Information Exchange - Spring 2008

Issue 74 Spring 2008

Saskia working hard for herreview at Abbey Court School

Information Exchange celebrates the journey that we allmake along the 'journey of understanding' about thespecial babies, children, young people and adults whoshare our lives. It exists as a Forum and support for allwho have, along with sensory needs, other complex ones.

Information Exchange is compiled with help from manycorners of the world - ideas written and spoken, ideasseen and experiences shared. It is fully independent andthe Editorial Team work hard on a voluntary basis tobring out the magazine - three times a year. There arealso unseen supporters of the magazine who help inmany ways.

Information Exchange has a buzz that is fostered whenreaders get together through the magazine itself. Thebasic remit of the magazine is the exchange ofinformation in an accessible and unbiased way. There isa delight in newly found discoveries, sensory trinkets,soothing aromas, new ideas, books, technology, issuesto discuss and Rag Bag ideas to share.

Information Exchange is for everyone - family members,parents, carers, educators, therapists or anyone whoneeds to find out more or gain confidence from othersby reading, challenging and discussing. In this inclusiveway, everyone is learning and growing together throughthe medium of the magazine.

Contents

Editors page 3

Shakespeare rules OK! 4

Book and DVD Reviews 6

Spring is in the air – from Les Staves 7

Playing safety with play dough – Flo Longhorn 8

Visual reviews at Abbey Court School 10

Teenage Chillout 14

Rag Bag To Buy 15

Woodside Worlds 16

Rag Bag To Buy 18

Rag Bag To Buy and Make 19

Rag Bag To Make 20

Developing curriculum at Barrs Court School 23

Journey to Antarctic – Flo Longhorn 26

Electronic exchange 27

Multisensory news 28

Hirstwood Multisensory Training 29

Courses, conferences and events 30

Visual stimulation mats 31

Contents

2 Issue 74 Spring 2008

Copyright

We have requests to reprint articles that haveappeared in Information Exchange from time to time.Please note that such requests are passed on to theoriginal authors for their decision on publication.

Price - £6.00 per individual copy

Advertising RatesBack Cover £350.00Full Page £250.00Half Page £150.00Quarter Page £75.00

Disclaimer

The views expressed in Information Exchange are those ofindividual authors and so do not necessarily represent theviews of the Editorial Team. Also, neither the individualcontributors nor the team can be held responsible for anyconsequences resulting from the purchase or use ofequipment, toys, techniques or ideas featured or advertisedin the magazine.

Editorial

Editorial

Dear readers,

Some changes to the dates of publication of InformationExchange are about to happen. We have had feedbackfrom readers that they would like the magazine toappear at the beginning of term or half term, as mostreaders are based in school or college settings. So wehave decided to change the publication dates to thefollowing times:

Beginning of the summer term (mid April)After the autumn half term (end of October so thatreaders can use the Christmas ideas in time forChristmas)After half term in the spring term (end of February)

So the next edition of Information Exchange will be afterthe autumn half term – end of October. Readers willhave lots of time to follow the Christmassy ideas themagazine will contain.

I do hope you enjoy this very bright and exciting springedition and please keep sending in your ideas forpublication – especially ‘rag bag’ ideas,

Best sensory wishes,

Flo LonghornThe editor, caught out raidinga skip near Euston Station inLondon, the smell from thearmful of rescued lilies waswonderful!

Welcome back to England SueGranger (on the editorial board)and family. They have returnedfrom living in France for the lastcouple of year. A happy time inthe U.K for you all!

Comments from Readers – thank you!

From Drummond School in Inverness –‘A fantastic magazine , packed full ofideas’

A happy time in the UK to you all! Andcongratulations Sue on gaining your MSc!

The Information Exchange Editorial TeamFlo Longhorn: Managing Editor, Consultant in Special

EducationCatherine de Haas: Parent and Speech and

Language TherapistSara Cliff: Subscriptions SecretaryKay Evans: Teacher and regular reader of IESue Granger: A researcher and mumSally Slater: Consultant in Special Education

Additional advice and support from Sally Silverman ourroving reporter

Kate Sullivan, Bronwen Campbell and NaomiRosenberg: Support teachers for the Sensory ImpairedService in Bristol

Evelyn Varma who lives in Somerset: Editing and WordProcessing

And you – the reader, send your ideas and articles tothe Editor!

SubscriptionsAll enquiries to:Sara Cliff, Subscriptions, Information Exchange,1A Potters Cross, Wootton, Bedfordshire MK43 9JGTel and Fax: 0845 127 5281Mobile: 07964 225568Email: [email protected]

Editorial and Administration AddressFlo Longhorn: Managing Editor1A Potters Cross, Wootton, Bedfordshire MK43 9JGOR24 Fazantenlaan, Bredene-Am-Zee, B8450 Belgium

Tel/Fax: 0845 127 5281Email: [email protected]

Message from Sara Cliffthe subscription secretary

Because of the changes in publishing times, there will bea bonus issue at the end of the year to ensure readershave had the correct number of issues this year.

Website

Go to www.sensology.net and look for

”Information Exchange page”

3Issue 74 Spring 2008

Shakespeare rules OK! – Teenager chillout page

Teaching Shakespeare tostudents who areMulti Sensory Learners

I am a teacher for students from 14 to 19 years old, whoare Multi Sensory Learners with varying degrees ofability, and some on the Autistic Spectrum.

I have taught this group ofability students for the last10 years and have 25years experience inspecial education. Theidea of teaching drama isnot necessarily to have anend result, however duringmy learning experiences Ihave found that with aclass of students who areMulti Sensory Learners, itmakes for a moreconcrete experience forthem. We started with the'Scottish Play' (we mustnot name). This play hasto be the best one of all,the costumes, the music,the props, the characters the actual story line lends itselfcompletely to a whole sensory dramatic experience.

Of course we're nottalking the full-unedited version butone that I alteredand shortened. Ieven managed toget a cartoonversion of 'TheScottish Play' andothers from ourlocal library. Thisproved a greatsuccess as the staffbuddies observed

and reported that all the students, even those whousually had a short attention span, were alert andengaged during the whole experience.

The classroom was set out as a Shakespearean theatre.The students were introduced to the play for the term.Some students studied photographs of the maincharacters: some students explored Objects of Referenceand listened to short descriptions of each characterusing RNIB descriptive vocabulary. As each weekpassed the students were assisted to 'act' out key eventsin the play. The 'Scottish play' and others weexperienced were probably not done in the same wayas Shakespeare wrote them: they were definitely not asheavy!

The students and staff had lots of fun and staff buddieslearnt a lot about the student's abilities in a more relaxedatmosphere. The student's role played the maincharacters, and enjoyed trying out and auditioning foreach part, we even put together a props and a sounds


‘It can't be done I hear you shout!

Oh yes it can, it has and it was great fun.’

Macbeth

Tom making props

Tory helpswith the props

Simon and the drums


Shakespeare rules OK! – Teenager chillout page

effects department, with the students making andexploring different props and sounds effects.

At the end of the term the 'acting troupe' opened the'theatre' to perform our version of the plays for theschool. With great pride and humility I watched as mystudents recreated their version of each play, with theirstaff buddies assisting. The delight and pride on the'actors' faces was plain for all to see as we 'socked' it tothem and proved that yes they could learn about andperform Shakespeare's adapted plays.

It was a fantastic experience for all the students and thestaff, with the student's abilities shinning through.

Other plays we performed were Romeo and Juliet, TheTempest and Julius Caesar.

At this point I would like to say a huge Thank you to allthe staff who assisted with great enthusiasm!

If anyone out there is toying with the idea of teachingsome Shakespeare plays to their groups of students orhas already done so and has great ideas to swapplease don't hesitate to get in touch.

Julie Nicholson. My E-Mail is [email protected] write to me at Mayfield School, Gloucester Road,Chorley

a wicked witch

we three witches

Tory and special effects

cackle cackle!

