information exchange - summer 2007

Issue 72 Summer 2007

– Mark explores and enjoysthe multisensory bubble tubeduring a sensory session atCavendish school in Runcorn

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

SMILE (Sensory, Musical, InteractiveLearning Experience) 4

CD, DVD and Book Review 8

Classroom Strategies for Childrenwith Hyperacusis 11

Lilli Nielsen – a Pioneer in Special Education 13

Spotlight on a very special mum – Anne Sutcliffe 15

Rag Bag To Buy 17

Rag Bag To Do 20

Chillout Zone – Teenagers 22

The Lesson Response Plan by Stuart Gent 24

Electronic Exchange 26

Multisensory Magic from Flo 27

Sensory cartoon page from Richard Hirstwood 29

Yoga Health 30

Conferences and Courses 31

Contents

2 Issue 72 Summer 2007

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.

‘Thank you to Sally Slater for sending in the photographof Mark Miller working so hard at Cavendish school.His mum is delighted to give permission for Mark to goon the front page – a star!

SOS

Please can the mum who calledand left a message (without aphone number) aboutinformation about hopsa suits,call and leave a phone number or email sowe can send the info!

Editorial

Editorial

Dear readers,

Welcome to the summer issue of Information Exchangeand it is packed with articles, ideas and information foryou to read and enjoy.

My mention of the wrestling match drew lots ofcomments and Les Staves has sent in his sensory placeto visit, on page 28. Michelle Whitham in Bath, sent anemail to say ’wrestling sounds fun but a huge rockconcert like ‘Bonjovi’ or ‘U2’ is amazingly sensory andthey tend not to swear’. I do need to defend thewrestlers, as they didn’t swear but only shouted ‘shutup!’

Exciting news for everyone is that on Saturday 14 June2008 we are holding a giant ‘Information ExchangeDay’ in Bristol. There will be lots of brilliant eventsincluding workshops, Rag Bag to make workshops,stands, fun activities and a chance to meet other readersand those who volunteer their time for the magazine.The proceeds from the day will be going toJohannesburg to fund an Information Exchangestimulation room for very special babies and children-so-a double reason for putting this in your diary-now.

Best sensory wishes,

Flo Longhorn

Ps. There was so much interest in the articleon ‘Faces’ in the spring edition (Issue 71)that there will be another article in theChristmas issue.

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

EducationCatherine de Haas: Parent and Speech and Language

TherapistSara Cliff: Subscriptions SecretaryRoger Longhorn: WebmasterKay Evans: Teacher and regular reader of IESue Granger: A volunteer who lives in FranceSally Slater: Consultant in Special EducationKaren Buckley: Advisory teacher, SSSE, Derbyshire

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 to theEditor!

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

Editorial and Administration Address Flo Longhorn: Managing Editor

1A Potters Cross , Wootton, Bedfordshire MK43 9JG

OR

24 Fazantenlaan, Bredene-Am-Zee, B8450 Belgium

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

3Issue 72 Summer 2007

Have a look at www.sensology.net to see theInformation Exchange site currently being hostedat Richard Hirstwoods multisensory site.

Also, a new website devotedsolely to Information Exchange,is being built by Gus Silverman(Sally Silverman’s lovely son)

Watch this space!

Help!!!Please send in your ideas andcontributions for the Christmasedition to make it an extraspecial one!

Send in any format, scribblesto word-processed, and we will do the rest.

Contact details above – to the editor

SMILE (Sensory, Musical, Interactive Learning Experience)

BackgroundPeople with profound and multiple learning disabilities(PMLD) constitute a diverse group of individuals, whohave many varied and complex needs. Debatecontinues about terminology and definitions so, in orderfor readers to be clear who this new service is for, it isnecessary to define briefly what is meant by the termPMLD. PMLD has been defined in a variety of ways. Ithas been referred to in relation to normativedevelopment in adults as those with a ‘mental age ofbelow three years’ (ICD 10). Others have defined it as a‘degree of learning difficulty so severe that they arefunctioning at a developmental level of two years or less,in practice often well under a year’ (Ware, 2003).Whilst the widest definition of PMLD (ie, thosefunctioning below 3 years) was used when setting up theservice, in practice the majority of individuals functionedwell below one year with regard to their social andcognitive skills.

Historically people with profound learning disabilitieshave tended to receive fewer services than those withsevere learning disabilities (Raynes, 1980). Regrettably,even more recent studies show that this is still true forpeople with PMLD: they are less engaged (Rose et al,1993) and experience a lower quality of life (Perry &Felce, 1994). In studies within schools, Ware (2003)reported that students with PMLD had feweropportunities for interaction generally, and even fewerchances to participate in those interactions.

There has also been a view that people with suchdifficulties are incapable of learning (ie, ineducable)and developing. Therefore people were often not givenappropriate opportunities to learn and develop theirskills.

There have been tendencies to both under (O’Brien &Tyne, 1981) and over estimate (Bartlett & Bunning,1997) the abilities of this group of people. As a resultinappropriate opportunities were frequently offered to

them. However, recent studies show that people withprofound learning disabilities can learn, as long as theyreceive the right support and in the right environment.

A responsive environment is a key factor in a child’sdevelopment. Ware (2003) discusses several studiesthat demonstrate that children with PMLD tended toreceive fewer responses to their communication attemptsand were less likely to be active participants incommunication. It seems almost too obvious to state, butthe need for a responsive environment for people withPMLD (namely getting a response to yourcommunications, being given time to respond, beinggiven an opportunity to lead and take turns; Ware,2003) cannot be underestimated.

Local contextFollowing a period of significant change within NorthCherwell day services, a review was undertaken in2001 to look at what impact these changes had madeon service users and their families. One of the key areasidentified as requiring further development was toimprove support for people with profound and multiplelearning disabilities. As a result, in 2002 a small groupof day service staff in conjunction with a clinicalpsychologist set up a working group to consider howpeople with the most profound disabilities were currentlybeing supported, how their needs were being met andhow this might be improved. The level of funding thatindividuals received was also considered, as this wouldbe an indicator of how much one to one time wasavailable for each person. Visits to other day serviceshelped the group to gain experience from what othershad done and provided a basis upon which to developour own service.

A small staff survey was completed that looked at staff’sunderstanding of PMLD. It aimed to identify trainingneeds within the team that would be supporting theseindividuals. Considerable work had been done withinthe service advocating a developmental perspective in


a new service development for people withprofound and multiple learning disabilities

Dr Gemma GrayPrincipal Clinical Psychologist, OxfordshireLearning Disability NHS Trustand

Celia ChaseyProject Leader, North Cherwell Day Services

Key points•SMILE (Sensory, Musical, Interactive, Learning Experience) aims

to develop people’s communication skills, cognitive abilities,emotional and social well-being and general enjoyment of life.

•Sessions lasting two hours are held daily, people work in smallgroups with one-to-one support. Many small steps of progresshave been achieved.

understanding individuals’ functional abilities. Probablyas a result of this work, staff had more realistic ideasabout people with PMLD abilities than a previous groupof staff working in residential settings (Pratt, 2000),where there was a consistent overestimationof individuals’ abilities.

Intensive interaction (Nind & Hewitt, 2000) as anapproach had already been successfully implementedwithin the day service for a small number of serviceusers. As a result there was more enthusiasm for how tofurther support these individuals and others in adevelopmentally appropriate way.

SMILEAs a result of this work, SMILE (Sensory, Musical,Interactive Learning Experience) was set up in June2003 as a pilot project. One of the first questions toanswer was – Who should be included in the newservice? To answer this, we used developmentalassessments that the clinical psychologist had alreadycarried out, and day service staff’s knowledge of serviceusers to ensure that only people with profound learningdisabilities (using the broadest definition) were included.Clearly it would have been inappropriate to includeindividuals with profound physical difficulties but whoseintellectual functioning was not within this range.Obviously, even within the broadest definition of PMLD,there is a wide range of abilities. In reality the majorityof people who attended were functioning well below a1-year level. In total 29 different individuals attended aSMILE session, a few people attending more than once.

Based on this information people were loosely dividedinto groups. For example, one of the groups comprisedindividuals who were able to sign and who had somelimitedspoken language. Consideration was also givento the sort of environment that individuals might prefer,eg, noisier vs quiet groups, and also if there were anyknown acquaintances or adversaries. As the groupshave developed, the configurations have been reviewedregularly and altered as necessary.

SMILE is based within the day service. It has its ownroom with all its equipment available there. A projectleader (with knowledge and expertise in working withthis group of people) was allocated ring-fenced time toset up and develop the group. Some limited finances (afew hundred pounds) were made available in order topurchase necessary equipment.

Whilst SMILE is based within a day centre, it was set uptobe a resource for all people with PMLD who live in thelocal area. Not all of these people would have routinelycome to the day centre, as their daytime occupation was

provided from home. We made an agreement with theprovider of these services that those individuals couldaccess SMILE, with support from a member of their ownstaff team. Each group is a mixture of people, some whouse the day services generally, and some who do not.Where possible the same staff members support peopleat SMILE in an attempt to ensure consistency. All serviceusers attending come with their own member of supportstaff. This was a pre-requisite as appropriate one to onesupport is such a necessary part of developing basiccommunication skills with this group of people.

Aims of SMILEPut very simply SMILE aims to provide:

A venue for interaction / communication through the useof sensory stimulation using smell, touch, taste, soundand sight. This will involve intensive interaction, takingturns, sharing, waiting, listening, and making choices.Its objectives include:

1. To develop sociability and fundamentalcommunication abilities

2. To develop emotional well-being3. To develop cognitive abilities eg, cause and effect4. To teach ways of spending time other than in self-

involvement / ritualistic behaviour5. To have fun!

The sessions initially occurred every morning (fivesessions per week). However, we have now includedtwo afternoon sessions. A different scent represents eachday of the week – orange, mint, lemon, lavender andvanilla. Each session is about 2 hours long. The groupsvary in size between 4–6 service users. There is aworker who takes responsibility for leading the group,although they are also supporting an individual.Historically this has been a member of staff from withinthe day service. Over time the skills of a wide rangeof day service staff have developed and other staffmembers now take the lead.

In some of the sessions, other people with learningdifficulties who use the service assist the groups. Thishelps to build links with the rest of the centre andpromotes more of a sense of being included in thewhole service.

Content of sessionsHaving a dedicated room within the day service ineffect acts as a cue for people: they associate the SMILEactivities with that area of the building and know what isabout to happen. Just before the group starts the samesong is played, again to help cue people into what isabout to happen.



