcohol Awareness could you please think about going beyond ‘ personal responsibility’, and ” know your own limits”? Too many young . sexually active young people are unaware of the harm they can cause an unborn child . They may not even know they are pregnant during those first 12 weeks when all of the cell migration and foetus formation is taking place . Obviously this is an issue particularly for girls , but increasingly recent studies are showing that young men who consistently binge drink may cause a reduction in their capacity to father a healthy baby.
Fetal Alcohol Spectrum Disorders amongst children continue to rise in the UK, and are phenomena that is not only perplexing the Education system , but our Society as a whole. We cannot control what our young people do , but we can encourage them to think of the lifelong implications for their unborn child. Would any of them really want to create a child with lifelong disabilities just for the sake of a binge drinking session? Many are not aware that this could be a consequence , and so are not even considering the issue and making a positive choice.
An excellent resource on ‘Fetal Alcohol Harm” has been produced by NHS Scotland. It is a designed as training materials for staff, but much of the material could be used as a stimulus for discussions with students in school.
If you want a young person with FASD to tell you what it is really like to live with this condition , I suggest you look up Morgan Fawcett on youtube.