Practical Sensory Programmesfor Students with AutismSpectrum Disorder and OtherSpecial Needs by Sue LarkeyPublished by Jessica KingsleyPrice: £17.99

Children with autistic spectrumdisorders (ASD) often have sensoryprocessing difficulties. They may bevery sensitive to particular sounds or materials, orunresponsive to injuries most children would find painful.This practical book offers a six-step approach todeveloping a successful programme to help childrencope with sensory input they find overwhelming, and toidentify activities they may find relaxing or rewarding.

Sue Larkey draws on her experience of working withchildren with autism to offer more than 30 activitiesusing touch, sound, taste, vision and movement, andgives advice on how to use these activities asopportunities to improve children’s communication skills.She provides detailed photo-copiable checklists toassess children’s sensory reactions, sleep patterns, senseof movement and use of eye contact. Parents,occupational therapists and educational professionalswill find this workbook to be a rich source of fun ideasfor improving sensory processing in autism, and easilyadaptable for children with other special needs.

Have Loads of Fun with“What’s Wrong with MyHair? – a giant interactive boardbook. The book has head-shapedholes for children to try out lots ofwacky hair styles and includes abonus step-by-step activity to makeyour own lion hair!Price: £9.99

www.andersenpress.co.uk

A new poster created for thecharity Scope, showing disabledand non-disabled children at playin a fantasy storybook scene.Scope’s In The Picture project is athree-year, Big Lottery-fundedinitiative aiming to increase thenumber of images of disabledpeople in books for youngchildren. To support Scope’s workand to order a poster, priced £5,send an e-mail to:

[email protected]

Jabulani! Carol Shephard and Bobbie Stormont

Hawthorn Press£14.99

Two hugely experienced teachers andworkshop leaders, Carol Shephard andBobbie Stormont, wrote this book. They maintain thatanyone can participate in the activities whatever theirability, background or experience.

Jabulani is divided into six sections:

•Finding your instruments•Finding a Rhythm•Finding your Voice•Finding Ways to Bring Music Into Other Activities•Finding an Ending•Appendices

There’s also a 51-track CD so that the reader can hearthe activities in action.

The book begins with this Zimbabwean proverb:

If you can walk, you can dance If you can talk, you can singAll can and will do

Carol and Bobbie believe that ‘music iseveryone’s birthright’. This is a manual toaccess what you can do with a drum, arhythm or a sung note. Use it and have fun!

Online DVDOnline videos about ’Intensive Interaction’–have a look at a 15-minute video ofPhoebe Caldwell working with a boy whohas autism. Phoebe Caldwell visits Ricky,an 11-year-old with severe autism, to use acommunication method called intensiveinteraction to improve his learning.

Phoebe has been working with adults and children withlearning difficulties for over 30 years. Working with himboth at home and school, Phoebe uses Ricky's behaviourand body language as the basis for communicating withhim.

Phoebe is able to draw Ricky into shared activities as hebegins to recognise his own rhythms in someoneexternal to him. Intensive interaction is relatively simpleto use and teach to others. It can make a big differenceto communicating with pupils with a variety of severespecial educational needs.

The method requires thinking about the way communicationis made with those with learning difficulties.

Go to www.teachers.tv/video/13817

Book and DVD Reviews



Spring is in the air – from Les Staves

When spring comes – visit the treesBy Les Staves

Education of the senses and pleasure go hand in hand.Moving through space, fresh air and scents, throughchanging lights and sounds are tonics to us all. Suchstimulation sends our brains racing for more informationlearning as it does. This brain exercise is vivid and realand as we seek the direction of sounds, light and smellsor discriminate sources, evaluating separating, focusing;touching, tracing shapes and textures we are driven tocommunicate the pleasure and the questions theexperience generates. The world is our sensory roomlets remember to go to lovely places for the delight andthe learning and when we go let’s share the feelings,talk and sing together with our children. Now that the year has turned days will be gettinglonger and the spring will arrive and we can lookforward to getting out more

Throughout ourlovely countrythere are manywonderfulgardens andhere are picturesfrom twoarboretums that Ilove.

Westonbirt Arboretum nearTetbury in Gloucestershire –has good access and thereare both smooth paths andwilder places. The spring willbring drifts of bluebells andcowslips. Cherries will bloomand then cast drifts of pinksnow on to fresh grass.Sunlight will shimmer throughnew green leaves, or streakin shafts between darkboughs in deeper glades.Azaleas will shock in pink orviolet or orange waves or enchant as white lace ladenwith dew, Go there and stroke cheeks with magnoliapetals.

Can you imagine what your child imagines? There is another lovely arboretum at Thorpe Perrownear to Bedale in North Yorkshire whilst it is smallerthan Westonbirt its cherry blossom is from the sameheaven and its carpets of daffodils beneath the treesand alongside the lake are the very essence of spring.

Find out more from www.forestry.gov.uk/westonbirt andwww.thorpperrow.com

Long Outdoor TrayChannel water into it and jump in, putin bark or soil for potting/small worldplay, sand for a ‘make shift’ sand pit,paint for creative ‘printing’ outside –the list of possibilities is endless.Made of tough black plastic.Size: L117 x W40 x D4 cm.

www.tts-shopping.com £8.25

‘Seeds to eat in 6-12 weeks’ PackThis pack containing 3 types ofseeds are specially selected forfast action growth. The seedsgrow from planting to ‘ready toeat’ in 6-12 weeks, therefore aregreat for class projects. Trymonitoring the growth of eachtype of seed each week andrecording the results.

•‘Beetroot Pronto’ – A smooth-skinned, globeBeetroot.

•‘Carrot Ideal’ – A super fast maturing Nantes typewith delicious-flavoured roots.

•‘Onion Red Beard’ – A mild flavoured red saladonion with red shaft and broad green leaves.£5.90

Tel: 0800 318 686 www.tts-shopping.com

Minibeast MatCreep through the woodlandand discover plants, animals,insects and birds in theirnatural habitats. Build-up thelandscape using our bark chippings, mopani wood,pea gravel and stonesfor lots of small world wet and dry sensory play. Mat size : 86cm square. Made from strong, wipeclean PVC.Price £19.95 from www.tts-shopping.com

Spring resources

Playing safely with play dough – Flo Longhorn


One of the joys of childhood is gettingstuck into piles of colourful appealing playdough. The dough can be commerciallybought or even better, made by thechildren themselves. There is nothing more multisensorythan warm, freshly made, sticky, the reason for thisscented play dough is to set the senses racing and toboost creative play. However, with the increasinginclusion of children with special needs into all earlyyear settings, it is time to take stock of the safety of playdough. The reason for this is that many special childrenwill be at an earlier level of understanding than many oftheir peers. This may reflect in how they approachmaterials and some may be at the stage of mouthingand tasting anything to hand-for quite a while. Theremay be also children in early years settings who havean allergic reaction to certain foods or additives.Commercial varieties of play dough, from reputablecompanies will ensure that their brand will be as safe aspossible. With regard to home made play dough, someof the recipes may contain ingredients that could causea problem if chewed or eaten.

Three ingredients, salt, borax and food ingredients maybe found in the recipes used in early years settings.These need to be monitored carefully or not used at all.

SaltSome homemade play dough recipes havea lot of salt in the mixture. Yet, even theingestion of small amounts of salt dough-aslittle as two teaspoons-could makes anaverage two-year-old child quite ill.

BoraxSome recipes for play dough or slimemay list adding borax as apreservative. Borax is also poisonousand is absorbed on contact with theskin – It used to be used as a means of cockroachcontrol. Borax is toxic- - and there are documented casesof long-term, low level exposure causing a range ofreactions including conjunctivitis and skin rashes. Playdough made with either of these ingredients will tasteunpleasant and most children would spit them out.However a special child may not have reached the levelof discriminating between tastes and may munch awayquite happily unless closely supervised

Food ingredientsCare also has to be taken that playdough does not have any food additivesthat may cause a reaction in a child. Anexample of this would be play doughmade with wheat flour, which is eaten bya child who requires a gluten free diet. Peanut buttercannot be used if a child in the group has a nut allergy.