Each session follows a similar structure:•Good morning song

Everyone is welcomed to the group with a ‘goodmorning’ song that is sung and signed to each personin turn. This aims to increase eye contact, vocalisationsand signing. Each time the song is sung it starts with a‘thumbs up’ which is the Makaton sign for ‘good’ or‘good morning’.

•Sensory boxesNext, individual sensory work occurs based upon thearoma of the day. SMILE has a large range of sensoryobjects that are used as a medium for interacting.These include bowls of bubbles, aroma boxes ofdifferent shapes, massage creams, bubble machinesand fruit of the day, textured objects etc. Principles ofIntensive Interaction are incorporated. Staff areencouraged to pause and await a response that mayindicate that the person wants ‘more’. Making basicchoices is encouraged.

•Music and singingMusic and singing happens for the next 10 minutes.This encourages vocalisations and group involvement.A parachute, large velvet elastic ring or instrumentsare used to facilitate this part of the group. Some ofthese sessions include techniques from Soundabout([email protected]), which encouragescommunication through patterns of sounds and silence.Rhythmical songs are used, the rhythm and repetitionoften being more important than the words.

•Tea and coffeeThis provides a break from the activities. During thistime different flavoured foods (eg, flavoured jellies andmousses, lavender cakes) and drink that correspond tothe aroma of the day are offered. Individuals whohave difficulty with eating / drinking are indicated ona planner on the wall in order to ensure health andsafety.

•Bag booksThis is the final part of the session. SMILE has eightbag books altogether. These are age appropriatemultisensory stories that have tactile boards thatlisteners can manipulate throughout the story. Theseboards are passed around the group as the story isread. This encourages turn taking, sharing, waitingand anticipation, usually as the story reaches itsclimax.

•GoodbyeEach session finishes with a goodbye song, which actsas an indicator that the session is ending.

There is one group whose communication skills arefurther developed. Instead of the sensory time this grouphas worked on various themed projects eg, animals,colours, mosaics, cooking. In addition these activitieshave been extended to community trips that correspondwith the relevant theme. For example, this group had a

favourite song that involved a crocodile; they went on tomake a paper maché crocodile and then had a trip tothe wildlife park to see a real crocodile.

ProgressGroup progress is difficult to evaluate. Progress ismeasured for each individual, depending on theparticular skills that they have developed. At the end ofeach session support staff are asked to complete a formon the person’s participation that day. New skills arenoted. Reports are written annually, based upon therecording charts, and sent to people’s homes and othersettings. For many people progress has been asuccession of very small steps indeed. For some it isresponding to their name being called; for others it hasbeen an increasing awareness of other people, puttingout a hand to initiate staff contact; others may havelearnt a new word or sign, or learnt to wait their turn.Making simple choices has been one of the mostcommon progressions.

It has been vital to complete baseline assessmentsagainst which progress can be judged. Staff turnover isa frequent problem within services and, without baselineinformation, it is easy for new staff not to realise that theskills someone now has may not have already beenthere. Seeing progress has been a large motivator forstaff to continue with this work. Each tiny step ofprogress is celebrated. SMILE has recently beennominated for a ‘project of excellence’ award byOxfordshire Learning Disability NHS Trust. However ourmost important achievement is the progress of everyonewho attends and the fun and laughter that our sessionsprovide.

Professional involvementThe clinical psychologist who worked with the originalworking party has continued to be involved. Manydevelopmental assessments (Vineland AdaptiveBehaviour Scale) had already been completed as partof routine clinical practice; hence there was alreadybaseline information about a person’s abilities.

A speech and language therapist has also become akey support to the SMILE team. The support from bothprofessionals has included consultancy regardingprogress or difficulties that may have arisen aboutindividual people, as well as support regarding how to‘move groups on’ or what the next developmental stagemight be.

A lot of teaching and training had taken place in theservice in previous years regarding a developmentalmodel and appropriate ways to support people withPMLD. It is the first author’s view that the skill level,





experience and motivation of the day service staffrunning SMILE on a day-to-day basis has resulted inprobably less input from professionals than might berequired in less favourable settings.

Tackling issuesAs is often the case with new services, a few issuesarose during its early stages that needed to beaddressed. For example, one of the effects of increasingpeople’s communication skills can be that individualswho once requested very little from staff start to‘demand’ more attention. Whilst for most people this issomething to celebrate, some do see such changesnegatively. Another issue is that some support staff foundthe repetition difficult to tolerate. Clearly the structureand repetition has been a vital part in providing anoptimum learning environment for the people whoattend. Support from the project leader, flexible rotasand consultations have been key in addressing this andensuring that the needs of clients are prioritised.

The futureStaff running the group and those who support serviceusers have continued to be inspired by the progress thatpeople have made by being given the right support inorder to learn. Many achievements are very smalldevelopmental steps; however, for the group of peoplethat SMILE supports, they are huge achievements. TheSMILE team are now looking to spread this goodpractice to other settings. For some people it is the firsttime that their individual preferences and ways ofresponding have been mapped out.

SMILE has become a model of good practice for howpeople with profound learning disabilities should besupported within day services. It is continuing to bedeveloped throughout the county at other day servicesand at one college. Some service users who attendseveral services have begun to have SMILE-type sessionsin other places, which is excellent news. Demand forconsultation on how to set up such a service continuesand SMILE has had a large number of visitors fromservices in other areas. Having had this opportunity ofconsidering how the very complex and multiple needs ofthis group of people need to be met, many havesubsequently expressed a wish to develop such aservice. Visitors are always very welcome, but bewarned, active participation is expected!

Address for correspondenceSMILENorth Cherwell Day ServicesRedlands CentreNeithrop AvenueBanburyOxon OX16 2NT

ReferencesBartlett C & Bunning K (1997) The importance ofcommunication partnerships: A study to investigate thecommunicative exchanges between staff and adults withlearning disabilities. BJLD 25 148–152.

Kellet M & Nind M (2003) Implementing IntensiveInteraction in Schools. Guidance for practitioners,managers and coordinators. London: David Fulton.

Lacey P & Ouvry C (Editors) (1998) People withProfound and Multiple Learning Disabilities: ACollaborative Approach to Meeting Complex Needs.London: David Fulton.

Nind M & Hewett D (1994 & 2005) Access toCommunication: developing the basics of communicationin people with severe learning difficulties throughintensive interaction. London: David Fulton.

Nind M & Hewett D (2000) A Practical Guide toIntensive Interaction. Kidderminster: BILD.

O’Brien J & Tyne A (1981) The Principle ofNormalisation. London: VIA.

Perry J & Felce D (1994) Outcomes of ordinary housing

services in Wales: objective indicators. Mental HandicapResearch 7 286–311.

Pratt D (2000) Exploring the ‘over estimation career’model: Residential support workers views about thedevelopmental approach and their estimations ofdevelopmental level is people with profound learningdisabilities. Unpublished – available from the author.

Raynes NV (1980) The less you’ve got the less you get:

functional groupings a cause for concern. MentalRetardation 28 217–220.

Rose J, Davis C & Gotch L (1993) A comparison of theservices provided to people with profound and multipledisabilities in two different day centers. British Journal ofDevelopmental Disabilities 39 (2) 83–94.

Sparrow SS, Balla DA & Cichetti DV (1984) VinelandAdaptive Behaviour Scales. Minnisota: AmericanGuidance Service.

Ware J (2003) Creating a Responsive Environment forPeoplewith Profound and Multiple Learning Difficulties(2nd Edition). London: David Fulton.

WHO (1992). International Classification of Diseases.Geneva: World Health Organization.

Thank you to ‘Learning Disability Today’ forpermission to reproduce this article which firstappeared in their magazine last year.

CD, DVD and Book Reviews

‘Inclusion in the Early Years’ By Cathy Nutbrown and Peter Clough

Published by Sage Publications.www.sagepub.co.ukThe textbook provides an in-depthlook at inclusion using research,practitioner narratives andexamples from practice. Self-contained chapters make iteasy to dip into.

Chapters of interest include ‘Key studies on inclusion’and ‘defining inclusion’ which help to formulate thinking.The key message is that all professionals need to listento the most vulnerable group in society. But parentsaren’t forgotten in the equation – there are clearguidelines for involving them in inclusive practice.

There is an extensive reference section at the end of thebook.

Visit an organic farmTake children on a virtual visit tothe farm with this fun DVD. TractorTed Visits an Organic Farmfeatures an animated Tractor Tedvisiting a real organic farm wherecows are milked, sheep graze,crops are weeded and vegetablesgrown – all without the use ofpesticides. These happy animals and big machines aresure to grab children’s interest. Sing-along songs arealso included.

Cost £10.99 Tel: 01380 850840 or visitwww.tractorland.co.uk

Signalong have their newcatalogue out ‘Publications andServices 2007’. They are a veryaccessible sign supportedcommunication group who offerexcellent publications, training, signresearch and advice.

For their catalogue or to find out more, [email protected] or tel: 0870 774 3752

Book list of useful booksRNIB sends out a monthly ‘Books forProfessionals’ eNewsletter available onwww.rnib.org.uk/booksforprofessionalsor E-mail: books for [email protected]

’Play ideas for babies withDown syndrome’Understanding how children with Downsyndrome develop and relate to others is the first step indeveloping activities for them. This new DVD,Development in Practice – Activities for Babies withDown Syndrome, provides a basic overview of thecommunication methods of babies with this conditionfollowed by ideas for ways to play and interact withthem. Sections include ‘Communicating together’,‘Positions for Play’, ‘Learning by watching’ and‘Preparing to talk’. Published by the Down SyndromeEducational Trust, the DVD is aimed at professionals andparents caring for babies with Down syndrome.

Cost £18.90 Tel: 023 9285 5330 or visitwww.downsed.org/Publishing/video

The Little Book of Tuff Spot ActivitiesAll of the ideas in this book involve usinga square or an octagonal shallow plastictray, usually used for mixing cementcalled ‘Tuff Spots’.

Most DIY stores sell them for around £20but if you cannot get one, the highlycreative and imaginative ideas filling thisbook can be adapted and used in anexisting sand or water tray or large plastic box.

Each page in the book follows a helpful, easy to followstructure, such as ‘what you might need when setting upthe activity’ and ‘how to present it to the children’.

One of the most magical ideas is called ‘Incy WincySpider’, where the children explore glitter in the Tuff Spot.It is suggested they go for a spider web spotting walk,read ‘The Very Busy Spider’, design and draw their ownwebs using greaseproof paper, glue, cooking oil and glitterready for a sparkling display of the children’s unique webs.

