People First Education are now on Facebook!

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Lots of new exciting things happening!!!
Well, it really is all change here at the moment. Firstly (as you may have gathered from the title of this post), we are on Facebook. Here we will be posting all sorts of important information including: relevant news from the world of Special Educational Needs, up to date course information and strategies and interventions.
Find us at:

www.facebook.com/PeopleFirstEducation

Also, you may have noticed that we haven't sent out many blog posts recently. This is because we have now moved our blog over to our new responsive website. If you wish to keep receiving our posts you will need to resign up here:

www.peoplefirsteducation.co.uk

And for the lovely tweetsters out there, we are still her

@pfeducation

See you in cyberspace...

Our Friend Princess Leah Brockbank

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Activities for the Summer Holidays

Summer is a much needed break for many children and families. Make the most of summer by helping children to have fun whilst learning new things. The ideas below are for children of all ages and include suggestions for both the home and the community.

1. Enjoy the Weather – Many communities have swimming lessons, group sports, or one-day local events. Encourage children to participate in these activities so they make new friends, learn new sports, and stay healthy. If children are reluctant to try something new, encourage them to go with a friend. Children may be more interested in an activity if one of their friends is on their team or in their swimming group. Doing outdoor activities is a great way to spend quality time with your children and show the importance of physical fitness. Make evening walks or bike rides part of your routine. Besides doing physical activities outdoors, learn to simply enjoy the nice weather by having picnics or sitting outside to read or have a snack. A change of scenery can add excitement to the usual afternoon routine.

2. Explore Creative Opportunities – There are many free websites with printable games, colouring pages, and ideas for simple art activities. These easy and free resources are fun for children. To locate activities, search the internet using keywords like ‘children’s art activities’ or ‘children and art’. Additionally, many art and craft shops, museums and libraries offer free or low-cost activity days. The classes usually appeal to children of a wide age range and are offered on a regular basis. Don’t forget to check activities in your village hall or local community centre. Many of these places offer a wide range of classes and activities to help children of all ages explore their creative side.

3. Invite Friends to Play – Plan play days for children. Besides having fun while playing, children develop important social skills by spending time together. When planning these events, have a variety of fun games and activities handy to encourage children to interact instead of watching television. Rain or very hot weather can prevent children from playing outside so be sure to have board games, cards, and other indoor activities handy in case they can’t go outside. Simple games are not only fun for children, but they teach important skills such as turn taking, sharing, problem solving, and conflict resolution.

4. Complete Projects Together – Projects such as planting a garden, planning a summer party, or researching ideas for the family holiday are exciting summer activities. Include children in your projects to teach them time management, responsibility, and life skills. If you are planting a garden, children can learn about plants, water them regularly, and pick fruits and vegetables. If you are planning a party, kids can help make invitations, plan the menu, or prepare the food. If you are planning a family holiday or short break, show children guide books and maps and let them help plan different events. Children like to spend time with adults and work with them on projects. These activities will engage children and teach them valuable skills while giving you a little extra help.

5. Read More – Encourage reading for enjoyment by including reading activities in your routine. Local libraries often have story time for pre-schoolers and a variety of other learning activities for primary aged children. If your local library does not have these programs, have fun at the library by browsing and checking out books with your children. Also, check your local book shops for children’s events. They frequently have similar story times and fun programs.

Training Events July - October 2013

ADHD Day Course
£175+vat

Monday 9th September 2013
National College for School Leadership
Learning and Conference Centre
Triumph Road, Nottingham, NG8 1DH

Monday 30th September 2013
Premier Inn
Watling Street, Cannock,
Staffordshire WS11 1SJ

Tuesday 1ST October 2013
Holiday Inn, Hull Marina, Castle Street,
Hull, HU1 2BX

Thursday 3rd October 2013
Premier Inn
East Britannia Building, Albert Dock, Liverpool, L3 4AD
 
Dyslexia Day Course
£175+vat

Tuesday 2nd July 2013
Premier Inn
Watling Street, Cannock,
Staffordshire WS11 1SJ

Thursday 4th July 2013
Premier Inn, Trafford Centre West, Manchester, M17 8PG

Thursday 11th July 2013
Premier Inn, Albert Dock, Liverpool, L3 4AD

Friday 20th September 2013
The Big Sleep, Wellington Street
Cheltenham, GL50 1XZ

Wednesday 25th September 2013
Lansdowne Hotel And Conference Centre,
116 Thorpe Road, Norwich, Norfolk, NR1 1RU