The important thing is to continue with the wonderfulcreative use of activities using play dough but to make

sure that a check is made:• Use recipes that do not require salt or borax• Watch children carefully to make sure children do

not eat too much of the play dough they areinvestigating and enjoying

• Encourage the use of the other senses in investigatingthe dough-smell and touch, especially haptic touch

• Check the ingredients before making play dough toensure there is nothing that might cause an allergicreaction for a particular child

• Watch out for the eyes if the play dough has addedingredients such as glitters, in case a child goes torub their eyes during use

• Most of all carry on providing exciting but safe playdough for everyone to enjoy!

Here are some examples of play dough recipes that aresalt and borax free. They use the senses of taste andsmell as well as textures. You need to check if there areother additives, with regard to the needs of any child inyour setting. Enjoy!

Remember that the process of making the dough is asimportant as the play dough itself, enable allthe children to participate together.

Icing play doughYou will need:• A can of ready made chocolate frosting• A cup of peanut butter• 1 1/2 cups dry powdered milkYou have to:• Mix all the ingredients together with a big wooden

spoon• Place on a board and knead with the hands• If it is too sticky, add some more dried milk• The play dough can be rolled and shaped and made

into sweeties

Glitter play doughYou will need:• 2 cups flour• 2 cups water• 3 tablespoons cooking oil• 1 cup caster sugar• 2 tablespoons of cream of tartar• Food colouring and essence-e.g. blue colour and

peppermint• GlitterYou have to:• Put all the ingredients in a large bowl and stir with a

spoon-add glitter to suit• Put the mixed ingredients into a food processor and

blend well• Put the mixture in a microwavable bowl and

microwave fro 5 minutes Leave to cool


Playing safely with play dough – Flo Longhorn

Cinnamon spice play dough – all things niceYou will need:• 2 cups flour• 1 cup caster sugar• 5 teaspoons cinnamon• 1/2 to 1 cup warm water (try half the

liquid replaced with pureed apple for a change)You have to:• Mix flour and cinnamon in a large bowl• Make a well in the centre and pour in the water• Mix using hands until a ball is formed• Knead and bash it for a few minutes• Wrap in cling film and refrigerate for half an hour

Tasty play dough – you can have a nibble at this You will need:• 2 1/2 cups peanut butter• 1 cup powdered milk• 1 cup runny honey1 cup porage oatsYou have to:• Mix the ingredients with lots of different spoons• Adjust the texture by adding more/less of the

ingredients• Munch squish and enjoy!

Sand play dough – for a ticklyscratchy texture You will need:• 4 cups clean white sand• 3 cups flour• 1 cup water• 1/2 cup cooking oilYou have to:• Combine all the ingredients in a big bowl• Explore a new scratchy tickly sensation

Snow dough – a squishy experience You will need:• 1 cup of Lux soap flakes (found in the

detergent section of the supermarket)• 2 cups warm water• Electric hand mixer or old fashioned

egg beaterYou have to:• Place soap flakes in the bowl• Add water• Mix until fluffy and squishy and play with just like

play dough• (Add a few drops of food colouring to add a

contrast)

Oatmeal Play DoughYou will need:• One part flour• One part water• Two parts oatmeal (porage oats are ideal)What you do:• Mix all the ingredients in a large bowl until smooth• Knead and play – it smells good, feels really good

and stays soft for quite a while• (For a different warm feel and a good smell, warm

the mixture in the microwave…mmm!)

Gluten free playdough You will need:• 400g (1 and 1/2 cup) of rice flour• 400g (1and 1/2 cup) of cornflour OR equivalent

amounts of any gluten free flour • 4 teaspoons of cream of tartar• 800 ml (2 cups) water• 2 tablespoons vegetable oil• Food colouring

You have to:• In a large saucepan, mix all the ingredients with a

whisk to get rid of any lumps.• Gently heat up for 5 minutes or so, stirring to make

sure no lumps form (just like making a roux!) andeventually the mixture will become firm.

• Allow the mixture to cool slightly, then knead themixture for a couple of minutes, to ensure there areno lumps.

You can now start playing with the gluten free playdough! Any creative masterpieces can be left to air-dryfor a few days then painted with non toxic paints.

The play dough is a lovely tactile material to explorestretchy materials and changing shapes. You can storethe play dough in an airtight container such as a plasticbag and keep it fresh in the fridge.

And some ideas for using play dough:• Make wriggly snakes between the palms of the

hands, lovely for encouraging pressure in the palmsof the hands

• Flatten the dough with a rolling pin into a flat circle.Press a hand on to make a print; other prints you cantry are a comb or a fork.

• Change the colours of dough by blending differentcolours together.

• Use a garlic press to make hair or grass or wrigglyworms!

Visual reviews at Abbey Court School

Abbey Court School in Medway is a split site specialschool which caters for pupils who have severe learningdifficulties, many with profound and multiple learningdifficulties.

Having previously been in mainstream education beforebecoming Deputy here, I have been keen that we listento pupils and involve them as far as possible in issueswhich affect their futures. This is more difficult when youare faced with people who have a limited understandingand many who have severe communication difficulties.How could we make the annual review process moremeaningful to them to involve them in a more worthwhileway rather than in a tokenistic way?

Philosophically we wanted to move pupil involvement inreviews to a position where they could feel fully involvedand where their contribution could be given value andworth. We already had a flourishing school council,circle time was well embedded and PSHE was a strengthof the school. In the Autumn Term 2005 the headteacherpassed me an article from a journal which talked aboutpupil involvement in their annual reviews. The emphasiswas on a visual form where notes, ideas etc werescribed in a pictorial form during the meeting.

It was this idea of the visual that stuck with me as wethought about how pupils could be more fully involved.This was an ideal way for our pupils with their limitedcommunication skills to show what they had done andwhat they wanted for the future. We could see that ifdone sensitively this would be a vast improvement towhat currently took place where pupils had a five minuteslot at the end of their review - when they arrived withtheir pupil contribution sheet making little or no impact atthe meeting.

In line with the recommendation of the Every ChildMatters Agenda (Dfes 2004)

• Being Healthy • taying Safe • Enjoying and Achieving • Making a Positive Contribution • Achieving Economic Well-Being

Our idea of developing the visual aspects of annualreviews, whilst reflecting the Every Child MattersAgenda would enable us to ensure that children andyoung people's voices are heard and they are involvedin the design and delivery of services for children andensuring their diverse interests are represented

effectively. We wanted our pupils to be criticallyinvolved in key decisions that affect them and to plan fortheir futures and influence what occurs in the differentsettings and context in which they can flourish.

We also recognise that pupils have a wealth ofinformation to contribute about themselves. They havelots to tell us if we allow them to communicate this in anappropriate way. Our pupils have the right to be heard.As assessors and planners of pupils' needs it is easy forus to assume that we know what a pupil wants leadingto a mismatch of perception. We are an inclusive schoolwhere everyone believes that achievement, attitude andthe well-being of every young person matters.

The visual annual review is aimed at being moreinclusive for our pupils. Its component parts are:

• Thorough preparation before the meeting - talkinginformally with the pupil.

• Use of the visual imagery, communication aids,power point and objects of reference.

• Appropriate support and prompts throughout themeeting - eg a known adult, teacher or teachingassistant.

• Before the meeting the pupil is prepared bydiscussion around four main themes or strands whichform the main focus of discussion:– – Home – School – Other Agencies – The Future

Teachers have been inventive in the ways in which theyprepare pupils using a wealth of strategies - eg roleplay, drama, circle time, one-to-one discussions. Promptquestions have been formulated to focus this discussion -questions include - What do you like?, What are yougood at?, How can you do better? We also discusswhat is important to the pupil, What things they wouldlike to improve?, What is important for the future?