Price: £6.50Available from: www.featherstone.uk.comTel: 0185 888 1212

A new book , including a DVD, is out fromFlo Longhorn called ’The SensologyWorkout – waking up the senses’

It is all about the seven sensory systems and theimportance of waking them up each day, in order tosense, think and learn. Lots of sensory activities andideas and all the latest information on the senses.Further details, call 0845 127 5281 or email the editor


TRAIN DRIVER –Trousers,Jacket and Hat£24.00

STATION GUARD – High VisibilityWaistcoat £8.50



A disgusting new SymbolStory Pack from theCALL Centre!

The Beastly Story Symbol pack is anew set of three books that will bemotivating and fun for children with

speech, language and communication difficulties. CALLprovides supporting symbol materials to help children tounderstand the text and participate in interactive story-telling sessions (either ‘low tech’ or programmedinto/’read back’ from a simple voice output device).The books are suitable for children of any age. Theyhave a limited amount of text, and a clear repetitive linerunning through them, with some recurring vocabulary(animals and birds). Only people with strong stomachswill like these amusing but fairly disgusting tales…..

Please contact the CALL Centre if you require furtherinformation about services, publications or research.Tel: 0131 651 6235/6236Email: [email protected]

A message from LoopyjaneI am an enthusiastic PMLD teacherand have had great inspiration fromInformation Exchange and attending some of Flo’scourses. I love teaching and enjoy researching newways of giving the children what they need rather thanwhat the government tell me they need.

I found a great bookshop in Lyme Regis, Devon andwondered if you’d heard of these books I found there:

Laurence Anholt and his Seriously Silly Rhymes, I thoughtwould make superb poetry pockets and good for thesensory classroom and teachers who like to have fun intheir classrooms.

‘Little Bo-Peep has Knickers that Bleep’ is a great littlebook of very silly, funny rhymes – Right up our Alley! byLaurence Anholt, illustrated by Arthur RobinsPublished by Orchard books ISBN 1 84121 016 1

Other titles in the series are: •The Emperor’s Underwear• Eco-wolf and the Three Pigs•Daft Jack and the Beanstalk • Old King Cole Played in Goal•The Fried Piper of Hamstring•Ding Dong Bell, What’s that Funny Smell?

The bookshop itself is well worth a visit as it is like ascene from a fairy tale. Not very wheelchair friendlythough – a bit small.

Have a look at these excellent resources at:www.earlyvision.co.uk

Play Pack

DVD Film – Starts with a taxi dropping off a passengerat the railway station. Watch her as she checks the traintime-table, buys her ticket and finds the correct platformnumber for her departure. See other passengers arrivingand departing on trains and enjoying refreshments fromthe station café. Finally, watch the lady board the trainas the guard blows his whistle.

CD Handbook – IncludesRole-Play Guidance, WritingFrames, Roles and Resources,Still Photographs, Signs,Notices, Key Vocabulary andFoundation Stage Planning Sheet.

£17.50

Play Pack

The Garden Centre – 14 minsVegetable Garden – 9 mins

DVD Film – Inspire a wonderful outdoor Role Play. Atthe Garden Centre see customers pick packets of seeds,coloured gloves, flower pots and pay for them at the till.Watch Grandad showing two boys around hisvegetable garden, tasting different fruits, cutting applesand plums in halves and quarters to see inside.

CD Handbook – Includes Role-Play Guidance, WritingFrames, 10+ Still Photographs, signs, Notices and Badges,Key Vocabulary and Healthy Eating Discussion Points.

£20.00

Garden Centre PackCreated by Neil Griffiths, of Storysack fame. This packcontains a wealth of resources that will allow you tokeep your Garden Centre Role-Play alive for weeks.Includes: Photocopiable play props, guidance sheetsand a CD of songs. £24.99

Flower Seeds BookFollow the process of a flower’s development from seedto beautiful bloom. £4.99

Foldaway FlowerAllows Demonstration and assembly of the basicelements of a plant. 10 velcro backed pieces and 4 labels.

FLOWER £21.00

Gardening ClothesApron with pocket and child size gardening gloves.

£10.00



Personal Communication Passports:Guidelines for Good Practice (2003)by Sally Millar with Stuart Aitken

This book, illustrated in full colour,outlines key principles of making andusing Passports and provides someexamples taken from real Passports,created across the UK. Personal Communication Passportsare a practical and person-centredway of supporting children, youngpeople and adults who cannot easily speak for themselves.

Passports aim to:•present the person positively as an individual, not as a

set of ‘problems’ or ‘disabilities’.•provide a place for the person’s own views and

preferences to be recorded and drawn to the attentionof others.

•reflect a ‘flavour’ of the person’s unique character.•describe the person’s most effective means of

communication and how others can best communicatewith and support the person.

•draw together information from past and present, andfrom different contexts, to help staff and conversationpartners understand the person, and have successfulinteractions.

Personal Communication Passports Web SiteIf you are particularly interested in the development anduse of Personal Communication Passports you will bepleased to know that there is now a CALL web sitedevoted to the topic.

The site includes background information explainingwhat Passports are and downloadable templates forinformation collection and the creation of a basic passportand other resources. The site also includes informationon training courses and links to other useful web sites.

http://www.communicationpassports.org.uk

“Speaking For Ourselves” DVDThis DVD, which aims to raise awareness aboutvisual impairment issues, was filmed as part ofthe West Midlands Social Inclusion Project. Itwas made by young people from Visual ImpairmentResource Bases, Priestley Smith School in Birminghamand students from New College, Worcester.

Aimed at sighted young people in the secondary sector,the DVD would be equally relevant to show to parentsand professionals. It is about 25 minutes long and canbe dipped into or used in its entirety. It is divided into

three sections. The first looks at general views of visualimpairment; the second explores the impact of a visualimpairment on the lives of young people and the thirdfocuses on practical implications and support issues.

The Sensory Support Team have injected some humourinto the DVD with sketches bases on “What Not to Wear”and “Can’t Cook Won’t Cook” and have used a BigBrother Diary format as a vehicle for the young people’sthoughts and feelings about their visual impairment.These diary extracts are the main strength of this DVD.

Price: £7.50

Available from: Annie Bearfield, Sensory Support Team,Crystal House, Crystal Drive, Smethwick, BirminghamB66 1QG (Make cheques payable to: Sandwell MBC)

I picked these up at my local library– lots of teddy bear stories, for veryspecial children as well! Have teddyat hand when looking and readingteddy books – or else – Flo

Again! by Ian WhybrowHow all the little animals love hearing Daddy Bear tellstories!Babysitter Bear by Catherine and Laurence AnholtThere is a lot of fun packed in the day when babysitterbear turns up. But guess what? There is a new baby athome when they return.Bear Snores On by Karma WilsonGreat big brown bear sleeps in his dark lair through thelong cold winter, meanwhile a collection of animals andbirds gradually move in to keep warm. How will he reactwhen he wakes up?Kiss Good Night Sam by Amy HestSam has his story and his milk and is tucked up tight buthe is still waiting for his good night kiss from Mrs Bear.Night Night Cuddly Bear by Martin WaddellThe night time ritual for Joe of finding his cuddly teddybear and getting him ready for bed.No Bed without Ted by Nicola SmeeRhyming story with lift the flaps. Ready for bed but noteddy to be seen. Where can he be?One Ted falls out of Bed by Julia DonaldsonThere is a lot of fun in the bedroom while the little child isasleep.Well Done Little Bear by Martin WaddellBig bear gives little bear the courage to go out andexplore.Where’s My Teddy? by Jez AlboroughA lovely short rhyming tale of a boy and a bear but witha twist!


Classroom strategies for children with Hyperacusis

Somerset Sensory, Medical andPhysical Support Service (Hearing)Classroom strategies for children with Hyperacusis

With particular thanks to Jonathan Hazell, DirectorTinnitus and Hyperacusis Centre, London, UKAnd pupils at Blackbrook Primary School, Taunton

Some information about hyperacusis:•This term is used to describe a high level of sensitivity

to sound.•Children with hyperacusis will experience abnormal

discomfort to sounds that would be tolerated by mostchildren.

•Children with hyperacusis are unlikely to have ahearing loss.

•Not all sounds of the same loudness cause discomfort.•Hyperacusis appears to be linked to other conditions

and syndromes including tinnitus, autism, photophobia,chronic fatigue syndrome, depression and Williamssyndrome.

•Distressing sounds can include sudden loud noises likethunder, objects falling or balloons bursting, handclapping, electrical noises like vacuum cleaners andelectric shavers, loud music, and in some cases evenpeople's voices or laughter.

•Very specific phobic or aversive responses may beproduced by sounds in a specific context e.g. thesound of pen on paper, body sounds such as eatingor sneezing, the sound of shovelling cement etc. Othermuch louder sounds, without significance, may betolerated normally.

Signs and symptoms:•The noises are often very distressing to the children,

who will typically put their hands over their ears andcry, or try to avoid the sounds, for example by leavingthe room or turning off the television or radio.

•Some children become particularly distressed incrowded, noisy environments such as the classroom,playground or workshop.

•Children with hyperacusis may present with normalhearing thresholds (on an audiogram) but loudnessdiscomfort levels are typically reduced.

•Affected children may have difficulty hearing speechin noisy or poor listening conditions.

•When an unwelcome sound occurs children withhyperacusis may show signs of anger, distress orpanic. The link with their behaviour may not beobvious.

•Children with hyperacusis may be inexplicably andunreasonably nervous of particular activities or rooms(where they have experienced distressing soundsbefore).

•In severe cases, children may refuse to attend schoolat all.

Some strategies:•Observe and note any sound to which the child shows

an abnormal or aversive reaction.•By using pictures (e.g. PECS) you may be able to

identify other sounds which distress the child.•Treat the child's aversion to sound sympathetically and

do not force them to be exposed.•Reassurance and a clear and simple explanation

about the source of the noise often helps.•Whenever possible provide a warning just before

predictable noises (e.g. fire drills, school bells orbefore switching on an appliance or machine).

•The reactions will often diminish if the child is able toexercise some control over the sounds that causediscomfort. For example, encourage the child to turnon the television, or to help with classroom tasks byturning on an implement.

•The child may be reassured if he knows that he canleave the room for a few minutes at any point, if he isexposed to a distressing noise.