Thursday 26th September 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL

Tuesday 15th October 2013
Gateshead Swallow
High West Street, Gateshead, Tyne and Wear, NE8 1PE

Wednesday 16th October 2013
St Hild and St Bede’s College, Durham, DH1 1SZ
 
Promoting Positive Behaviour for ASD and ADHD Day Course
£175+vat

Friday 27th September 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL

Wednesday 2nd October 2013
Premier Inn
East Britannia Building, Albert Dock, Liverpool, L3 4AD

Tuesday 8th October 2013
Gateshead Swallow
High West Street, Gateshead, Tyne and Wear,
NE8 1PE

Thursday 10th October 2013
The Meeting Room at Ashford Market
Monument Way
Orbital Park, Ashford, TN24 0HB
 
Visual Interventions and Social Stories Day
£225+vat

Tuesday 9th July 2013
Holiday Inn Express, Pendle Way, Burnley, BB12 0TJ

Friday 12th July 2013
Premier Inn, Albert Dock, Liverpool, L3 4AD

Friday 11th October 2013
Holiday Inn
London Road, Wrotham Heath
Sevenoaks, TN15 7RS

Significant discounts are available for multiple delegates across all courses
To book or make an enquiry click on the sunflower image on the top right of this page.

ASD, ADHD, Dyslexia and Social Stories Course Dates Summer 2013

ADHD Training Events

Wednesday 12th June 2013
Holiday Inn
1 Priddys Yard, Off Frith Rd, Croydon CR0 1TS

Friday 14th June 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL

Tuesday 18th June 2013
Gateshead Swallow
High West Street, Gateshead, Tyne and Wear,
NE8 1PE

Price £175+VAT / person 

Dyslexia Training Events

Thursday 25th April 2013
The Source, Meadowhall Way, Sheffield, S9 1EA

Tuesday 30th April 2013
National College for School Leadership
Triumph Road, Nottingham, NG8 1DH

*NEW DATE* Thursday 2nd May 2013
Holiday Inn Riverlights, Morledge, Derby, DE1 2AY

Wednesday 15th May 2013
Mercure Hotel, (formerly Ramada), Boundary Road, Norwich, NR3 2BA

Thursday 6th June 2013
Rougemont Hotel,
Queen Street, Exeter, EX4 3SP

Tuesday 11th June 2013
Gateshead Swallow
High West Street, Gateshead, Tyne and Wear,
NE8 1PE

Wednesday 19th June 2013
Premier Inn
High Fishergate,
Doncaster, DN1 1QZ

Thursday 20th June 2013
Novotel
4 Whitehall Quay
LS1 4HR Leeds

Thursday 27th June 2013
Stonecross Manor Hotel
Milnthorpe Road, Kendal, Cumbria, LA9 5HP

Monday 1st July 2013
Holiday Inn
Caton Rd, Lancaster, LA1 3RA

Tuesday 2nd July 2013
Premier Inn
Watling Street, Cannock, Staffordshire WS11 1SJ

Thursday 4th July 2013
Premier inn
Old Park Lane, Trafford Quays, Trafford Centre,
Manchester M17 8PG

Thursday 11th July 2013
Premier Inn
East Britannia Building, Albert Dock, Liverpool,
Merseyside L3 4AD

Price £175+VAT / person
 
Visual Interventions and Social Stories Training Events

Tuesday 23rd April 2013
Premier Inn, The Haymarket,
Bristol, BS1 3LR

Wednesday 24th April 2013
Big Sleep Hotel, Wellington Street,
Cheltenham, GL50 1XZ

Tuesday 14th May 2013,
Mercure Hotel (formerly Ramada)
Boundary Road, Norwich NR3 2BA

Friday 5th July 2013
Holiday Inn Lancaster
Caton Rd, Lancaster, LA1 3RA

Tuesday 9th July 2013
Holiday Inn Express
M65 Jct 10 55 Pendle Way, Burnley,
Lancashire, BB12 0TJ United Kingdom

Friday 12th July 2013
Premier Inn
East Britannia Building, Albert Dock, Liverpool, Merseyside L3 4AD