We use a range of communication media familiar to thepupils in order to enable pupils eg communication aids,symbols, visual cues and clues, prompts, pictures, video,objects of reference, sounds and music etc. We strive togive pupils the opportunity to be self-advocates.


Thank you Paul Horsman for writing this informative article

Visual Annual Reviews – Written by Paul Horsman



Working with their teacher or teaching assistant pupilsput together a power point presentation of theirachievements. This is the visual component. Pupils andstaff enjoy this their achievements are reviewed andcelebrated. Teachers report that the visual aspect helpsto confirm the progress on annual review and IEPtargets. It is reassuring for both teacher and pupil and itis an enhanced form of record keeping whichcompliments progress files and records of achievement.

When the visual review takes place pupils becomeanimated, they grow with pride. Parents and visitingprofessionals feed back positively too:-

“I found the review most enlightening and I was sopleased he was involved”

“What a great review! I skipped out of school!"

“I thought he did well too and I was so pleased he wasinvolved.”

Adults at the meetings try to act on pupils' aspirations egConnexions involvement in post 19 transfer or requestsfor out of school activities.

We listen to feedback and act upon it - as a result ofcomments from our visiting teacher of VI pupils we haveintroduced a more audio aspect to the review.

Our school philosophy at inclusion means we espouseand believe that achievements, attitudes and the well-being of every young person matters.

Teenage Chillout


Teenager SpacesA nice idea to create a private area or create a smallspecial space in a room is to use a folding screen. Hereare a selection of three that could be used at home or ina classroom – really cool for a teenager space.

This pretty sparkle light screen willcreate a soft atmosphere. Price: £99 From: Cotswold Company:

0870 5502233 www.cotswoldco.com

The beautiful detail on this darkwood-finish screen willcomplement a modern or moreclassic styled room. Price: £109.99From: Argoswww.argos.co.uk

Finger Beats RecreationTap your own tunes with thelatest technology flat touchsensors and high qualityspeakers. An mp3 inputallows you to overlay yourmusic to your favourite artist’stracks. Plug in a speaker or aset of earphones. Alien Choirhas an additional recording feature for you to recordyour own galactic sound effects onto each alien.£200118 973 6222 or www.recreationplc.com

Why not line this screen with someluxurious fabric to add colour andcreate privacy?

Price: £89.99 From: Jaliwww.jali.co.uk

Sophie is really enjoying the black andwhite spinning disc (details in issue 72)She is very taken with it and it has engagedher attention for quite a while.


Rag Bag To Buy

Concertina

Marbel

This fun sounding Concertina from Plan Toys is madefrom all natural rubber and rubber wood. Aneducational music toy, the pulling and pushing motionrequired to make the sounds teaches audio and motorskills to children. Children are sure to enjoy making theirown music.

£11Age range: 19 months upwards www.marbel.co.uk

Animal Play Tray

Neutral Company

Ergonomically designedhand made chunky woodentoys to stimulate the senses.Ideal for imaginative play. Use it with an old shoe boxto make an ark or zoo. The chunky pieces are easy forsmall fingers to hold on to and the bright colours willstimulate vision and encourage learning of colours andanimals.

£607984 836572 www.neutralcompany.com

Pirate Ship Pop-up Tent

This pirate ship wouldmake a very colourful“little room” for a child toexplore – also could beused in a pirate activity ortheme. ”Yo – Ho – Hoand a bottle of rum!”

A secret hideout for youngswashbuckling pirates.Features skull andcrossbones, plankentrance, portholes andinflatable base. For useindoors or out.

Early Learning CentrePrice: £30ww.elc.co.uk

Twirl and Paint

Press the button to start thespinner, then squirt in thecoloured paints to create yourunique swirly picture. An easy artactivity from the Early LearningCentre on the High Street.

Price £8www.elc.co.uk08705 352 352

Magic Easy Painters

Four easy painters plus a‘magic’ one that changes thecolour of the others when youpaint over them.

Price £6From the Early Learning Centre:www.elc.co.uk08705 352 352

Eating and Drinking Equipment –Safe Feeder

A very interesting new piece ofequipment requested by speechand language therapists – thesafe feeder

This consists of a small mesh baginto which small items of food may be placed. The bagmay then be screwed firmly onto the attached frame.Your child can then hold the feeder and chew on thefood in the bag. This reduces the risk of choking. TheSafe Feeder helps parents to introduce new tastes andflavours, and encourages reluctant feeders, particularlythose who have previously only been fed by tube, todevelop the muscles around the mouth in order toestablish normal feeding. The mesh bags may bewashed in warm soapy water and are dishwasher safe.

Price £10.95 Pack of extra mesh bags: Price £9.95

0845 4581124www.fledglings.org.uk

Woodside Worlds


Rag Bag To Buy


Catalogue – call 084455 74150Order online: www.elemental-learning.co.uk

Cube TowerFive solid pine wood cubesvarying in size. Encouragesunderstanding of size, shape,and spatial awareness.

Price £10

Sound Boxes2 sets of 5 wooden soundboxes, each one makes adifferent sound for children torecognise and anticipate.

Price: £22.98

Thunder DrumWow! This makes a soundjust like rolling thunder whenshaken from side to side.Great in music sessions and for story telling. Madefrom recycled card and plastic with a simple coilspring.

Price: £8.95

Texture BagA fabulous all-round resource.Not only helps developsorting, matching and pairingskills but also encourages fine motor skills. A greatopportunity to introduce the language of touch andtexture.

Price: £18.71

Crystal star ballsSoft spiked rubber balls, which have amulticolour effect when squeezed. Usefor tracking across the midline helpinga hand learn how to squeeze and a bitof science with ‘cause and effect’£1.95

Neon scarvesUse these bright scarves toencourage arm movements, playpeek a boo or encourage eyecontact – £1 50, buy a bunchfor floating in the air underultraviolet light

LED spinnerThese are an absorbing favouriteespecially for children who do notsee very well. When held close tothe eye, they are very hypnotic. Thehandheld globe has a range of spinning colours. Italso vibrates in the hand or body. Comes with neckcord – £ 3.95

Disco glide ballsExcellent black balls that glidesmoothly over flat surfaces. Asharp tap triggers pulsatinginternal lights that illuminate thecoloured spots. The flashing speeds up before itceases. Great for the sensory room!

Eco-Friendly products from Elemental Learning

Cheap and cheerful buys from the website www.cheeky-cherub.co.uk


Rag Bag To Buy and Make

Treasure Basket and Sensac

Handmade Organic NorfolkWillow Treasure Basket of50 handpicked items –many environmentally friendly. Sensac – a naturalHessian and fleece sensory, activity and storage bagfeaturing 2 storage pockets and toggle to securedrawstring.

Made in East Anglia from azo-free dyes. Supplied withcontents list and Guide for Practitioners from:

PLAY to Z LtdPO Box 9978ColchesterC01 9FT

01206 [email protected]

A message from Sally Slater:– there is agreat shop and website - www.WoZu.co.uk – with somelovely sensory stuff at good prices. The shop is atBlakemere Craft Centre atNorthwich, Cheshire. Forexample, they do a bag ofassorted sensory balls for£30, and rainbow ribbonspinners for £5.99. They alsosell talking tins, and somelovely magnetic organisers,which would be great on abaking tray.

www.bents.co.uk from Warrington are the people whosell that lovely 'rollin piano'. A child I was working withloved to play it with his feet! –I swear he was beginning torecognise it was himselfactually making the noise. Ihave seen it for sale on eBayat less than a £1. Bents are on01942 266300

Make Your Own Toy Basket like Ivans!Ivan explores his basket –www.wonderbaby.org

All you really need is a basket and sometoys and you're well on your way tocreating a fun and educational toy foryour visually impaired baby. Here's howto do it...

