Free training on writing and public speaking

Have you ever thought about publishing an article or speaking publicly? Maybe you want to build your network?

The London Leadership Strategy (LLS), host of Whole School SEND, have come up with a wonderful opportunity to increase the exposure of SEND professionals and families. Responding to feedback, the team decided that a free training programme should be offered to encourage advocates to write or speak about their experiences and expertise. You may have thought about blogging before but wondered who would want to hear from you? Perhaps you feel nervous about your strategies being made public? It’s likely you’re incredibly busy and sharing your skills is the last thing on your mind…

I would encourage you to sign up for SEND Advocates. There is wonderful work happening in SEND but due to the modest nature of many teachers and carers, these experiences are not shared. Collaboration and communication is vital and in a time where mainstream exclusions for students with SEND are on the increase it is more important than ever to hear from those living it and for experts who see successes in their school to share them. We need a supportive and informed community of advocates shouting from the rooftops that SEND provision can be effective, can be high quality and can be so rewarding, so that teachers to see SEND as a career choice.

I am supporting SEND Advocates and think it is a brilliant idea from the LLS team who are committed to inclusion and listening to as many professionals and families as possible. Well done to them for hearing the voices of those in SEND and offering such an opportunity. Please sign up. Learning how to write or speak publicly are great skills and I hope you may begin to feel confident enough to have your experiences heard in a wider arena.

SEND Advocates is a year’s programme and comprises four conferences across the country. These will offer professional development and opportunities to network. It is free but teachers will need permission from their school to attend. Whole School SEND also welcome applications from parents and other family members.

The first conference is on 9th October in London with the wonderful TES, features editor, Jon Severs.

Three others are planned across the country between December and March on building networks, policy and public speaking. I’m speaking at the ‘Communities of Practice’ event, which will be about building your network; to include my nightmares as well as my positive experiences. Simon Knight, Director and Anita Kerwin-Nye, Chair of Whole School SEND will also be contributors.

It you’re interested, you can email natasha@londonleadershipstrategy.com or fill in the EOI form  by 15th September.

Hope to see you on the course!
http://www.wholeschoolsend.com/content/developing-send-advocates

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Treat the Need not the Label

Every few months a newspaper report comes along to claim ‘dyslexia doesn’t exist’ or ‘ADHD is made up’. Of course, this is usually a sensationalist version of a new report showing controversial research in the field. Yesterday, Tom Bennett wrote an article on the misdiagnosis of ADHD and dyslexia.

https://www.tes.com/news/school-new…r-dyslexia-and-adhd-are-over-diagnosed-crypto

For a SENDCo this can become tricky as teachers may begin questioning your advice citing this example from a ‘behaviour tsar’ as evidence. They would be right to question you, after all Bennett influences government policy, he must know what he’s talking about, right? This is my response.

It is perfectly valid to question the validity of diagnoses such as ADHD and dyslexia. There has been an increase in children with ADHD and medication such as Ritalin is being prescribed more. There are correlations with government policy (in US) and it is sad if normal behaviour is being pathologized. In contrast, figures for diagnoses of dyslexia in state schools is going down which appears to correlate with the reduction in Local Authority SENSS services. Dorset for instance, which still has a service has more dyslexia recorded than other counties who no longer have a service. You could, I’m sure find a similar picture in the quality of NHS services when assessing for ADHD. It’s complex, and it’s not perfect. 

But none of this should matter to the day to day practice in a mainstream, classroom. What would a teacher do differently if a child was diagnosed with ADHD compared to one who wasn’t?
As teachers we have no right to question a paediatrician even if we want to. We have no right telling a parent that we believe their child doesn’t have ADHD because a ‘behaviour guru’ told us that misdiagnosis is rife. We have no right to tell another teacher that if they just set some boundaries that the ADHD is likely to disappear. We have no right, morally or, as it happens, legally. 

We have no right telling a 15 year old who can’t read that the diagnosis of dyslexia isn’t true because it doesn’t exist. The Equality Act and the teaching standards mean that as a classroom teacher we must put reasonable adjustments in place to meet the needs of all our students, not just the typically developing ones.

This may seem harsh but it’s true. What we do have control over however is the classroom, our students, and their right to learn. We have the right to expect support from the leadership team, our SENDCo and outside agencies should we need it. All our children have the right to an education and we have the right to deliver it in whatever way we wish as long as we are meeting the needs of the class.

A professional teacher must be informed, know their students well and teach responsively. Where does the label come in? Well, only as a starting point. It’s part of an holistic picture of the child. It doesn’t matter if the child has ADHD or not. If she is exhibiting behaviour traits which seem similar them treat the need not the label. A child with ADHD is impulsive, struggles to filter out irrelevant information and can become easily overwhelmed. This is really useful information.

Let me give you an example of responsive teaching based on this. A child comes bouncing in from the playground. She’s been playing a game of ‘wee and poo’ with her friends. Not under adult supervision the children have been shouting wee and poo at each other and giggling. The bell goes; her typical friends find it easy to transition back into the classroom and ‘turn off’ the game, walking quietly into class, sitting themselves down and preparing for learning. The girl with ADHD however struggles to self-regulate; she’s still mentally in the game and runs into class blurting out ‘poo’. She’s immediately in trouble and is sent to sit away from the group. Becoming upset, the pupil screams at the TA who is trying to keep her away from the group and the incident escalates until she’s sent out of the classroom to prevent disruption to the rest of the class.

As a teacher, observing behaviour traits which appear similar to those of ADHD, I can anticipate this impulsivity. Putting my hand up to the little girl as a physical reminder to self-regulate. I then tell her playtime is over and it’s time for learning. She’s given a few minutes for the transition to ‘check in’ then I ask her to enter the classroom calmly for learning. 

It doesn’t matter if this child has an official diagnosis of ADHD or not, recognising behaviour traits and responding is the same, label or no label.