Price £225+VAT / person
Except Norwich 14th May which is £175+VAT

Bespoke Training Events

Friday 12th April 2013
Langley School
Langley Park, Norwich, Norfolk NR14 6BJ

Monday 15th April 2013
Malvern Wells CofE Primary School
263 Wells Road, Malvern, Worcestershire WR14 4HF

Tuesday 16th April 2013
Kristine House School
Main Street, Baston, PE6 9PA

Monday 22nd April 2013
Abercorn School,
28 Abercorn Place, St John's Wood, London, Camden NW8 9XP

Wednesday 1st May 2013
St Cecilia’s RC High School
Chapel Hill, Longridge, Preston PR3 2XA

Friday 3rd May 2013
St Paul’s CE Primary School
Ringwood Way, Winchmore Hill, London N21 2RA

Wednesday 5th June 2013
St. Aldhelm’s C.E. (V.A.) Combined School,
Winston Avenue, Branksome, Poole, Dorset BH12 1PG

Thursday 13th June 2013
Harlow Education Consortium
Netteswellbury Farm, Harlow, Essex CM18 6BW

Monday 24th June 2013
South Lakes Federation
John Ruskin School, Lake Road, Coniston, Cumbria LA21 8EW

Tuesday 3rd September 2013
Garden House, Turks Row, London SW3 4TW

Wednesday 4th September 2013
Horsford CE Infant and Junior School,
Holt Road, Horsford, Norwich NR10 3DN

To book on any of these courses, please click here

ADHD, Visual Interventions and Social Stories and Dyslexia Training Dates Added

ADHD

Wednesday 12th June 2013
Holiday Inn
1 Priddys Yard, Off Frith Rd, Croydon CR0 1TS

Friday 14th June 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL

Visual Interventions and Social Stories

Tuesday 14th May 2013,
Mercure Hotel(formerly Ramada)
Boundary Road
Norwich
NR3 2BA

Dyslexia

Thursday 25th April 2013
The Source, Meadowhall Way, Sheffield, S9 1EA

Tuesday 30th April 2013
National College for School Leadership
Triumph Road, Nottingham, NG8 1DH

Wednesday 1st May 2013
Holiday Inn Riverlights, Morledge, Derby, DE1 2AY

Wednesday 15th May 2013,
Mercure Hotel
(formerly Ramada)
Boundary Road
Norwich
NR3 2BA

All courses run from 9:15 - 3:30 and cost £175 + vat per delegate. Lunch and all refreshments are provided.
For more information or to book on an event please visit:

Visual Interventions and Social Stories Day Course Special Price £135+vat with this Online Code

Visual and Auditory Social and Behavioural strategy for Teaching and Support Staff working with learners with Autism, Asperger Syndrome, ADHD and related conditions.

The aim of this fun, informative and effective workshop is to provide each delegate with a deeper
knowledge and understanding of the needs of a range of learners and provide the skills necessary to
create appropriate interventions.

This course will cover the following:

• Why learners with Autism and Asperger Syndrome (ASDs) need Social Stories and other Visual
Interventions and how they can benefit from them.
• An overview of the ASD impairments, how they apply to Social Stories and Visual Interventions and
understanding how they work.
• How to communicate effectively in order to enable social and emotional understanding.
• How learners with ADHD, Dyslexia and Dyspraxia and related conditions can also benefit from these
types of intervention.

This training is supported by film footage, case studies and workshop activities during which each
delegate will learn to:

• Use visual communication tools to aid social and emotional understanding.
• Create differentiated, age and level appropriate ways of writing and presenting quick, efficient and
accurate Social Stories and other Visual Interventions.

Choice of dates and venues:

Wednesday 27th February 2013
Holiday Inn Express
1 Priddys Yard, Off Frith Rd, Croydon CR0 1TS

Thursday 28th Feb 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL

Wednesday 6th March 2013
National College for School Leadership
Triumph Road, Nottingham, NG8 1DH

Thursday 7th March 2012
The Source, Meadowhall Way,
Sheffield, S9 1EA

Tuesday 12th March 2013
St Hild and St Bede’s College,
Durham, DH1 1SZ

Wednesday 13th March 2013
Holiday Inn, Castle Street,
Hull Marina, HU1 2BX

Thursday 14th March 2013
Premier Inn, Manchester Trafford Centre
West Old Park Lane, Manchester, 17 8PG

Tuesday 19th March 2013
Holiday Inn Riverlights, Morledge,
Derby, DE1 2AY

Tuesday 23rd April 2013
Premier Inn, The Haymarket,
Bristol, BS1 3LR

Wednesday 24th April 2013
Big Sleep Hotel, Wellington Street,
Cheltenham, GL50 1XZ

Cost for this course is usually £225 + vat, however if you enter the online code PFE1977 in the "your message" section of the online booking form you will be charged the reduced cost of £135 + vat. You can register online at www.peoplefirsteducation.co.uk

Strategies for Increasing Communication and Language

There are a variety of ways to increase communication depending on a child’s age and ability level. Below are some ideas for increasing language and communication throughout the day.