You will need:• A small basket and assorted small toys

Playing with Your Toy Basket

Making a toy basket is easy; just fill a small basket withlots of fun, small, safe toys. The tricky part is making themost educational use of the basket. Here are some tips...1. When choosing your toys, collect ones that make

different sounds that are interesting to feel, that havedifferent textures (smooth, bumpy, etc), and that aremade from different materials (plastic, wood, fabric,etc). Talk to your baby about the different sounds,textures, and materials.

2. Create concrete names for each toy in the basket.For example, you may include a "ring," a "brush," a"block," and a "rattle." Be very consistent in namingthese toys while your baby plays with them. Onceyour baby becomes familiar with the names you canplay a searching game where you ask your baby tolocate a particular toy, "Can you find the rattle?"Teach him how to scan through the toys with hishands and how to identify different objects.

3. Place the basket in front of your baby and encourageher to push or pull the basket. Try to get her to knockthe basket over and spill out all the toys!

4. Place the basket to the right or left of your baby andencourage him to reach to the side. This is a greatway to get your baby to rotate their trunk (a skillthey'll need in order to crawl). You can alsointroduce the concepts of "left" and "right."

5. Baskets are a great way to teach the concepts of "in"and "out." Have your baby take all the toys out of thebasket. Then help her put them back in.

6. As your baby gets older, you can introduce sortinggames with the toy basket. Have your child pull outall of the different balls or all of the rings and sort them.

7. Turn the basket over. Now you can talk about howthe toys are under the basket.

8. The best thing about Ivan's toy basket is that it keepshim occupied for quite a while (while mom gets achance to wash the dishes or fold the laundry). This isby far Ivan's favourite toy. We have set toys that arealways in the basket (like his ring), but we also addnew toys now and then. It's a great way to play,learn, and get in some independent time, too!

Thank you so much to the wonderbaby website all aboutIvan, featured in the article, for allowing us to print thesevery simple but useful ideas.www.wonderbaby.net

Rag Bag To Make


This lovely visual stimulation article was foundon a very special babies website www.wonderbaby.orgThe website chartsthe development of avery special baby,Ivan. His parentshave built up a rangeof ideas, resourcesand usefulinformation. Wellworth a visit and aninspiration toeveryone. Thank youfor permission to putthis in our magazine

The idea of covering the baby bottle in visuallystimulating materials could also be transferred to a cup,the handle of a spoon or a water bottle for olderchildren.

Make your own bottle holderWhat You'll Need: •bright, contrasting fabric (cut about 12 1/2" x 10 1/2") •batting, cut to half the dimensions of your fabric •velcro, about 4

1/2" long •a bottle (for

measuring) •sewing machine,

scissors, thread, etc

Sewing Your Bottle Holder •Once you've picked out your fabric, cut it to fit your

baby's favourite bottle (ours is cut about 12 1/2 x 101/2"). Leave an extra inch along each side for battingand turning. Cut your batting to half the dimensions ofyour fabric.With right sides together, fold fabric in half. Pin battingto fabric and sew along three sides, leaving fourthopen for turning.

•Trim batting, clip edges, and turn. Sew fourth endclosed. If you want, sew lines along the holder to keepbatting in place (if your sewing machine does anyfancy stitches, you can do a zigzag or other neat trim).

•Finally, sew on Velcro and you're done!

Builders trays – taken from an email to the editor

‘Use a builder’s tray for sandor water. They are really goodas they are flat on the floorand cannot turn over. They canbe filled with water or sand oreven jelly or bark chippings.One teacher filled hers withcoloured rice’ thanks for telling me about the builderstray. I’ve bought one and its already been used forcoloured rice with a little boy who loves sand but hismum doesn’t like him playing with it because he hasvery bad eczema. Well, he adored the coloured riceand sitting in the tray.’

Naomi shuttlecock gameA GREAT NOISY GAME

Dave enjoyed the feathered shuttlecocks I brought inbecause he could manage with lots of effort to pickthem up and drop them off his tray. I put a big drum underneath so they'd go boom when dropped. Then Inoticed a huge drum on a frame just asking to be usedas target practice. Dave would drop the shuttlecock onto my waiting lollypop drum and I'd bat it at the hugedrum. If we managed to score a big bang, we'd shout'Goal' and cheer.

Naomi RosenbergHearing support teacher for children with complexneeds.

Ivan enjoys his bottle


Rag Bag To Make

Cara, the umbrella and the shoe box

Cara came on a literacy master class I held recently.Being keen and enthusiastic she went back to schooland produced these lovely interactive storybooks usingan umbrella and a shoebox. She had a friend come andhelp her make the umbrella, a good way to make thejob quicker and easier.

Thank you Cara! You are a super star! – The editor

Wheelbarrow Flower DecorationsThis is a craft simpleenough for anyone tomake choices and alovely gift.

You need:

•Plastic scoops frompowder detergent

• Caps from large plastic bottles

•Small artificial flowers

This is what you do:

•Wash the plastic scoops and the caps from the milk jugs

•Use glue to glue one of the caps to the each side ofthe plastic scoop

•Select and then place flowers inside

Natural Dyed CollageThis is a lovely activity that can followa walk in the garden or park. Take abasket or box on the walk and collectitems from nature, grasses, leaves, berries, mosses andflowers. Bring them back and try some dyeing. Cut asquare of cotton muslin, about the size of ahandkerchief. Place and arrange the collected items onone half of the muslin then fold the other half over. Nowcomes the fun, bang and pound the items through themuslin with a small hammer or wooden mallet. Bangaway until all the items are pounded flat. Open thefabric and shake out the items to find that the muslin haschanged into a beautiful natural dyed collage.

Extra Hint – Try this activity using a variety of herbs,what a lovely smell as the hammer pounds!

The Magic BoxMaterials Needed:•Shoe Box •Glue •Paint •Mirror

Directions:

•Paint the outside of the box (or decorate as desired).•Glue a small mirror on the bottom of the box.

•Make a card and glue it on the bottom of the box topthat reads:

•Wrap for a lovely present for someone

‘The person pictured here is one of the mostspecial gifts in my life’

Rag Bag To Make


Further games sent into Information Exchange fromFreda Leask in Scotland, in the distant past – thank youFreda!! They are of particular value for learners who donot see very well.

A simple skittle gameto involve visualtracking and turntaking

Equipment•Bright skittles or plastic bottles that have been brightly

decorated. (Decorating bottles as a group could beanother visual activity prior to the game.)

•Fairly heavy, colourful ball.•Contrasting channel to push the ball down (a piece of

drainpipe or guttering)•Contrasting frieze paper or wallpaper roll, on the floor

for the ball to roll on. (The skittles would be set up atthe end of the paper, about two metres away.)

Ideas•The children should be positioned in an arc at one end

of the roll of paper.•Each child would take turns to push the ball down the

channel to knock down the skittles.•On their turn, the frieze paper and channel would be

angled towards them.•Encourage everyone to watch what is happening,

count the score, make a game of it.•Encourage the children to watch as the skittles are set

up again.

Drainpipe and Ball

Equipment•Piece of drainpipe (from DIY

store) lined with paper•Contrasting ball which can fit

inside the pipe with ease

Ideas•Pass the ball to each other using this device. •Verbally encourage the player to look. •Talk about turns; encourage verbal response and eye

contact.•Use fluorescence and UV for similar work in the dark

room

Ping Pong Tin

Equipment•Ping pong ball•Shiny tin

Ideas•Watch and listen as the ball is dropped into the tin•Roll it around and listen to the noise•try rolling the ball around the lid, follow the

movements of the ping pong ball•Who wants a shot at throwing the ball into the tin??