•Repeated gentle exposure to the sound will graduallyreduce the sensitivity of the auditory nervous system.For example, tape record one or more distressingsounds and encourage the child to play back thetape, quietly at first, then gradually increasing thevolume.

•School and parents should work together with a slowprogramme for returning to normal noise exposure. Ifthe programme is too rapid the aversion to sound willbe increased.

•Reward the child for progress, never criticize areaction.

•It is essential that parents, teachers and childrenunderstand the mechanism of hyperacusis andphotophobia, as well as possible. More information isavailable on www.tinnitus.org as well as advice aboutprofessional help, if this is needed.

•Even if hyperacusis is part of another syndromerequiring separate treatment, the hyperacusis canrespond independently to these strategies.

Sound enrichment:Although children with hyperacusis often seek silence,this has the same effect as avoiding an allergy, or aphobic situation. Sensitivity and strength of reactionincreases.

Encourage children to have gentle background soundsall the time, especially at night. Water sounds are oftenbest and commercial devices are widely available,though music or a fan may be preferred. Always let thechild choose.

Classroom strategies for children with Hyperacusis


It is essential that the child enjoys the sound used forenrichment.

If wearable sound generators are prescribed (as part ofa retraining programme) - these should be encouragedduring school hours. Often they produce a quite rapidreduction in sound intolerance when worn and mayfacilitate participation in activities otherwise avoided.

Recognise progress positively without drawing attentionto sound being uncomfortable, e.g. you are listening sowell today.

It is good practice to reducing noisy sound sources, highreverberation and sound overspill from neighbouringareas. This enables a clearer contrast between speechand background noise and reduces the overall soundlevel whilst also creating a more comfortable listeningenvironment for all.Avoid silence!

References:•Loudness recruitment and hyperacusis. RNID Fact

Sheet•Hyperacusis. Demaree, G. 1998•Guidelines for teachers. Williams Syndrome

Federation, WSF. Udwin, O and Yule, W.

•Tinnitus and Hyperacusis Centre www.tinnitus.org•Audiological Management of Hyperacusis in Children

Marriage, J. 2003•Management Approaches to Hyperacusis Marriage, J.

2003

Please contact the Sensory Support Service if you areinterested in either of the following, which are currentlyin the planning stages:

•Sound-sensitive - a leaflet for young people withhyperacusis

•Planning appropriate strategies - practical guidancefor class teachers

Contacts:Hearing Therapist, Audiology Department, MusgrovePark Hospital 01823 342186

Sensory Support Service (Hearing) 01823 334475

Tinnitus and Hyperacusis Centre (Jonathan Hazell)www.tinnitus.org

Thank you to Peter Annear in Somerset, from theHearing Support Team, for sending in this most usefulleaflet, following a piece about hyperacusis in the lastInformation Exchange (issue 70) Well done Peter!’


Lilli Nielsen – a Pioneer in Special Education

Children who are unable to stand and walk are oftenplaced in vertical position by means of a standing boxor other equipment. Although such treatment may be ofsome kind of benefit for the child, in many cases, it doesnot help the child to learn to move his legs or achievethe ability to stand unsupported. If the child’s legs aretied to the standing box he has no opportunity to initiateleg movements or to learn further leg movements.

Five years ago I began to consider whether we coulddo more to facilitate these children’s learning to standand walk. It is a process that starts very early in life.Already while still a foetus the child exercises legmovements and he stems his feet towards the wall of theuterus. Immediately after the time of birth he continuesto perform leg movements and he kicks towardswhatever his feet come in contact with. Gradually heachieves more and more muscle strength in his legs andfeet, and after some months he commences tomanipulate the feet with his hands as well as to jump onthe adult’s lap. Finally, when about 10 months old, he isable to display weightbearing and to keep his balancein standing position. (Nielsen, 1993)

The child without disabilities has the opportunity toexercise leg movements without weightbearing duringfour to five months before and approximately 10 monthsafter the time of birth.

The child with disabilities isoften so weak after thedelivery that it is impossible forhim to continue to move hislegs, or spasticity is hinderingfurther development of legmovements. During earlyinfancy some children withdisabilities either stop orminimize the performance ofleg movements, resulting in

lack of muscle strength sufficient for movements,weightbearing and the ability to balance.

The older the child becomes the more difficult itbecomes for him to start the process of learning to standunsupported.

The Essef Board is designed to facilitate the child’srelearning to move his legs, to help him to achievesufficient muscle strength and to encourage him to learnto balance.

As long as the child is still unable to perform headcontrol and to display weightbearing in any way he canbe exposed to the Essef Board while lying in supineposition on a Resonance Board, or while lying in proneposition on a Support Bench.

If the child needs reinforcement the surface of the EssefBoard can be supplied with tactile-auditory interestingmaterials as, for example, the packaging material fromthe inside of a chocolate box, light crumpled upparchment paper, or chains of beads. When the child isable to sit with support from a wheelchair or an adultthe Essef Board can be placed underneath the child’sfeet allowing him to kick on it without having to displaymore weightbearing than he is able to or wants to do.

When the child is able to stand without support he canbe placed sitting on the EssefBoard so that he can exercisebalancing without displayingfull weightbearing.

When the child is able tostand with support he can beplaced standing on the EssefBoard in front of a bar so thathe can learn to hold on to thebar while learning to balance.In the beginning of doing sothe adult must be nearbyready to grasp the child

Information Exchange continues the series of articles written by Lilli Nielsen

The Essef Board: Facilitating the Child’sLearning to Stand and Walk

by Lilli NielsenRefsnaesskolen, Kalundborg, Denmark

The Essef Board in action!!Photos sent by Lilli Nielson

Lilli Nielsen – a Pioneer in Special Education

should he let go the bar, or to respond if he wants toshare his experience with the adult either by leaningtowards the adult or ‘falling’ in the adult’s arms.

For the child who is able to stand and walk but stillneeds frequent exchange between find and gross motoractivities the Essef Board can give easy access forfulfilment of this need. The ability to move legsinfluences the child’s opportunity to learn in many otheraspects than achieving the ability to stand and walk, forexample to learn to move from lying to sitting position,and to learn to undress and dress.

Further information on learning to move legs can befound in the book “Early Leaning – Step by Step in

Children with VisionImpairment and MultipleDisabilities”.

The Essef Board can beordered at LH-verkstan,Ivarshyttevagen 14, 776 33Hedemora, Sweden.

www.lilliworks.org

ReferenceNielson, L. (1993): ‘EarlyLearning, Step by Step in Children with VisionImpairment and Multiple Disabilities’ SIKON.


About TACPAC

Tacpac is based on the idea of tactile play, using the skin, the largest sensory organ in the body, as aprimary means of contact. By varying the type of touch (regular/irregular, continuous/intermittent, textures,warm/cool etc), the helper provides a range of stimuli that heighten the receiver's levels of awareness andarousal and promote responses. Each touch stimulus is accompanied by a short, especially composedpiece of music designed to match it in mood and enhance the experience.

Through the contact use of Tacpac, the receiver learns to show responses that can be understood as, forexample, like, dislike, want, reject, known, unknown; and begins to move in response to stimuli, anticipateactivities, and relate to the helper. These primal responses that comprise pre-intentional and affectivecommunication can be crucial steps towards more clearly defined intentional communication and evenlanguage acquisition.

Tacpac is great fun with infants and toddlers, and also benefits a very wide age range of those withspecial needs and learning disabilities; educators, health practitioners and families can use it. We offerTacpac activity packs and trainings on how to use the activities.

Please keep visiting our website to learn of our latest developments http://www.tacpac.co.uk/email: [email protected]: +44 (0)1865-772213

TACPAC

a fun, multi-sensory way to promote communication andmovement through touch and music

A message from Elizabeth Love, Senior Teacher atThe Cleveland Unit, James Cook University Hospital,Middlesbrough

Dear Flo,I am enclosing a copy of a speech

given as the keynote speech at thelaunch of Early Support in Middlesbrough – sometimelast year.

When I heard Anne give the speech, I was struck bythe vivid images used to describe her experience ofbeing a mother of two boys, one of whom has profoundand multiple special needs. It is a different ‘take’ on thewell-known ‘Welcome to Holland’ piece, which we haveshared with parents over many years. As with that piece,Anne’s description may help some professionals toempathise with parents and it may also strike a chord ofrecognition with some parents.

Many people at the Launch day, who heard thespeech, commented on how moving it was and howclearly it described a parent’s experience. We wonderedif it was something that Information Exchange would beinterested in publishing?

Yes it is a very thought provoking speech Elizabeth, sohere is the speech given by Anne Sutcliffe, mother of twosons, one of whom is extra special.

Good Morning.My name is Anne Sutcliffe.Twenty-nine years ago I startedworking for the NHS. I haveworked as a nurse and a midwife –in hospital and the community. Ihave taught midwifery and have worked as a universitylecturer, running a degree in health care managementfor nurses, midwives and health visitors. I currently workas the Deputy Director of Nursing at South TeesHospitals. I suppose I can say that my long associationwith the NHS means that I have an in-depth knowledgeof health care and the health care system.

I haven’t had any involvement in the Early Supportproject but am pleased to have been invited here todayto chair this morning’s session and to talk briefly to you.I would like you to stop for a moment and imagine asituation which may well have happened to you – it hascertainly happened to me – on more than oneoccasion!!

In many ways the situation is no big deal but I would likeyou to think of the situation and think of how you may –or did – react – and how you might – or did – feel atthe time.

You’re leaving your house one morning to go to work –or to an important appointment. You’re rushing becauseyou’re a bit late – and as you grab your things – youdiscover that you can’t find your car keys – or perhapsyour front door keys to get back in.

You don’t know where your spare keys are.

What do you do?•Rush around to all the places you may have left the

keys•Rake through your handbag or search through all your

pockets – or both•Ask anyone in the house if they have seen them•Shout at anyone in the house to get them looking too

– or just shout at them anyway!!•Try and retrace your steps from where you last used

the keys•Go back to all the likely places – virtually ransacking

them this time! – Go to all the unlikely places as well•Blame everyone in the house for moving them –

picking them up by mistake – or losing them•Sit at the bottom of the stairs and cry!!

In the scheme of things – this is a very small LOSS – butin reality what’s happened is that you have lost controlof a situation that you expected to be very normal anduncomplicated – and this can throw you completely.

•You may feel a degree of panic•You can’t believe that this has happened – now of all

times•You race around and get angry and frustrated•You want to blame somebody•You try to be rational and logical – but you are in

danger of blowing the situation out of all proportion.

I would like you to just hold those thoughts.