1. Expand Sentence Length – When children answer a question or request an item using one or two words, increase their sentence length by repeating their answer with an expanded phrase. For example, if you ask a child, “Would you like orange juice?” and they answer “Yes,” model a longer response. “Yes, I would like orange juice.” Then encourage the child to repeat the phrase.

2. Use Books for Language - Reading stories is an excellent way to incorporate language into a fun activity. Ask questions about the pictures, the story, and the characters. Even very young children can identify colours, gender, words, or concepts (e.g. the boy that is the tallest/shortest) by pointing to pictures. Ask children to predict what is going to happen next throughout the story. After finishing the book, discuss what happened in the story.

3. Create Situations that Promote Language - Favorite toys, clothes, and foods can motivate young children to use language. Place favorite items in eye sight, but out of reach, so that children have to use their words to request the items.

4. Provide Choices – Give children choices in activities, stories, toys, and foods so they communicate their preferences. You can create an opportunity for communication even if you know a child is going to select a favorite story or game.

5. Find Time to Communicate – Many children like being entertained by technology, but opportunities for communication are lost when families spend a good deal of time watching television and playing video games. Turn off the television during meals and refrain from using portable video games in the car. Time spent together at the dinner table and in the car are wonderful opportunities for learning about a child’s day and increasing communication and language skills.

6. Be Supportive – Children are more likely to communicate if they feel valued. Encourage language by listening attentively to children and asking them questions. If children answer questions incorrectly, teach them the correct answers using kind, supportive words. Repeatedly asking a question a child does not know how to answer or condescendingly correcting them can hurt their feelings and decreases the chance that they will answer questions in the future. Instead, encourage them to say, “I don’t know,” and use the situation as a learning opportunity.

7. Be a Role Model – Children learn from the adults around them. When adults speak in full sentences, use correct grammar, and articulate well, children hear and are reminded of how words and sentences should sound.

ADHD/ADD Attention Deficit Hyperactive Impulsive Disorder Day Course

Strategies for the effective inclusion of learners with for educators and/or support staff, designed to successfully include learners with ADHD.

• An overview of how the impairments affecting learners with ADHD/ADD may cause barriers to learning (What is ADHD? The key features of ADHD). This will include an investigation into the triggers which may cause negative behaviour.
• Meeting the educational needs of the learner with ADHD. Some interactive activities and simple and effective strategies designed to meet a range of needs based on the impairments.
• Strategies and interventions for adapting the sensory environment to meet the behavioural needs of learners with
ADHD/ADD.
• Strategies and interventions for including and integrating the learner with ADHD/ADD.
• A range of Visual Interventions and how they can benefit from them.
• An investigation into the type of language and presentation suitable for the needs of learners with ADHD/ADD.
• Promoting positive behaviour through effective practice including guidance for effective behaviour management strategies.

This training focusses on the understanding that learners with these conditions may communicate/present differently to neurotypical learners but can still achieve their potential with the implementation of appropriate interventions enabling colleagues to take the perspective of the learners as well as having a portfolio of strategies.

Choice of dates and venues:

Wednesday 12th June 2013
Holiday Inn
1 Priddys Yard, Off Frith Rd, Croydon CR0 1TS

Friday 14th June 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL

Cost for this course is £175+vat. You can register online at:
www.peoplefirsteducation.co.uk

Planning for Difficult Christmas Situations

Holiday excitement and routine changes can be very difficult for children. This post focuses on three challenging areas families face during Christmas: giving and receiving presents, managing overstimulation and excitement, and understanding routine changes.

1. Present Giving and Receiving – The excitement of getting presents can be overwhelming for children. Help them understand polite giving and receiving of gifts with these strategies.