Marbles and Flowerpots

Equipment•Shiny flowerpot•Big and small coloured marbles

Ideas•Fill the flowerpot with the marbles•Rummage with two hands in the flowerpot. feel and

touch the glassy shapes hear the glassy marbles collide•Look at what is happening when the marbles move.

Rainbow Streamers

Make a handheld rainbow that you can use whiledancing a jig!

You will need:

•Red, orange, yellow, green, blue,and purple crepe paper streamers

•A paper plate for each dancer •Scissors •Stapler

Cut the centre outof a paper plate.

Cut long pieces of red, orange, yellow,green, blue, and purple crepe paperstreamers. Each streamer should be abouttwo to three feet long.

Staple a rainbow ofstreamers onto the paperplate. You now have aRainbow Streamer to helpyou dance, jig and swirl!


Developing curriculum at Barrs Court School

Redressing the Balance: DevelopingSpecialist Curriculum for Pupils with Profound Multiple Learning Difficulties(PMLD) In 2004 a group of staff at Barrs Court Special Schoolembarked upon the task of developing a specialistcurriculum for pupils with PMLD. Since the advent ofNational Curriculum nearly two decades ago, it was feltthat the essential ‘balance’ between the ‘breadth’ oflearning experiences some children received and the‘relevance’ of those experiences to what they actuallyneeded to learn had been upset and for some of ourmost profoundly disabled pupils the consequences hadbeen dire.

Following an audit of provision and need carried out bythe head teacher at Barrs Court School in 2003, it wasagreed that the time had come to redress that balance,to look in detail at the learning needs of those pupilswith the most profound and complex disabilities and todevise a curriculum that would help to address themultitude of learning barriers they faced. It wasrecognised that unless pupils were given the ‘tools’ toovercome, as far as possible, their barriers to learning,they would never be able to access what is essentiallyan ‘academic’, subject based National Curriculum in ameaningful way.

A further need highlighted by the audit concerned theknowledge and skills required to teach pupils withPMLD. Newly appointed staff are keen and enthusiastic,but often lack the knowledge and experience of howpupils with the most profound and complex disabilitiesneed to learn. We needed to provide staff with detailedinformation and guidance with regard to distinctivePMLD pedagogy, the techniques and strategies that canbe employed to help pupils at the earliest developmentalstages, and with the most complex needs, learn.

In order for pupils who have PMLD to learn effectivelyfrom the environment they are in, and the activitiestaking place around them, learning barriers must beaddressed in order that effective learning pathways canbe established to help them overcome these barriers.Teaching based on National Curriculum alone will nothelp pupils who have PMLD to overcome these verysignificant barriers to learning. We have to provide acurriculum that will acknowledge and address thedifficulties these pupils face in accessing and learningfrom the world around them. We also need to providestaff with the knowledge and skills to recognise whatthose learning needs are and what strategies need to be

in place in order to enable pupils who have PMLD tobecome effective learners. In other words, we need aspecialist curriculum to help us identify:

• Learning barriers – What is preventing pupils fromlearning effectively?

• Learning pathways – What structures need to be putin place to help pupils learn effectively?

• Learning styles – How do individual pupils need /prefer to learn?

For pupils with significant barriers to learning such asthose faced by many children with PMLD, learning hasto be personalised – the one size fits all approach of theNational Curriculum simply does not apply here andoften results in pupils sitting on the periphery ofsomewhat tokenistic and meaningless learningexperiences. For those pupils who are functioning at theearliest developmental levels learning has to have animpact in order for it be meaningful and lasting – it hasto affect their own body and senses and, initially, be nofurther removed than the space immediately surroundingthem if it is going to mean anything at all and it will haveto be repeated in a variety of contexts in order for thatimpact to be lasting. Without relevant learning pathwaysin place, pupils who have the most profound andcomplex needs will remain in a world that is chaotic,unpredictable and threatening – certainly no incentivefor learning there!

Personalised learning, apparently so high on thisgovernment’s agenda for education, can only comeabout through truly knowing the ‘person’, recognisingtheir strengths and the difficulties they face, knowingwhat motivates them, what might make them want tomove beyond the security of their own body space toexplore and learn about an unknown world. Without thisknowledge, we can have a curriculum as broad as anocean and it will never enable pupils with the mostprofound and complex needs to reach their fullpotential. Once we have identified what pupils need tolearn and what we need to do to help them learn it, thenwe can look more closely at the learning experiencesand social contexts we are going to provide in order toput the relevant learning pathways in place and exploreways in which National Curriculum subjects andschemes of work can be used as a context for learningfundamental skills whilst providing breadth of learningexperience.

Because pupils who have profound and multiplelearning difficulties (PMLD) have learning needs thatstand outside of the learning matter contained within the



National Curriculum, additional, specialist curricula andassociated assessment criteria are necessary for ensuringthese pupils have the opportunity to achieve and attainat optimal standards. In recent years Barrs CourtSpecialist (SEN) School has been “at the forefront ofdeveloping provision for pupils with PMLD andadditional needs” (OfSTED 2007) and part of thisprovision has been the development of a curriculumframework that is properly empathetic to thecircumstances of these vulnerable learners. The learningand therapeutic matter associated with major areas ofdisability that forms the basis of the school’s specialistcurriculum, has been reinforced by adding links to thecore subjects of the National Curriculum. The curriculummaterial is also reinforced by the addition of distinctiveteaching approaches, including best practice in the useof valuable resources and facilities to ensure thatteaching and learning will be of the highest quality. Thespecialist curriculum is made up of four curriculum areas:

• Early Thinking Skills Curriculum (completed)• Early Communication Skills Curriculum (completed)• Early Mobility Curriculum (available from April

2008))• Early Emotional Literacy (currently under

development)

The first two of these subject areas are in everyday useat the school and are being adopted by other schoolsand establishments around the country:“The recently introduced specialist curriculum extends thelearning opportunities for pupils with the most severe andcomplex needs exceptionally well” (Heart of the ForestSchool, Gloucestershire, Ofsted Report May 2007)

The learning matter included in these two specialistcurriculum areas relates directly to the personal learningstyles typical of children who have PMLD / complexdisabilities and is cross referenced to NationalCurriculum Mathematics / Science and Englishrespectively, at P levels 1-4. The documentationpublished in support of each of these specialist areas hasbeen designed to:

• Provide guidance in distinctive pedagogy so this canbe used for training teachers and teaching assistantsand empower the personal learning styles of childrenwho have PMLD;

• Describe best practice in the use of specialistresources and facilities

• Empower teaching assistants to fulfil an effectiveinterfacing role with therapists and multi-disciplinaryteams

• Enable the diagnostic, formative assessment ofdisabled children in a wide range of developmental

areas• Provide a range of learning activities to help pupils

overcome learning barriers associated with diversedisability types

• Inform the differentiation of core subjects of theNational Curriculum and provide evidence of laterallearning for pupils who do not find it easy to progressin a linear manner

The effectiveness of these curriculum materials hasrecently been judged by OfSTED (2007) as outstanding,“enabling pupils with the most profound difficulties andadditional needs to make impressive progress fromexceptionally low starting points”. Each of the specialistcurriculum documents currently available extends to over300 pages and is packed with useful ideas andguidance with each document following a similar format:

Section 1: Introduction – provides an introduction to therationale behind specialist curricula; backgroundinformation regarding the nature of disability beingcovered within the document eg. sensory, cognitive,communication, motor, etc; details of how to use thespecialist curriculum in practice

Section 2: Teaching Strategies – provides informationon a range of strategies and techniques that can beemployed in helping pupils who have PMLD to overcomebarriers to learning; also, provides reference links toother relevant reading materials for further informationFor example, the Curriculum for Early Communicationcontains an extensive range of strategies for teachingearly communication skills that include:

• Creating responsive environments• Developing self image and body awareness• Using resonance boards and Soundbeam• Intensive interaction techniques• Developing natural gesture• Using switches and communication aids• Developing choice making• Using objects of reference• Sign supported language• Using pictures and visual systems• Picture Exchange Communication System (PECS)• Using symbols as a bridge to word recognition• Access to literacy for pupils with PMLD• Using and developing multi-sensory stories• Using interactive storytelling techniques• Adapting stories and poetry through drama• Access to writing for pupils with PMLD

Section 3: Assessment Criteria – identifies areas forassessment within the disability area concerned andsuggests activities and resources that can be used to



identify and help pupils overcome specific learningbarriers. These may be used to form the basis for apupil’s IEP. For example, the Curriculum for EarlyCommunication provides objective assessment criteriafor assessing pre-intentional, intentional, augmentativeand early symbolic communication skills, complete withcorresponding teaching activities that can be used toinform IEP targets. Each assessment criteria is cross-referenced to the previous section giving details ofrelevant teaching strategies.