Now what I would like you to do is to think about anorchestra.

A very good orchestra – with some excellent and verytalented musicians.

Imagine that they are about to start playing and theyrealise that their conductor hasn’t arrived.

Imagine that you are sitting in the audience andsomebody comes to you and asks you to go onto thestage and conduct them.

You don’t read music – and you certainly don’t knowhow to conduct an orchestra – but if you don’t do it, theconcert can’t go ahead.


Spotlight on a very special mum – Anne Sutcliffe

Spotlight on a very special mum – Anne Sutcliffe


The musicians can all play beautifully – separately –and some of them have played together before – but ifsomeone isn’t conducting them – some will play at thewrong time – they’re likely to be disjointed – they mightmiss their cue – and they might all finish at a differenttime.

I think that – at times – the parents of a child born withdisabilities can feel a bit like that person called up toconduct the orchestra – they can feel lonely andisolated – they can feel scared – unsure of what theyare doing. They can feel that it is their responsibility tomake things work – they can feel that there may besomeone who would be more appropriate to makethings work. They are working with very talented andknowledgeable people – and trying very hard to keepthe whole thing together.

I am, of course, likening the players in the orchestra tothe many professionals who may come into contact withthe child and family. Parents can really value thecontribution that each of the key players make for theirchild – but often it is the parents who have to rememberall of the details – pass the messages on from oneprofessional to the other – repeat the same story everytime they come into contact with someone.

It is a huge responsibility for parents who are trying todo the best for their child. It can be incredibly frustratingand extremely painful having to repeat their story toeveryone they come into contact with.

I would like to ask you to return now to the lost keyssituation. Remember those feelings around losing a set ofkeys – it was a loss that was probably very significant atthe time.

The loss that a parent experiences when their child isborn with disabilities can be so very profound. Theyhave lost the ‘normal’ child they were probablyexpecting. They have lost control of a situation thatshould have been very normal and uncomplicated.

They often experience a real bereavement – one thatcan continue for the rest of their lives. At the same time –they are still trying to care for and love their baby –who still needs to be fed, bathed, clothed, played with –who still keeps them awake at night like all babies andyoung children have a habit of doing. They still have todo all of the things that everyone else has to do – shop,cook, clean, go to work, care for the rest of their family– be normal – get some order in their lives.

And yet there they are – conducting that orchestra –when they can’t read the music – and waving the batondoesn’t always seem to have the desired effect.I have relied very much today on images – and hopethat they have helped to explain how I think that parentsof children with disabilities can feel.

I have 2 other images which I would like to leave youwith today.This is our youngest son – Philip – on holiday last year.Philip will be 16 next month – and has a wicked senseof humour. And this is Philip with his brother Martin –going wild in the swimming pool on holiday – thenervous hands behind them are mine – trying to stopthem from drowning each other!! Philip is probably theworst culprit as water gives him so much freedom – andpleasure – and he takes full advantage of it!!

I have shown you this photo for two reasons.

Firstly to point out that it is not just the child and theparents who are stumbling through all of this – butfrequently there are brothers and sisters – as well asgrandparents, aunties and uncles – and the impact ontheir lives can be enormous.

Secondly – babies and young children inevitably growolder – and I would like to remind policy makers that co-ordinated childcare is required not only in the very earlyyears – but throughout the childhood years and for therest of that person’s life.

Philip is fast approaching 16 and we are findingourselves once again having to step forward to begin toco-ordinate what will happen to him when he leavesschool in a couple of years time.

I really welcome the EarlySupport initiative and thestructured support it offers toparents of children withdisabilities. I also believe that itwill help the professionals whowork with families – enablingthem to provide a more joinedup approach to family-centredcare.

Rag Bag To Buy


Tangle18 curved and jointed sections totwist and manipulate into limitlesscontortions. Great to fiddle withand difficult to put down. Availablein original, and tactile ‘fuzzy’ version. All come inassorted colours.Small Tangle - £2.99Small Fuzzy Tangle - £3.99

www.specialdirect.com

Squidgy Sparkle ShapesSqueeze them, bend them, press them.Children will enjoy playing with thesecolourful, glittery, sparkly shapes, whilelearning shape recognition at the sametime. This pack of 2 x 6 different shapes is multicolouredto brighten up the classroom.

Price: £19.99


Noodle Ball Pack 3These fun, stretchy noodle balls will makeany game of catch more exciting. Witharound 100 multicoloured silicone fingers,if feels like a wet noodle!

Price: £3.95


Feel and MatchThis is a plain cotton bag containingsixteen pairs of small wooden cylinders,each pair of which contains a fabric ofa different colour and texture. Feelingthe textures helps a child to develop tactile awareness.Matching may be done by texture, good for visuallyimpaired children, and by colour.

Price: £19.95

Available from FledglingsTel: 0845 458 1124 Fax: 0845 458 1125email: [email protected]

Elastic and Coiler Laces may benefitchildren with hemiplegia, dyspraxia, strokes orother conditions which affect dexterity or co-ordination. These laces which are effectively self-tying, turn lace-up shoes into slip-ons. Coilers, or

coiled elastic laces are available in a wide range of

colours (plain red, pink, blue, greenand purple and combinations of theseand other bright colours). Both Elasticlaces and Coilers are available inblack, white and brown. Lace Locks aresmall gadgets which fit onto laces and ‘lock’ the lace inplace. They may be a more discreet way of easilyfastening laces for older children. One size.

Price: £2.95From: FledglingsTel: 0845 458 1124 Fax: 0845 458 1125email: [email protected]

Thank you for the Coiler Laces. They took a bit of time to get in, butthey are brilliant and Thomas can now get his trainers on all byhimself. How ‘Cool’ is that?!!! – Mrs E in Ashford.

Doll in a wheelchairThis ‘Modern Miss’ cloth doll in her fashionableclothes and stylish wheelchair would be a greatplaymate. Children who are wheelchair userswill identify with her and other children willlearn through play to understand and acceptthose who are different from themselves. Agood toy for inclusive play. Washable too.

Price: £22.50


Fine Motor Activity BoardThis strong wooden board has colouredknobs in primary colours which may bemoved along the pathways cut out like amaze. The knobs are chunky and easy tograsp and encourage a child to developgood hand grip. The movements involved in the exerciseare similar to those used for writing and drawing so maysupport the later development of those skills. If you havea digital camera, you can arrange the coloured knobs ina pattern and take a picture of it, like the one illustrated.(There are 16 patterns printed on the box.) Your childcan then be asked to make a copy of the pattern fromthe photograph. This is a difficult task which may besuitable for a bright child with limited physical dexterityas it is mentally challenging but physically morestraightforward than drawing.

Price: £15.50


Rag Bag To Buy


Whoozit Activity SpiralWrapped around a buggyor car seat the spiral toystimulates awareness withbright colours, mirror, pulltoy and scrunchy noises.

Price: £15.99

Available from: Wood and ToysTel: 0845 458 9292

Nuts and BoltsThe ability to turn a screw in a thread mayseem like a simple operation. This ingenioustoy, which to a child’s imagination, cancreate forms and imaginaryfigures encourages and aids

this important milestone of development.

Price: £7.99

Available from Wood and ToysTel: 0845 458 9292

Classic SkwishA brightly coloured web of rods,beads and balls, an all time favourite.

Price: £10.99


UV Colour Change Surf BeadsWhite beads that change colourin sunlight (time to cover up).Sure to be the coolestplayground accessory.Blue, Orange-Yellow, Rainbow

Price: £3.99Available from: Wood and ToysTel: 0845 458 9292

WhoozitThis wacky playmate will makesenses twirl with oodles of activity.This colourful character has squishyshapes, squeaking, rattling andcrinkling sounds and a special hidden mirror.

Price: £7.99


Hawkins BazaarThings you thought hadgone for ever, things younever even knew existed.Hawkins Bazaar is wellknown as the best source of unusual presents atChristmas, but they also offer exciting outdoor toys andrainy-day boredom busters to amuse and entertainwhatever the season or the weather. Their unique rangeof curiosities, pocket-money toys, gadgets and gamesprovide inspiration for birthday presents and partiesthroughout the year. The Hawkin range is available bymail order, on the web and through an ever-increasingchain of high-street shops.

www.hawkin.com

Fish that don’t need FeedingMini AquariumThe tiny aquarium has two colourful fishwhich bob and swim about in a realisticfashion due to the current created by thepump. The UV lamp can also beswitched on to make the fish glow in thedark. There are three possible designs: Puffer, Clown orAngel fish. We can’t guarantee which you will get butorder more than one and they will be assorted.

£6.99 from Hawkins Bazaar (see above)

Expressive Babies – Unhappy/HappyThese very realistic opposingexpressions will provoke manyemotional reactions fromchildren. Great for languagedevelopment.

£21.95 each

www.nesarnold.co.uk

Bilibo is a versatile toy,perfect for rocking,spinning and climbing onas well as a greataccessory for role-play.Suitable for childrenaged 2 to 7 years. Bilibo is ideal for both indoor andoutdoor play, and invites children to use theirimagination in an active and creative way.

£25.50 Telephone Spacekraft on 01274 581007

www.spacekraft.com


Rag Bag To Buy

Touch is such an important sensory system to explore,,Mike Ayres Design offers some beautifully craftedinteractive tactile ideas which are set out below and alsoa vibratory (which is part of the touch system) floor.

Tel: 01359 251551 Fax: 01359 251707Web: www.mikeayersdesign.co.ukemail: [email protected]

Vibration FloorA simple, but very effective piece ofinteractive equipment. The wholeplatform vibrates when activated byany low voltage switch. It has anintegral switch control unit and cantherefore be operated in any one of four modes. Thedegree of vibration is also variable.

Price: £898.88 inc VATFrom Mike Ayers Design (see above for details)

Tactile Foot BoxesEach open-sided box hasa tactile base inside andan interchangeable tactiledisc on top. It can be used on the floor with hands andfeet, or as a table-top activity. Very good for comparingtexture with hands and feet, body awareness andcommunication skills.

Price:Set 1 (5 boxes) - £113.98Set 2 (5 boxes) - £113.98Complete set (10 boxes) -£222.08

From Mike Ayers Design (see above for details)

Matching BallsSeven pairs ofmatching ballsin a wide rangeof materials.Wood, felt,stone, glass,rubber, cork and one pair makes sound. All contained ina hardwood box. A good way to develop tactileperception and communication skills throughunderstanding the different weights, hardness,temperature, texture etc.