Involve Children in Giving – Let children help choose and wrap presents. By participating in the gift giving process, children become interested in seeing other people’s reaction to the present. Even young children can choose between two presents, wrap it up and decide where it should go under the tree.

Practice Receiving – Role play receiving a present and thanking someone for it. Make writing thank you cards part of your family routine so that children understand how to thank people politely for presents.

2. Festive Energy – Christmas celebrations often mean sugary foods and late bedtimes. Use the strategies below to manage energy levels and make bedtime more successful.

Keep Children Active – Playing games outside during the day can help children use their energy in a healthy and positive way. Keep children active during the day so they will be tired at night making bedtime easier.

Limit Sweets – Sugary foods and drinks are everywhere and plentiful during over Christmas and New Year. These foods are high not just in sugar, but also in caffeine. They cause children to be overly active and make falling asleep difficult. Set guidelines about how much and when these foods can be consumed and provide healthy alternatives.

Try to keep a sleep routine – Even when children are not at school, a consistent sleep schedule is important. Ensure that children wake up and go to bed at a regular time. Plan morning events such as shopping to motivate children to wake up and get ready for the day.

3. Holiday Routine Changes – Many children benefit from consistent routines and have difficulty with change. Make holiday routine changes less stressful with these simple tips.

Use Visual interventions – Have a holiday wall chart that lists events in writing, drawing, or picture format depending on the child’s level of understanding and needs. Refer to the wall chart to prepare children for the day’s events and help them understand what is going on and when.

Involve Children – Let children add new events to the wall chart. If there are important events the family must attend, explain why attending is important. If there are events that are debatable, include children’s input in decisions about attending the event.

Trick or Treating Guidelines

Dressing up to go trick or treating is very exciting for children and it creates lasting memories for both children and parents. Help children prepare for trick or treating with these five strategies.

1. Select a Costume – Help children select a costume that fits properly and is safe. Children may be uncomfortable with anything on their face especially make up. Some children may not like masks because of sensory issues or limited vision. Keep these factors in mind when selecting an outfit. For children who have difficulties with masks, holding a mask rather than wearing it or not using one at all may make the evening more enjoyable.

2. Set Costume Guidelines – Children often want to wear their costume other times than trick or treating. Let them know if/when they can wear it besides trick or treating. Be sure to tell them this before they buy the costume and after it is purchased. Explain why they can wear the costume only at certain times. For example, “You can put it on in the evening for a few minutes to see how you look, but you can only wear it for a little while so it doesn’t get dirty before Halloween.”

3. Practice Going to People’s Doors – Role play going to someone’s door, saying “Trick or treat,” holding a bag out, and saying “Thank you.” Remind children to be polite, wait their turn, and take only one sweet when they are asked to select something. It is tempting to rush to a door and take a handful of things when offered a basket or bowl to select from so multiple opportunities for review are important. Be sure to practice other things that may happen such as someone not being home or someone complimenting them on their costume.

4. Establish Guidelines in Advance – Prepare children for factors such as: What time trick or treating starts and ends; How they know when it ends; Where they can trick or treat (e.g. only houses with lights on, only people the child knows etc.); and What the rules are such as staying with a sibling or parent. Be sure to review these guidelines days in advance with a story, visual cards, or written rules. Before trick or treating, review them again so children clearly understand expectations.


5. Set Sweets Guidelines– Children become very excited about getting sweets and other treats while trick or treating. Set rules in advance about eating sweets. Let children know before trick or treating that they need to bring all of the sweets back for you to check before they can eat it. Make sure children have dinner before trick or treating so they are not hungry. Have guidelines about the number of pieces they can eat per day and create a routine/timetable for when they can eat their sweets. Display the sweets plan where they can easily look if they have questions.

Learning to Understand Facial Expressions

Learning to read facial expressions is important for social interactions. When children are able to identify how a friend, classmate, sibling, parent, or person in the community feels, they can respond appropriately. This post includes ways to help children practice identifying feelings based on facial expressions.

1. Role Play – Role play is a fun way to practice identifying feelings. Role play can be a group activity or a one on one game. Write down a list of feelings or use pictures or drawings of people showing different feelings. Take turns picking a card and acting out the feeling paying special attention to facial expressions. Ask questions like, “How do your eyes look when you are angry?” “How is this different from what your eyes look like when you are surprised?” Discuss each feeling by asking questions like: “When have you felt angry?” “What do you do if a friend is angry?” “How do you calm down when you are angry?”