Individual Work on an IEP Target:

Section 4: Links to the National Curriculum – crossreferences National Curriculum to the specialistcurriculum and suggests ways in which a pupil maycontinue to focus on development of fundamental toolsfor learning within the context of National Curriculumsubject areas. It also provides performance indicators forassessing pupils at P levels 1-4 in the associated NCsubject for example, the Curriculum for EarlyCommunication links to NC English and details:

• QCA guidance on the development ofcommunication

• Suggested focus of interactions at P Levels 1-4• Recognising attainment: Key Levels of Experience• Specialist Curriculum Links to the National Curriculum

English P Levels 1-4 including Performance Indicators,suggested Teaching Activities and Resources.

All of these materials can be used to assist pupils whohave PMLD to make meaningful progress withinNational Curriculum P Levels 1-4 and, perhaps moreimportantly, to facilitate and provide evidence of lateralprogression.

Section 5: Appendices – provides details of usefulresources and equipment; supplier contact details; usefulorganisations; useful journals, etc. relating to PMLD andthe area/s of learning being covered; and finally, anextensive reading list.

A Focus Group In Action (Developing oral-motor skills):

The materials contained within the specialist curriculumare used in a variety of ways at Barrs Court School,including the use of best practice teaching guidelines toinduct new members of staff and using the curriculummaterials to inform lesson plans, define SMART IEPtargets and shape meaningful, challenging curriculumtargets. Teaching within the specialist curriculum isprovided either “in class” by a class team as part ofdifferentiated activities; by withdrawal on an individualpupil basis by a specialist Teaching Assistant, or mostrecently, via the grouping of pupils who have similarneeds into “focus groups” that are led by specialist TAs.The empowerment of highly skilled TAs in this wayattracted the praise of OfSTED in the school’s 2007inspection when it was reported, “Teaching assistantsare a key feature of high quality teaching and learning.They offer outstanding support, for example in the highcalibre specialist teaching assistants leading of the newfocus groups.” The specialist curriculum for Early MotorSkills is currently being field tested at the school and willbe available for purchase from April 2008.

For further information please contactRichard or Karen AirdBarrs Court Specialist (SEN) SchoolBarrs Court RoadHereford HR1 1EQTelephone: 01432 265035Email: [email protected]

Journey to Antarctic – Flo Longhorn


This journey took place in Scotland, a couple of yearsago, when a group of teachers met on a special schoolsscience day. It was great fun and very sensory. I thinkthe science teacher could really enjoy setting thissensory sea journey up for special sailors (andpenguins!) to enjoy. The dialogue is a scientific voyageof discovery!

Journey To Antarctic A long time ago, a Scottishexplorer named Spears Bruce,went out to study the Antarcticand he had lots of scientific aims in mind.

1. Setting out from Troon•Going to sail across the Antarctic•We need a sea shanty to set us on the

way•The crew sing ‘The drunken sailor’- all fold arms and

rock drunkenly in a circle•Pass round bottles of rum and whiskey

2. Sailing through the Antarctic waters – icebergs•Icebergs- some actors wrap up in tin

foil/silver materials •Sailors are busy cleaning the decks

with their brooms-provide brooms •The icebergs bump and squash into

them.•Try and avoid them!

3. Dredging the sea The scientists do a sounding (piece ofstring with bag on the end) and bringup sea samples and creatures in bowlsand jugs. They put their hands in thebowls to find creatures, shells, sand,seaweed (edible from the supermarket)

4. Ahoy! Penguins•Penguins live in the Antarctic.•Put on beaks and headbands of

yellow and black feathers.•They keep warm by huddling

together.•Watch huddling penguin video.•Huddle.•Birds of prey arrive. Put on cloak for wings. •They scream and swoop on the huddling penguins.•The penguins huddle even more.

5. Sliding penguins•Penguins slide on the ice, using

materials to sit on, and arepulled along.

•Some lie on strong material(shower curtain is ideal) and are swung gently (over asoft mat!)

•Cold music plays in the background.

The Aura Borealis •One of the beautiful effects

seen in the Antarctic is theAura Borealis with beautifulmoving twinkly lights.

•Darken the room.•Torches (coloured foils to experiment with colours),

spotlights mirror balls and fairy lights twinkle in thedarkened room

•Music starts with light sounds such as bells, rain shaker

The sailors set sail for home, drinking, eating and singingsea shanties

Materials required for thesea journey•Sea music including shanties to use

throughout the tale•Bottles of rum and whiskey•Rolls of tin foil for icebergs•Broom for sailors•Bowls of icy water, full of sea things to fish out and

feel•Simple head dresses for penguins-sweat band and

yellow/black feathers •Penguin beaks- yellow triangles, attach with elastic•Video of penguins or Pingu!•Brown cloak for bird of prey•Materials to pull penguins along sliding•Twinky lights, torches and mirror balls for the aura•Tinkly instruments to match the lights•Bottle of rum, ships biscuits and a keg of beer for the

journey home

‘Hey ho and a bottle of rum!’


Electronic exchange

The CALL Centre (Scotland)site provides information andguidance on creating and usingcommunication passports for allages. Communication Passports are…“a practical person-centred way of

supporting people who cannot easily speak forthemselves.” Information is presented in an easy-to-readformat.

www.communicationpassports.org.uk

Select the Resource Section and you can thendownload files and edit the information to suit yourspecific needs.

The content of the Resource Section includes:•Permission granted?•Creating Passports – includes templates you can use•Good Practice – minimum standards of quality.

Checklists and audit procedures to review the processof creating the passport, the end product and itsimpact

•Evaluation and Research – evaluation of use andimpact

•Further Reading

Visit the Shop Section to order the publication“Personal Communication Passports: Guidelines forGood Practice” by Sally Millar and Stuart Aitken.

Travel Insurance for pre-existingmedical conditionsBarnardo’s has launched a newtravel insurance for children andyoung people with pre-existingmedical conditions. The Free Spirittravel insurance package providesreduced premiums for peoplewithout medical conditions on thesame policy. Instant quotes are available at:

www.barnardos.org.uk/freespirit/

The Norah Fry Research Centre, whosewebsite is hosted by Bristol University, providesaccess to a number of useful resources for bothschools and parents. For those looking tosupport pupils with learning difficulties in areassuch as sex and relationship education orincreasing participation, there is a range ofuseful tools. An example is “I want to choose

too”. This is a resource for teachers to ensure inclusion ofprimary age pupils with little or no speech, in thedecision-making process.

http://www.bristol.ac.uk/norahfry/online.html

Thank you to Kathleen Bebbington whohas a daughter, Sophie, who attendsBriarwood school in Bristol. Theinformation came via Sally Silverman.

‘Kathleen wanted to let me know abouttaggies, discovered through e-bay. Theseare blankets which can be personalised. Sophie has a18” by 18” blanket which has squares of differenttextures, and ribbons and interesting objects/materialson the other side. The website for more information is

www.myblankets.com/taggies

Most suitable for boring times when stuck in wheelchairs!

