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You are in: Home > Articles > SEN Magazine – upcoming Article Outline

SEN Magazine – upcoming Article Outline

SEN68 Article outlines


James Joyce, Headteacher at Waterloo Lodge School
The article will discuss the therapeutic approach to behaviour management. This approach places the emphasis on treating individuals as they are. It is the role of the teacher/parent to change their behaviours to accommodate the individual needs of the young person at that moment in time. The article will feature examples of behaviours and how these have been effectively managed through adopting the above technique.

Waterloo Lodge School, part of Acorn Care and Education, is a co-educational day school catering for 11-18 year olds who have a statement of educational needs for emotional, behavioural and social difficulties.


How do teachers feel about their job?
The piece will look at the findings of two recent surveys by Randstad Education which reveal how teachers feel about their profession. The surveys showed that 72 per cent of those working in education say they are professionally fulfilled (significantly above the UK average of 62%). They also show that 61 per cent of teachers feel proud to work in their profession (above the national average of 58 per cent).

Living with a child with ADHD: A parent’s story

The final article in a series of three by Alison Thompson
Finding the right schooling for Daniel has been a challenge for Alison and, in this article, she discusses how she has fought over the years to get him the right educational provision for his needs. She will discuss how he coped with mainstream schooling, the drawbacks of home tutoring and the success that special school has been.

Alison Thompson is the author of The Boy from Hell: Life with a Child with ADHD.

Assistive technology

Anthony Rhys, Trinity Fields School and Resource Centre, Wales.
The article will discuss gesture based technology (GBT). It will outline the main ways of enabling pupils with SLD and PMLD to independently affect their environment using various technologies. It will also discuss the positives and some of the emerging issues in pupils' use of GBT.

Anthony Rhys has taught pupils with SLD and autism for ten years. He is the ICT Coordinator and on the senior leadership team at Trinity Fields School and Resource Centre, Wales. The school heads up two professional learning communities looking at tablet technology and pupils with SLD and gesture based technology. Anthony runs wiki websites for each PLC.

Assistive technology

Mark McCusker, Chair of British Assistive Technology Association
The article will look at how the role of assistive technology is continuing to change, developments in the market and the effect that these changes in technology have on schools.

Hearing impairment

Mary Gordon, Antonette Burns, Brona Rafferty - British Association of Teachers of the Deaf (BATOD)
The article will discuss the issues children and young people with hearing impairments can face in school and how best they can be supported to maximise their learning potential. It will outline the sorts of things that teachers of the deaf would present as areas of difficulty for the various age ranges of children and suggest strategies to try to make these difficulties more manageable.

Mary Gordon and Antonette Burns are peripatetic teachers of hearing-impaired children in Northern Ireland working for different services. Brona Rafferty is a former pupil with a hearing loss in mainstream education, now a first year student at Queen's University Belfast.


Mel Byrne, Director at the Dyslexia-SpLD Trust and member of the CReSTeD Council
The article will look at the importance of SpLD training being included in initial teacher training and continuing professional development. It will discuss the value of SpLD training and how teachers can use these skills to support other schools (the cluster model).

In addition, it will highlight the value of good quality training for teaching assistants and how best to deploy them. It will also mention of the Literacy and Dyslexia-SpLD Professional Development Framework, which this maps out the competencies needed for the school workforce.

Down syndrome

Marcia Squire-Wood, parent
In 2010 and 2012, SEN Magazine featured articles about the experiences of Ruby, a young girl with Down syndrome, as she started at nursery, then primary school. Ruby is now eight years old. In this article, her mother picks up the story as Ruby attends a weekend camp with her Brownie group. This was a big deal for Ruby and her parents and the article will look at how they coped with the situation and what all involved did to make it a success. It is a positive story which shows how the right attitudes can make a real difference for children like Ruby and their families.


Pauline Bayliss-Jones, Director of Studies at National Star College
Helping young people with disabilities and learning difficulties find meaningful work is more than providing them with work experience. It is about building relationships with employers and young people to ensure that the work is sustainable and of value to both the employer and the young person. One success story is the Star Bistro whose team of young cooks made it to the finals of ITV's Food, Glorious Food. The article will discuss this project.

Pauline Bayliss-Jones is Director of Studies at National Star College which has devised a range of work placement programmes at the College and across the UK.

SEN in China

Nick Compton
The article will discuss autism provision in China with particular reference to Beijing Stars and Rain, one of the most celebrated autism facilities in the country. The article draws on material gathered by Nick whilst studying for a two-year Masters program in Beijing. He interviewed health officials, teachers, parents and NGO leaders and he also volunteered at a group home for children with autism.

Nick Compton is a certified special educator in the US and has recently completed his Masters program at Tsinghua University, Beijing.


Paul Isaacs, Autism Oxford

The article will discuss the challenges that people with autism face with sensory and information processing difficulties. It will summarise some of the main difficulties and will describe (and provide examples of) how Paul, who has autism, is personally affected by them. The article provides crucial information for educators because autistic children are not able to learn unless their sensory processing issues are appreciated and addressed.

Paul Isaacs was non-verbal and didn’t gain functional speech until he was 7 or 8 years old. He was diagnosed with autism at the age of 24. Paul works for Autism Oxford’s supported employment project as a part of a team of autistic men and women training health and social care, mental health and criminal justice professionals. Autism Oxford also supports Paul to work as a consultant and event speaker.


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