Price: £123.38

From Mike Ayers Design (see above for details)

Portable Jelly BarA small ultra violet light that canbe used in a small box forimmediate and close up effect.Works with batteries.

Cost £14.95

www.prezzieplus.co.uk

Kill that smell!Urine spills are an inevitable part oflife and regardless of how clean youkeep your toilet floors, missed drops ofurine can still penetrate floor coverings, to linger onwooden floorboards underneath. A product calledUrine-Off claims to solve the problem, however old theodour and stains might be. Because urine traces are notalways visible to the naked eye, you can use a special,pocket-sized UV light, known as a Urine Finder, whichmakes the urine glow in the dark, so you can identifyexactly where the problem is. Hey presto! You apply theUrine-Off and, hopefully, all traces of urine are removed.It can also be used on soft toys, bedding, climbingframes, etc.

Urine-Off is ready for use in 500ml, 1 litre or 5 litrespray bottles,

Priced from £14.95

Available from Fresh Industries Tel: 01245 425722www.urine-off.co.uk

Expression MasksA set of nine wooden multicultural facemasks ideal for introducing children todifferent and opposing emotions. Each ofthe nine masks have an emotion printed onthe front with the opposite emotion printedon the reverse.

£27.95 per pack Fax: 0800 056 1438

Gelli baffThis is an extraordinary experience, ultimatebath-time fun which turns the water to gooo…..and back again! All you do is run water intothe bath (paddling pool, a water tray or bigbowl) and add the powder. The water turns toa thick slimy goo.After a gooey time, you just sprinkle the goodissolver and watch the goo magically turn back towater. Totally safe and to be found in stores such astoys’r’us at about £4 a box.

Rag Bag To Do


Vibrating ideasVibration is part of the tactile system; we feel

vibrations through the skin. It is also part of thesound system as we listen to sounds that vibrate andconvey meaning through the sound system in the ear.Here are lots of ideas to cause vibrations-try them forfun, to communicate and also for a zippy science lesson.Have a slinky toy at hand so you can imitate thevibratory sound waves by pulling and pushingthe slinky.

CymbalsYou will need:

A cymbal, a bag of rice, lentils or dried peasWarn the learner about the noise about to happen!

Method:•Bang a cymbal and then place hands on to feel thevibrations

•Hold the cymbal over a head and then bang thecymbal so the listener can feel the vibrations cascadeunder the cymbal

•Try the activity using a large pan lid made of metal•Hold the cymbal and pour over a bag of rice as you

bang, the vibrations should make the rice dance (holdover a tray to catch the fallen rice is a handy hint!)

A rubber band guitar You will need:A sturdy shoebox and 4 large rubber bands.Method:

•Stretch and place them across the open box so theycan be plucked and pinged

•Pluck the bands and watch and then feel the vibrations•Try thinner or thicker elastic bands for a different

vibration

A Plant pot xylophone – nice to build outside on asunny day You will need:•Clay pots of different sizes •A pole (broom stick is ideal)•Strong string•And small pieces of wood dowel, larger that the hole

in the bottom of the pot but not larger than the potMethod:•Tie a length of string on to each small piece of wood

dowel•Thread through the hole inside the pot, the wood will

stop the string from escaping the pot•Place long pole across two chairs like a rack•Tie each pot, by the threaded string, onto the pole,

different lengths will make different vibratory sounds•Now tap the pots with different items such as a

wooden or metal spoon and listen to the differentvibratory sounds

•Tap whilst holding one and see what you feel on yourfingers

Vibrating bottles You will need:•A variety of different shaped plastic bottles with wide

necks, small and large•Water, •Food colouringMethod:•Fill bottles to different levels with the water•A few drops of food colour will add interest•Blow into the bottles and make a vibratory musical note•A short blow should give a high note, blow longer and

the vibrations should be deeper

The humming tuning forkYou will need:•A tuning fork from the music

room•A bowl of waterMethod:•Listen to the twang of the fork vibrating sounds into the

ear•Twang the tuning fork and place in the water to see

the patterns of sound•Try twanging and then putting it in some sand

The vibrating cake tinYou will need•A cake tin•A stretchy plastic bag larger than the tin•Rubber bands•Coloured sugar or hundreds and

thousands •Bendy metal trayMethod:•Stretch the plastic bag over the empty cake tin and

secure with rubber bands•Sprinkle sugar onto the surface•Tap with a spoon and see what happens•The sugar should dance with the vibrations•Hold metal tray above the surface and wobble to

make sound vibrations•The sugar should vibrate too

Vibratory newspapers You will need:a pile of different sorts of newspapers

Method:•Tap hands on a taut stretched piece of paper-fast and

then slow•Tap fingers and feel a different vibration•Drop rice, dried peas, pasta or buttons on to the

stretched paper-vibratory staccato noises•Roll up a newspaper; make a tube make sounds that

vibrate in -try a raspberr•Tear paper fast and slowly•Roll into a ball•And throw to the bin!


Rag Bag To Do

Hanging Banging Noises

•Tie a rope or net between two trees, netball posts,door handles or chairs.

•Hang pots, pans, tambourines, bells, anything that willmake some noise when students pass under/throughthem with their wheelchairs. The more noise they canmake, the better!

•Another variation is to suspend cans, bells, pots andpans, from a pole laid across a across the backs oftwo chairs. Have students toss beanbags at thishanging wall of noise. Get students as close as theyneed to throw beanbags at the noisy wall. This helpsthe student with a range of movements as well asgrasping and releasing skills. Let chaos reign!

Birthdays•Have a wrapped item on a table with a

sign that says, “Mystery Birthday Gift”.•Birthday Bag – Put several small objects

into a paper bag. Include birthday itemssuch as a birthday candle, a birthday hat and abirthday napkin. Have children sit in a circle with thebirthday child sitting next to you. Let the birthday childreach into the bag and take out an object. Use theobject to begin telling a special birthday story. Havethe child continue taking one object at a time from thebag. As he or she does so, incorporate the objects intoyour story.

•Birthday Chair – Purchase a sturdy wooden chair at agarage sale or car boot sale. Clean up the chair, thenpaint it with bright colours and add the words: ‘HappyBirthday’. Let the birthday child have the honour ofsitting in the birthday chair on his or her special day.

In Memory of Something ThatOnce Was There

Sheridan [email protected]

How often do you hear people say, “He used to dothat, but he doesn’t anymore”? Behaviours, often seento be inappropriate, like flicking of strings, lipsmacking, or throwing objects were treated asbehaviours that should be shaped into new more“appropriate” activities. However, as the person agesthese idiosyncrasies sometimes seem to disappear, notto be replaced by anything else. The person becomesmore withdrawn, less active, and less responsive. Thenwe remember these things that the person used to do.Only then do we sometimes recognise thesebehaviours as possible skills. Below is an obituary toone possible skill.

R. S. Berry R.I.P. Born: unknown

Died: some time last year

Rest in peace RaSp. I shall miss you. Many peoplenever valued you when you were around. In fact,many tried to get rid on you. Some people yelled“Stop!” at you. Some ignored you. But some peoplevalued you and explored how to be with you. Wesaw you as an avenue for reaching your owner. Hereyes lit up when we brought out our Sound friends tointeract with you. There seemed to be a different,

stronger understanding, when you and otherSoundBerry friends got together; a warmth andunderstanding that did not occur with other soundslike SoundTalk and SoundWords.

Oh, I remember with fondness our times spenttogether. You would be soft RaSpBerry and then Iwould bring in loud Raspberry. You, not beingoutdone, responded with the loudest, longest,RaSpBerry ever heard. We had some good timestogether. But now you’re gone.

We hardly noticed your slipping away, your callsbecoming softer and more infrequent over time. Was itthe people telling you to go away, or was it just agethat took you away, leaving us with the silence andwithdrawal of your owner?

It’s funny you know, some of those people whowanted you to go away now say, “She use to haveRaSpBerry, but it’s gone now; she used to do so muchmore.” Why is it we only notice some things when theyhave gone?

If we had played with you more would we now be leftwith silence? If we had valued you more when youwere there, would we still be saying, “She used to, butnow she doesn’t do much”? How do we learn fromour mistakes and truly value the many different waysof being?

Rest in Peace RaSpBerry

An article from “Down Under” – Australia, sent in by Sheridan. I had the pleasure of meeting her lastyear when she was on study leave – a devoted practitioner – thanks Sheridan – Flo.

Chillout Zone – Teenagers


Ideas for summer from Kay Evans especiallyfor students

Marshmallow messagesYou will need small marshmallows (orjelly babies), ice cream wafer biscuitsand a bar of chocolate.•Melt the chocolate for 1 minute in a microwave or in a

bowl in a pan of boiling water•Use the melted chocolate to stick the sweets on the

wafers in patterns or initials.

Citrus mobileUse fruits such as lemons, limes,oranges or grapefruit. •Cut in half and look at the patterns inside the citrus fruit. •Smell the different citrus aromas.•Use them to print summer pictures.•Suspend on a coat hanger attached with string or

ribbons.•Save some of the fruit to taste with or without sugar!

Fruit kebabsUse a variety of well-known fruitsand a selection of the not-so-well-known fruits such as papaya,watermelon, star fruit or mango. •Cut into different shapes and put chunks of these on a

kebab stick or into a fruit salad to enjoy.

Seed Flowers•Use a variety of different seeds on cut out petal

shapes and put them together to make the shape of aflower around a photo of each student.

Snazzy shirtsMaterials needed: white t-shirts,card board or thick paper cut to fitinside the t-shirts, tools such asbrushes or sponges and fabricpaints•Put the cardboard inside the

t-shirt and cover the table with awaterproof cloth

•Dip the brushes, tools or sponge into the paint andmake a pattern on the front of the t-shirts, for examplethe shape of the sunshine or the students’ own designs.

•Allow to dry and then put on a fashion show!

Sun cookies Ingredients needed•75g of butter •5g of Demerara sugar •30g golden syrup •150g of oats •Yellow food colouring •Icing sugar mixed with a small amount of water to

make it like play dough•Sugar ballsMethod•Put the butter in a bowl with the sugar. Microwave

them on HIGH for 1 minute.•Mix in the oats•Pour in the golden syrup and microwave on LOW for

6 minutes.•Allow cooling and then cut the mixture into sun or star

shapes.•Mix icing sugar with yellow food colouring and a little

water•Decorate the cake shapes with the icing sugar

Peppermint Foot Fizz – to relaxtired feet

You will need•2 drops of peppermint essential oil

(Body Shop stock this oil)•3 tblsps of sodium bicarbonate•1 tblsp of citric acid•Bowl and warm water•Dissolve the ingredients all together in a bowl of warm

(not hot) water and soak the feet for ten minutes•Gently pat the feet dry.