2. Use a Mirror – Make a game of identifying feelings by letting children practice facial expressions in a mirror. Name a facial expression and get the child to look in a mirror and make the expression. Point out how their eyes, eyebrows, nose, and mouth change shapes as they practice different facial expressions. Change roles and let them pick the emotions while you make the expressions. While making the facial expressions, change different facial features and ask questions like, “If I am making a surprised face should my eyes be large and round or should I squint?”

3. Use Natural Opportunities – Children see a variety of emotions at school, home, and in the community. These natural opportunities are invaluable learning experiences. Take time to talk to children about what is happening around them. For example, if a child is smiling as they go down a slide, ask how they feel and what facial clues your student or child noticed that led them to that conclusion. If you see an emotion like sadness or fear ask the child what they can do to help the other person and then offer assistance. Another natural opportunity is when watching television or movies. Pause the program or film and discuss the character’s feelings and facial expressions.

4. Bring Out Their Creativity – Art is a fun way to learn about facial expressions. Children can draw or paint a picture showing people with different feelings. Another project is a collage of emotions. Assign each child or group a different feeling. Have children work in small groups or independently to find pictures of the emotion in magazines or print images from online. After the collages are finished let each child or group talk about the feeling and what facial cues they used to identify it.

5. Make a Game of Feelings – Cut out sets of eyes, eyebrows, mouths, and noses of people showing different emotions. Show only one feature at a time and discuss how this part of the face gives us clues about the feeling. After identifying different feelings based on individual parts of the face, put the face together and discuss times when people feel a specific emotion.

Exploring Feelings

Children often struggle not only with understanding their feelings, but also relating to other people’s feelings. These skills are critical for personal well being and building relationships. This article includes steps for teaching children to understand and manage their feelings as well as identify and respond to other people’s feelings.

1. Identifying Feelings – Teach children to recognise when they have a specific feeling. Whether happy, sad, or angry the first step in coping with a feeling is identifying it. Help children identify feelings by discussing emotions when they occur. If a child is angry say, “I see you are angry. You have your arms crossed and are stomping your feet.” Another tool is to role play times when specific emotions surface. Use novel examples as well as recent experiences for the child. Discuss and write about different feelings in a feelings diary. Use the diary to write about events and the emotions, responses, and consequences the events elicited.

2. Planning for Strong Feelings – Help children cope with intense feelings by creating coping strategies. Have a quiet place for children to take a break when angry or sad. Give children tools and teach them how and when to use them such as a stress ball or a trampoline. These tools help children release energy in a positive way. Encourage children to use words or write about their feelings. Establish a phrase the child can use to remove themselves from stressful or upsetting situations. The phrase gives children a way to politely excuse themselves, regain control, and then return to the situation. Select a short phrase that can be used in a variety of situations such as, “Excuse me. I need a minute to think.”


3. Recognising Other People’s Feelings – Learning to empathise with other people and respond appropriately to another person’s feelings, is an important skill for building relationships. Show pictures and drawings or role play situations to discuss the words, body language, and experiences that indicate a person’s feelings. When discussing a child’s own feelings, incorporate the concept that peers and adults have similar feelings in the same situation. This helps children develop empathy. Read stories where characters experience events that are happy, sad, surprising, or frustrating. Discuss why the characters felt the way they did and what they said or did to indicate their feelings.

4. Responding to Other People’s Feelings – Not only do children have to identify other people’s feelings, but they also need to learn how to respond when someone is angry, sad, or excited. Teach children appropriate responses through role play and reviewing past events. Discuss how different people in the role play feel, how their body language and words show their feelings, and the best response for the situation. Also discuss how the child would feel if this happened to them and how they would like other people to respond. This helps children learn to empathise with other people.

Six Strategies for Making the Start of School Less Stressful: back to school 2

The beginning of the school year is an exciting time, but for many children and getting back into the swing of things can be difficult. Becoming familiar with new classrooms, classmates, rules, and teachers can be a difficult transition. Below are ideas for starting the new school year well.

1. Return to a School Sleep Schedule - Help children make the transition easier by getting them ready physically for early mornings. A gradual change is often more difficult than an immediate change. The first few days of getting up early and going to bed early may be difficult, but this will be helpful in the long run. Make getting up in the mornings easier by doing fun activities such as going on a walk, making breakfast together, or taking an early bicycle ride.