Intensive Interaction – online videosA 15 minute video of Phoebe Caldwell working with aboy with autism. It answers some of the questions thatconcern people when considering Intensive Interaction –in particular, “if I join in with the person’s obsessions willit make them more obsessional.” Phoebe demonstratesin this video how using Ricky’s obsessions builds abridge between them to develop really goodinteractions.

http://www.teachers.tv/video/13817

Phoebe Caldwell also has a range of books and othervideos, have a look at www.nas.org.uk

The next video shows Dr Suzanne Zeedyk using theIntensive Interaction technique in orphanages inRomania. It is a quick 2 minute segment from BBCScotland.

http://video.google.com/videoplay?docid=-3442629443193319237

SkypeIf you have broadband and a webcam youcan hold conversations, including signlanguage, over the Internet. Skype is freesoftware which you can download at:

www.skype.com/download

The quality of picture depends on your webcam and thelighting. Gary Quinn, DEAF BSL researcher at HeriotWatt University, recommends using a good qualitywebcam like the Philips SPC900NC because it gives asmooth picture with 90 frames per second. You canalso chat using text with Skype or transfer files so it isuseful for discussing work issues or for having a tutorialat a distance.

You can search for other Skype users b using their emailaddress or their Skype name. The phone calls are free,even internationally.

(I have set up Skype, so anyone can do it! – theEditor – and I am using the recommended cameraabove)

Multisensory news


Living Sensationally:Understanding YourSensesWinnie Dunn 2007Price: £16.99 from Amazon

How do you feel when youbite into a pear... wear afeather boa… stand in a noisyauditorium… or look for afriend in a crowd?

“Living Sensationally” explainshow people’s individualsensory patterns affect the waywe react to everything thathappens to us throughout theday. Some people will adorethe grainy texture of a pear,while others will shudder at the idea of this texture intheir mouths. Touching a feather boa will be fun andluxurious to some, and others will bristle at the idea ofall those feathers brushing on the skin. Noisy, busyenvironments will energise some people, and willoverwhelm others.

The author identifies four major sensory types: Seekers;Bystanders; Avoiders and Sensors. Readers can use thequestionnaire to find their own patterns and the patternsof those around them, and can benefit from practicalsensory ideas for individuals, families and businesses.

Armed with the information in Living Sensationally,people will be able to pick just the right kind of clothing,job and home and know why they are making suchchoices.

Praise for the book:“Dr Winnie Dunn has solved one of the great mysteriesof life – the sensory puzzle! This amazing book helpseveryone understand their sensory system and therebyimproves quality of life. This book is essential for anyonewho wants to understand themselves and their family,friends, and community.” Brenda Smith Myles, University of Kansas, USA

Multisensory virtualholiday in Egypt!Virtual Holidays are now areality thanks to Thomson,Remote Media and Dale Air.

Egypt in three-and-a-half minutesis now a reality as holidayretailer Thomson offer the first avirtual holiday experience on thehigh street.

The virtual holiday technologyprovides a 3D full-sensory guided tour of some ofEgypt's best-known attractions, including the Valley of theKings, the Temples of Karnak and diving in the Red SeaRivera. The surround vision, sounds and smells can beexperienced by a special headset, worn by the customerin store.

Remote Media has developed the multi-sensory virtualholiday experience for Thomson. It features of aspecially created 3D video filmed on location in Egyptwith a new aroma system developed by Dale air,controlled by the system to trigger four individualaromas to complement the 3D scenes within the Video.

The user experiences the virtual holiday experience bywearing a special 3D Headset whilst the aromas arewafted towards the virtual traveller. Footage was shot invarious resorts and tourist attractions across Egypt earlierthis year, using specialist cameras to capture the 3D film.

As the journey progresses, holidaymakers can smellherbs and spices at a open air market, the musty smellsof a pharaoh's tomb, refreshing sea breeze and coconutsuntan lotion by the swimming pool. The scents areemitted through the separate aroma devise designed byDale Air, who have developed aromas such as the smellof Kylie's breath for her model at Madame Tussauds.

The new technology is to be trialed in the company'sLeeds shop from the end of November, and will then berolled out to different Thomson holiday shops throughoutthe UK in January, the peak season for holidaybookings.

Dale air have amazing smells –go to www.daleair.com


Hirstwood Multisensory Training Thank you Richard Hirstwood

www.hirstwoodtraining.com

Courses, conferences and events

Rebound therapyInformation oncourses being run onrebound therapy ordetails of how tobook a trainer intoyour setting, can befound at

www.hadrian.newcastle.sch.uk

The University ofBirmingham School of Education

Severe and Profound LearningDifficulties and Disabilities(SLD/ PMLD)Induction Pack

The University of Birmingham has produced an inductionpack for staff new to services for children or adults withsevere, profound and complex learning difficulties anddisabilities. There are two packs, one for staff workingwith children and one for staff working with adults. Theyare electronic packs which can be downloaded and/ orstudied on screen.

The packs are designed to be studied for one and a halfhours per week for 20 weeks (30 hours). Half an hour isspent on reading and looking up information, half anhour is spent in discussion with a more experiencedcolleague and half an hour in collecting informationwhen working with or observing children/ adults with learning difficulties and disabilities.

The pack covers an introduction to aspects of severe,and profound learning difficulties and disabilities thatwill enable staff to understand and meet fundamentalneeds related to communication, behaviour andlearning.

Six aspects of working with children/ adults arecovered.

1. Identifying Needs2. Planning to Meet Needs3. Meeting Needs4 Communication5. Behaviour6. Working Together to Meet Needs

Participants will receive an attendance certificate oncompletion of the course and (if eligible) will also beencouraged to study further by applying for the University of Birmingham distance education certificatecourse ‘Learning Difficulties and Disabilities (Severe,Profound and Complex)’.

The course pack is only available in electronic form butit can be used on screen or downloaded as many timesas required. Cost: £150 for CD-Rom which includesPowerPoint presentations as well as the study pack.

Further info from Penny [email protected]

Order the pack from Lily Ilic [email protected]

School of EducationEdgbastonBirminghamB15 2TT Tel: 0121 414 4878



Visual stimulation mats

You will need:

•card beer mats•double-sided tape•sticky-backed holographic paper•metallic wrapping paper•brightly coloured ribbon•black/white patterned paper or card•small magnets (optional)

How to make:

•Cover mats with holographic paper or metallicwrapping paper.

•Cut geometric shapes from patterned paper - blackand white provides a good contrast but other colourswork well too.

•Use double-sided tape to secure shapes to mats.•Attach brightly coloured ribbon to create a grid

pattern for a different effect.•Create an alternative pattern on either side of each

mat to make them more versatile.

Magnetic option:

•Cover one side of the mat only and attach a smallmagnet to the other side using double-sided tape.

•The mats can then be used with a magnetic board.

‘Hi Abbie, do you remember how we sat on the wheelie stooltogether at Woodside yesterday and discovered what we couldfind along the corridors? This is the radiator. It felt warm but not toohot. You opened up your hand and enjoyed feeling along theradiator.’

‘Here we are by the beads. You looked, reached, grasped and gaveit a shake! It is great having things stuck to the wall isn’t it, as theydon’t roll away from us’

A note from Sally Silverman and Abbie on a learning curve together at the Woodside centre in Bristol.

Please let Flo know who sent this excellent idea – so she can acknowledge them in the next issue

WOODSIDE WORLDS28 JUNE 2008

SPEAKER WORKSHOP TICKET SESSION – MORNING [ ] AFTERNOON [ ]LUNCH TIME MULTISENSORY EXTRA! [ ]

Sponsored by Information ExchangeSENSE West and the

Woodside Centre, Bristol

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TICKET NUMBER: [ ]

SSeeee yyoouu tthheerree!!

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Information Exchange - Spring 2008

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