Sea Life/ Penguin PartyYou will need:Sliced bread (wholemeal is best),margarine, tinned tuna, cheese slices,tomato, thin carrot sticks, iceberglettuce, fish shape cutter, plates and bowls.•Check for food allergies and dietary requirements.•Tear the lettuce to make seaweed and place on the

plate.•Cut the cheese in to fish shapes add a tiny piece of

tomato for the eye.•Make tuna sandwiches and cut into triangles.•Create a crab by using the sandwich for the body and

the carrot sticks for legs and pincers.•Wash and peel the apple and arrange on the plate in

the shape of sea creature (an octopus perhaps).

•Adapt the song ‘One elephant went out to play’(from ‘This Little Puffin’ by Elizabeth Matterson, Puffin

Books) to ‘One little penguin went out toplay, upon an icy floe one day, he found itsuch enormous fun, that he called for(Choose a different sea creature) to come’

Make a collection of itemsconnected with the sun •Sun-dried tomatoes, Sunny Delight fruit

drink, Sun spread, sunflower oil, sunhats, sunglasses, sun creams etc

Make a mermaid•Draw around a student lying on a

large piece of paper on the floor.•Make sure their legs are together.•Draw in a mermaids tail from the

waist down over the legs with fins forthe feet

•Stick on sweet wrappers, foils, and tissue paper tomake their tails shine.

Citizenship Education for Young Peoplewith Special Educational Needs:A Teaching ResourceThe activities contained within this downloadableprogramme were developed and written by teachersand piloted in schools. They are targeted at pupils withsevere and profound multiple difficulties (SLD andPMLD) between the ages of 11 and 16, but are suitablefor a wider ability and age range.

http://www.citizen.org.uk/education/senresources.html

HELLO AGAIN!

A Message from ‘Speakup’ "Going into Hospital" is anotherfantastic information DVD available forpeople with learning disabilities. TheDVD is all about going into Hospital. Itshows people with learning disabilitieswhat happens, who the people are andexplains the important information thateveryone needs to know. Did you know that Speakup has beenmaking information films for people withlearning disabilities for over 12 years!

"Great for people living independently" SpeakupDVD's give people the information they need to livemore independent lives. They are produced by and forpeople with learning disabilities working in partnershipwith media professionals. They are clear, friendly andfantastic quality films on many subjects from parentingskills, tenancy agreements and opening bank accountsto bereavement, bulling, abuse, life planning, health andmuch more.

Our current catalogue of 15 DVD's is available tobuy now. You can buy them online or by sending us anorder form and paying an invoice later. Visitwww.speakup.org.uk for more information. From thereyou can order, download an order form or watch fulllength samples of the DVD's - so you can decide beforeyou buy!

Speakup is run by and for people with learningdisabilities, everyone here gets paid a proper wage andis learning the skills needed to have a job.

Reading PostersRenaissance Learning hassponsored the production of theNational Literacy Trust FootballReading Stars posters. The postersfeature David James, Ashley Cole, Rio Ferdinand andAlan Smith. The offer is limited to one set per school.

Further details from:

www.renaissance-learning.co.uk/nlt_posters

Designer T-Shirts

Fashionable clothing for disabled children, particularlyfor wheelchair users, has not always been easy to find,so this range of ‘cool’ T-shirts has been well received.Available in a range of popular colours with boldstatements and attractive motifs, they wash well and aregenerously sized. 100% cotton.

Available from Fledglings Tel: 0845 458 1124 Fax: 0845 458 1125email: [email protected]


Chillout Zone – Teenagers

The Lesson response Plan by Stuart Gent


The Lesson Response sheet started out in September2000 when I was seeking to find a way of recordingresponses that my students with SLD or PMLD in the classwere displaying. Since then the sheet has evolvednumerous times to the format shown on the pageopposite.The idea of the sheet was primarily to be auseful and quick way of recording sensory responses inall the National Curriculum subjects I was teaching. Thesheet is based on typical responses that might bedisplayed by any student. These responses were heavilyinfluenced by Flo Longhorn’s book ‘A SensoryCurriculum for Very Special People’. The lessonobjectives and activities are laid out, so they are clear toall the adults working in the class, be they teachers,teaching assistants or therapists.

Boxes are ticked when a response is displayed, eitherduring or after the session, and then a ‘P’ level chosenthat best reflects the responses. The ‘P’ levelterms/descriptions are taken from the TRREACLE project

outlined by Liz Singleton and Leeds and BradfordSpecial School Coordinators Group.

I have found the sheets to be really useful when seekingto write annual reports or to share at annual reviewmeetings or parent’s evenings. Feedback from parentshas been very positive, many finding them an enjoyableread and record of what’s going on in class. They havecommented how the space for a photo is particularlyenjoyable to see. Representatives from different LocalAuthorities, be they teaching advisors, educationalpsychologists or social workers have also commented onhow ‘excellent and helpful’ they are to them.

Stuart GentSt. Rose’s Special School, Stroud, Gloucestershire

Thank you to Stuart for sending in his very interestinglesson response sheet seen on the next page – pleasecontact him for further information and details at theaddress above or at [email protected]

My team (Elaine, Carol, Vicky and Mandy) and I along with one of my students (Tilly)


The Lesson response Plan by Stuart Gent

SEG07

Lesson Response Sheet

Name:Date:Subject: Science

Objective: Pupils should experience, explore, and investigate, record and

communicate what they discover and learn about: Plants in the environment

Details: The children are to actively explore plants using their senses. Some plants

are able to produce fruit. Today we tasted and smelt some fruits.

Skills and knowledge Response to tasting pineapple Location of taste- accepts

taste on lips Moves towards the taste Moves tongue against teeth Facial expression changes Spits taste out

Location of taste- acceptstaste on tongue Moves head Moves tongue around inside mouth Gurgles Turns head away

Location of taste- acceptstaste on side of mouth Moves lips Moves tongue outside mouth Licks lips Turns self away

Location of taste- acceptstaste on back of mouth Moves tongue Swallows Claps Other

Moves mouth Produces saliva Savours taste

Response to tasting papaya Location of taste- accepts

taste on lips Moves towards the taste Moves tongue against teeth Facial expression changes Spits taste out

Location of taste- acceptstaste on tongue Moves head Moves tongue around inside mouth Gurgles Turns head away

Location of taste- acceptstaste on side of mouth Moves lips Moves tongue outside mouth Licks lips Turns self away

Location of taste- acceptstaste on back of mouth Moves tongue Swallows Claps Other

Moves mouth Produces saliva Savours taste

Response to smelling a pomegranate Is Indifferent to the

smell Blinks rapidly Shudders Salivates Cries Moans

Nostrils dilate Stills Connects smell with a liked taste or situation Sucking movements Coos Spits

Screws up nose Startles Moves nearer to smell Lips close tightly Laughs Other

Smiles Stops hand mannerisms Sniffs smell Eyes widen Shouts

Frowns Increases handmannerisms

Tracks smell by turning head Turns head away

Connects smell with a disliked taste or

situation

Response to touching/feeling passion fruit Is indifferent to the

physical stimulation Makes noises Smiles Shudders Rubs hands OtherAccepts physical

stimulation Turns head to

stimulation Coos Cries Pushes away

Stills Moves arms and legs Startles Moans

Facial expression changes

Rolls over to stimulation Stills Withdraws self

Moves towards stimulation Laughs Facial expression changes Bangs head

Photo taken? Yes/No Video taken? Yes/No

P1.1 Tolerate P1.2 React P2.1 Respond P2.2 Engage P3.1 Anticipate P3.2 Choose

P4-8 LinkExperiences

�SEG

Electronic exchange

Rubber facewww.senteacher.org

This website has some brilliant ideas todownload and use on an interactive board.

One is called ‘rubber face’ and you can press a switchand animate some very realistic faces into severalemotions or guess the emotion being shown.

Speakup self advocacy This is of interest to those working with youngadults who have special needs.

This impressive website originates from the Rotherhamarea and has a range of videos on some very interestingsubjects. The actors are all special and they do a greatjob. I looked at one on bereavement and it was simple,to the point and very clear to understand. I learnt a lot!You can buy the videos or look at them on the computer.

Go to www.speakup.org.uk

A message from Sue Grangerin France

Http://www.Funkymoose.co.uk

They have some great stuff - song mitts including the veryvisually attractive 5 current buns in a bakers shop, and 5little men in a flying saucer! Also story set puppets,'expression' puppets, large hand puppets and giant'story telling puppets. Lovely black and white animalprint blankets in the 'baby gear' section, glow in the darkrubber bath ducks, bright furnishings for round the homeand classroom... There is no end to it!

Interactive play for children with autismBy Diana Seach – educational and familyconsultant in Interactive Play and seniorlecturer in early years at Chichester university.

If you look at the back cover of thismagazine you will find details of a reallygood book, written by Diana Seach, all about theimportance of play and its role in learning andinteractions. Although it is written for children withautism, it sits very well in the understanding of thedevelopment of play for every child, including veryspecial children and teenagers.

The book is an in-depth comprehensive guide about playand its importance in the development ofcommunication, social and thinking skills. It is carefullybacked up with highlighted case studies where Dianahas had direct interaction with a child, who has autism,in that particular chapter discussion.

There is an ‘Interactive Play profile’ in the book but is ata much higher access level than that experienced bychildren with severe or profound disability, but it willcomplete the understanding of where the simplest levelsof play may successfully end – on more abstract levels.

This is not a book just to dip into, it is a serious read. Ihave really enjoyed the challenge of finding out so muchmore about play as it is so well written researched, andannotated to sustain my interest. Well-done Diana!

The book is available from the Internet or any goodbookshop, details on the back cover.


‘Even more basic than the freedom of speech…is the freedom to speak’

Professor Stephen HawkingGiving people a voice…ACE Centre Advisory Trust92 Windmill RoadHeadingtonOxfordOX3 7DR 1865 759 800 [email protected] www.ace-centre.org.uk


Multisensory Magic from Flo

A sound bank is a practical communalresource that contains a wide rangeof sound materials. It will also containbooks, articles and ideas all aboutsound, hearing and listening foreveryone to access. It will grow and change over time.

The Sound Bank should be set in a designated spaceeasily accessible for all, including learners. A good ideawould be to have it situated near the music area ordedicated sound space. It’s not a good idea to have itnext to the quiet area!