2. Introduce a New Environment or Re-Introduce a Familiar One: Six weeks go by quickly, but children often forget many important things about school. Make a book with your child to remind them of their classmates’ names, teachers’ names, school layout (dining hall, art room, music room, etc.), bus rules, classroom rules, and school rules. Children can help by drawing pictures or writing the text. For children starting a new classroom or school, hopefully the teacher will send information home that can be used to write a book.

3. Take Opportunities to walk past the School and point out key areas such as the bus stop, hall, playground,and sportsfield (anything you can see).

4. Involve children in preparation - Shopping for a book bag, new shoes, pencil case, and other school necessities can be a fun activity for many families. Help your child write a list of items they need for school. Take the list to the shops and let them pick out their own equipment. The list is a great way to practice reading and writing as well as planning. Give older children a budget to practice their numeracy skills and to learn about decision making and shopping.

5. Plan Ahead - Parents have many things to remember before the school year starts. Make a list and check things off so your stress does not become your child’s stress. Organising medical appointments, buying school equipment and working out the bus schedule in advance will make the days leading up to school more relaxed and less hectic.

6. Create Summer souvenirs – The end of summer can be very sad for many children. To remind them of the summer, get children to create a collage of pictures, objects (e.g. ticket stubs or magazine advertisements of films or places they attended), or drawings. They also can make something for people they will miss. Get them to write letters or make cards for people they will not see regularly during the school year such as relatives and friends from different areas.

End of Summer Activities to Prepare for the School Year

The start of the school year is an exciting time but the transition back to school can be stressful for many children. Help children prepare for the new school year with these useful strategies.

1. Review Skills and Goals – Review school reports and goals and document progress towards goals. If teachers and support staff provided activities or ideas to address skills, take the time to focus on these prior to school starting. Even small reminders about skills can help prepare children for addressing these in the classroom.

2. Take Advantage of Natural Learning Opportunities - Use natural opportunities to address a wide range of skills such as asking a child to help count silverware while setting the table (counting skills) or asking them to read directions while cooking (reading skills). By keeping a child’s goals top of mind, natural learning opportunities can be easily identified.

3. Use a Calendar for Visual Reminders – Many children benefit from visuals. Mark important events leading up to the start of school on the calendar. Examples of activities to put on the calendar are the first day of school, shopping for school clothes, and buying school materials. Discuss how many days are left until each event and have children participate in planning by helping write shopping lists and decide where to shop.

4. Return to a routine – Summer breaks often are not very structured. Start getting back into a routine so children are more prepared for the school year routine. Sleeping, eating, brushing teeth, bathing, and bedtime rituals are examples of activities typically scheduled at set times in a child’s routine. Work on a consistent timetable to help transition back to school.

5. Use Art and Literature - Get children to draw, make collages, or paint things they remember about the previous school year. Encourage them to write about or discuss what things they like about school and what they are looking forward to in the new school year. Use these memories as visuals to discuss returning to school.

6. Play with Friends from School – Some children regularly see school friends over the summer while others only see school friends during the school year. Organise play dates or have a classroom party to help children become re-acquainted with each other.

7. Enjoy the Rest of the Break – Although planning for the school year is important, make the most of the last few days of summer. Create lasting memories by going on picnics, attending community events, and taking advantage of extra family time. Take pictures to remind children of summer experiences and create a ‘Summer Memory’ book to encourage communication and language. This is a perfect item for show and tell type communication activities at the start of the school year.

Using Visual Interventions to Help Your Child at Home

Independence is a goal all parents have for their child. This post addresses ways to help children independently organise items, help around the house, and follow a routine by using visual interventions.

1. Use Defined Containers - Toothbrush holders, toy boxes, and laundry baskets are examples of containers designed for a specific purpose. These containers allow for broad organisation concepts such as knowing dirty clothes belong in a laundry basket. Some items such as cutlery trays can be purchased with additional details. Select models that clearly define where materials belong. For example, cutlery trays with locations for spoons, forks, and knives help children sort cutlery correctly.

2. Give Containers a Purpose – Baskets, plastic containers, and decorative fabric bags can be used to hold a variety of objects. Place containers in a specific location for a specific purpose. This will remind children to complete tasks. For example, a basket in the hall can remind children to take off their shoes and put them in a specific location.