The most important feature with the sound bank is theperson who has responsibility for the sound bank andarea. Some of their work will include keeping it in order,checking for broken items or using a budget to buy newmaterials.

Sound materials can be stored in crates with lids. A‘See through ‘crate enables a quick identification ofwhat the box contains. Materials can be sorted intosound units, for example: •A box of noisy sounds•Wind sounds•Tiny squeaky sounds•A box of books with sound or poetry parts•Auditory software for the computer or white board

There is also the opportunity to link in with equipmentsuch as •A good quality radio•DVD player•Electronic keyboard•Piano with the back removed•Electronic drum set•Karaoke kit

Here are some ideas for units ofsound to begin a sound bank.

Sound Units•Mechanical noises such as a

musical box or electric fan•Paper-that can be crushed, scrumpled, shaken, waved

torn…..•Subject related (e.g. music in the West Indies for a

geography project)•DVDs such as classical quiet music and/or heavy

metal•DVDs such as brass bands and/or panpipes•Party squeakers (for individual use only)

•Clocks, alarm, ticking, cuckoo, electronic…..•Bells tinkly, deep, shaking…•Vibratory, toothbrush, toys……..•Sound software graded for ability and age………. •A list of sound areas in/out of the building-the garden,

under a bridge, inside a tent, under a tree•Contact list of people who make sounds e.g. the local

musician, the organ player at a local church, therapper or the choir

•Soft sounds, a feather falling, a little bell, a thin pieceof tin foil

•Harsh sounds, a grater, a sieve with a spoon

Some sounds will be repeated in several boxes. Bells,for example, could be in the soft, loud, cultural or brasssections.

Look below for example of sound objects in designatedboxes.

Wood•Wooden blocks•Chopsticks•Wooden drum and sticks•Twigs•Wooden instruments•Wooden bird whistle

Paper to scrunch, tear and shake•Chocolate box wrappings•Cellophane•Tin foil•Tissue•Greaseproof•Cardboard •Pack of cards•Cardboard roll centre•Comb and paper

Blowing noises•Range of toy squeakers•Toy trumpet•Real trumpet (with musician

attached if possible)•Whoopee cushion•Empty plastic bottle•Empty spray bottle•Hollow pipes•Balloons •Straws

Multisensory Magic from Flo


Smell the difference!Taken from www.newscientist.com

IMAGINE being able to record asmell and play it back later, just as you can with soundsor images.

Engineers at the Tokyo Institute of Technology in Japanare building an odour recorder capable of doing justthat. Simply point the gadget at a freshly baked cookie,for example, and it will analyse the odour andreproduce it for you using a host of non-toxic chemicals.

Pambuk Somboon of the Tokyo team has done awaywith pre-prepared smells and developed a system thatrecords and later reproduces the odours. It’s no easytask: “In video, you just need to record shades of red,green and blue,” he says. “But humans have 347olfactory sensors, so we need a lot of source chemicals.”

Somboon’s system will use 15 chemical-sensingmicrochips, or electronic noses, to pick up a broadrange of aromas. These are then used to create adigital recipe from a set of 96 chemicals that can bechosen according to the purpose of each individualgadget. When you want to replay the smell, drops fromthe relevant vials are mixed, heated and vapourised. Intests so far, the system has successfully recorded andreproduced the smell of orange, lemon, apple, bananaand melon. “We can even tell a green apple from a redapple,” Somboon says.

A Smelly Website-– from the editor

www.daleair.com

This excellent company does a whole range of smells incompact little smell boxes. I have just received animalpoo smells and they are poo-poo! I have a ‘smellysocks’ one to go with a poem on smelly socks, and it isstill going strong after 2 years, phew!They also do presentation theme packs for about £17and I have just ordered the smells of the zoo as I amdoing communication in a zoo next week and thedinosaur smell pack, for an eager grandson into suchthings.

Here are some ideas if you are doing a war in historylesson.

‘If you want the authentic smells of the English Civil Warthen have a look at www.daleair.com

They do some excellent little smell cubes called vortexcubes and have a variety of very authentic smells (theydo places like the Viking centre in York). I had a quicklook and they have the smell of cannon, burning peat,leather/hide, oak and wood smoke so these would gowell with your theme. They cost about £3 a cube andthe smell lasts.’

Another set of sensory delights–sent in by Les Staves

Everywhere is sensational and in the spring edition Flotook her grandchildren to the wrestling, where theyexperienced the tumult of the theatrical sportingspectacle. If I know her, she probably screamed herselfhoarse at the gladiatorial conflict.

In a different vein a great place I went this spring wasthe Alnwick Garden in Northumberland. With its gardenpaths, scrunching gravel, rolling grass, scented bowers,buzzing bees hot sun, shady places, water features,giant tree house.

Nearly everywhere is wheelchair accessible even thesuspended walkways in the giant tree house.

I loved the maze of shining stainless water sculpturesreflective cool and tactile. Here is a picture and a poemfrom one of them.

Seeing spinning water Swirling vortex curling Waving water column

Spreading surface tension Glistening

All the shattered coloursOf the rainbow skinTo put my finger in

If I dare


Sensory cartoon page from Richard Hirstwood

Yoga Health


Yoga Therapy is Relaxing and Healthy!By Jo Manuel and Cheryl TaesaliYoga therapy is a relaxing and healthy sensoryexperience for children with specific requirements andcomplex needs. Not only is it beneficial for muscularstrength, flexibility, and relaxation but children love theirtime on the mat, singing, stretching, breathing andlearning yoga postures with their therapist!

In order to determine the right programme for differentneeds, each child is assessed individually and aprogramme is created which is refined as they develop.Using hatha yoga as a basis, we divide the session into5 sections: asanas or body postures, pranayama orbreathing exercises, cleansing practices, music andsound therapy, and deep relaxation. The yoga therapistgently guides a child through postures for each of thefive stages. The stages are as follows and each has itsown benefits.

The asanas or postures tone specific muscle and nervegroups, develop motor coordination, calm the nervoussystem and open neural pathways. The complete set ofasanas cover the entire human body from the top of thehead to the tips of the toes!

Pranayama is the science of proper breathing. Breath isthe main source of nourishment for all the cells of thebody. The way we breathe also has a profound effecton the nervous system.

Cleansing practices include pranayama for eliminatingexcess phlegm and mucus from the respiratory system;eye exercises; and abdominal massage to improvedigestion and relieve constipation.

Music and sound therapy use rhythm and melodycombined with hand movements and soundcombinations. This develops concentration, breathcoordination, communication and motor skills. Manychildren love to chant and listen to the soothing tones oftranquil music.

Deep relaxation is traditionally the conclusion andculmination of every yoga session. The period ofrelaxation allows the body to absorb all the benefits ofthe asanas, pranayama and cleansing practices. We usemusic as well as visualization and meditation techniquesto help the child direct their minds to release points oftension and blockage. It is highly rewarding for ateacher or parent to see a hyperactive or highly nervouschild lie still, breathe deeply and find a place of stillnessand deep relaxation!

Yoga is used by parents and teachers alike, for all typesof Special Education Needs: Catherine, mother ofSebastian, age 7. (Sebastian has cerebral visualimpairment, left field Homonymous Heminopia,Nystagmus, Facial Agnosia plus quadriplegic cerebralpalsy, arrested hydrocephalus and severe learningdifficulties.)

“The primary reason I amsupportive of yoga for Sebastianis for his muscles and stretching.

The biggest advantage is that hehas not needed to repeat hisbotox treatments, because hismuscles are loose enough nowdue to yoga therapy.

Secondly, starting the groupyoga class is one of the fewthings he and his brother cando together.

My ultimate goal is that learningto deep breathe will teachSebastian how to calm himselfwhen he is anxious.”

At the Special Yoga Centre, our policy is one ofinclusion, so in some cases we encourage the children tojoin in group classes for children with specificrequirements and/or regular daytime classes for childrenfrom two-teens. As the UK home of the Yoga for SpecialChild™ Programme we offer basic training courses forparents, carers, OTs and physios, as well as individualand group therapy for children with special needs. Nextcourse begins October 22nd.

The Special Yoga CentreYoga for Everyone1st Floor, The Tay Building, 2a Wrentham Ave,London NW10 3HA Tel: 020.8968.1900www.specialyoga.org.uk


Conferences and courses

Communication and Learning Enterprises(CandLE) are running their“Communication for All" coursein November 2007 in Cheshunt,Hertfordshire just north of London.

This course is for anyone involved in supporting peoplewho have communication and/or learning difficulties. Areas covered includes: understanding AAC (Alternativeand Augmentative Communication), using low, mediumand high tech devices effectively, using non specialistand specialist software, teaching reading and spelling topeople who have severe learning difficulties,understanding movement difficulty, improving assessmentand record keeping, person-centred support.

The course runs for 6 days but people who are not ableto attend all 6 days may be able to negotiate partialattendance at a reduced cost. The cost for the 6 days(including refreshments) is £500 per person.

For more information visit their website:www.contactcandle.co.ukEmail: [email protected]: 07904693302

Do you see what I mean?Developing communication inchildren and young people withcomplex needs and poor sight.

Friday 8 February 2008 in London

Keynote speakers will be Professor Isabel Amaral(Lisbon) and Dr Juliet Goldbart (Manchester). It will be aunique opportunity to hear about the latest research andto share ideas with other practitioners in this importantfield.

Further details will be available in autumn 2007.

To register your interest [email protected]

Cerebral visual impairment Conference

Date: 18 March 2008Place: NottinghamTrainer: Professor Gordon Dutton Consultant paediatricophthalmologist research professorLooking at brain damage and the visual problems thatcan occur. The day is divided into three sections:•How we use the brain to see•How damage impairs vision•Approaches to help children who have damage to the

brain

Contact www.rnib.org.uk/training for further details

Sensologyone-day events with Richard Hirstwood andFlo Longhorn

Venue: Southampton25 September 2007

Venue: Halifax 23 November 2007Venue: Leicester 27 November 2007

Two day epic in London, including thedramatic Keith Park looking at ‘A ChristmasCarol’ and rhyming slang on 3 and 4December 2007 –Globe Theatre London

Further details: www.sensology.net or0845 127 5281

Please let us know of any relevantor interesting courses/conferences

for the coming year 2008 – contact the editor [email protected]

information exchange - summer 2007

Documents

electronic exchange

runcorninformation exchange

exchange ofinformation

sensory cartoon page

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