3. Use templates – If containers are not clearly defining a space, or children are having trouble recognising what goes in a location, create an outline/template of the object. Put the template in the location where the item should go. For example, use outlines of a plate, knife and fork on placemats so children learn to lay the table.

4. Use Photographs, Drawings, or Words - Another way to clarify where objects belong is to use photographs, drawings, or words depending on the child’s abilities. Use digital photographs, online images, or drawings to create visuals. For example, use drawings of food and water to indicate where a pet’s food and water bowls belong and to help children complete tasks independently.

5. Set Timers - Timers are a simple way for children to understand how long they have before they finish an activity and start a new one. Whether using a timer with sand, a dial, or digital numbers, children have a clear understanding of how much time is left. Dial and digital timers may also have bells which serve as an auditory reminder for children.

6. Create timetables – Understanding the sequence of steps for after school, bed time, and other routines can be difficult for many children. A photograph, drawing, or word timetable showing the steps is a helpful way to indicate expectations and maintain a consistent routine. Timetables help children become more independent through decreased verbal prompts.

7. Use Colours or Drawings on Items – For children who are working on skills, but have trouble with specific aspects of a task, use guides such as colour coding or drawn visuals to help them complete the skill independently. For example, a laminated circle with red on one side and green on the other that can be blue tacked to the dishwasher to show children if the dishes are dirty or clean. Another example is an arrow on a clear watering can to indicate how high to fill it.

Turning Stones for Madeleine

Dear Friends and Colleagues,
As you may know, People First Education have been proud to support the continuing search for Madeleine McCann.

I have recently received the following update from the team at Find Madeleine outlining ways in which we can all help with the search:

* Going on holiday? You can download a holiday pack of resoures specifically designed to help with the search for Madeleine.
* Are you or your friends attending London during the Olympics? Turning Stones for Madeleine are targeting people in and around London or anyone travelling to London for the Olympics and asking them to get shops/taxi’s anyone to display Madeleine posters so that overseas visitors can be made aware that she is still missing.

If you would like a holiday pack, or to access Turning Stones for Madeleine please click on the images on the right hand side of the web version of this page.

Autism/Asperger, Social Stories, Dislexia and ADHD Course Dates Announced

Dyslexia

Tuesday 2nd October 2012
Holiday Inn Lancaster
Caton Rd, Lancaster, LA1 3RA

Wednesday 3rd October 2012
National College for School Leadership
Learning and Conference Centre
Triumph Road, Nottingham, NG8 1DH

Thursday 4th October 2012
Toby Carvery, Nottingham Road, Chaddesden,
Derby, DE21 6LZ

Friday 5th October 2012
Holiday Inn Express, Vicar Lane, Bradford BD1 5LD

Friday 12th October 2012
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL

Tuesday 16th October 2012
Big Sleep Hotel,
Wellington Street, Cheltenham,
GL50 1XZ

Wednesday 17th October 2012
The Source @ Meadowhall
300 Meadowhall Way, Sheffield, S9 1EA

Friday 2nd November 2012
Holiday Inn Express,
Norwich Sports Village, Drayton High Rd,
Norwich, NR6 5DU

Friday 9th November 2012
St Hild and St Bede’s College,
Durham, DH1 1SZ

ADHD

Tuesday 9th October 2012
National College for School Leadership
Learning and Conference Centre
Triumph Road, Nottingham, NG8 1DH

Social Stories

Monday 8th October 2012
Holiday Inn Lancaster
Caton Rd, Lancaster, LA1 3RA

Wednesday 10th October 2012
Premier Inn
Northern Perimeter Road, Netherton,
Merseyside L30 7PT

Wednesday 7th November 2012
Gateshead Swallow
High West Street, Gateshead, Tyne and Wear,
NE8 1PE

How to Help Your Child Retain Skills over the Summer Holidays

Children often have a hard time retaining skills during the summer holidays. Many parents enrol children in kids’ clubs etc, but this often is an abbreviated and less structured version of the school day. Even when children are educated at home, summer often involves routine changes. Since many children rely on consistent instruction, these changes can result in regression. This post includes strategies for preventing regression and teaching new skills.

1. Know What Skills to Work On - To prevent regression know what skills your child is working on and their current functioning level. Be sure to review their school progress reports, IEP (if applicable), and information from their teacher on summer reading and work. For children working on self-care, independence, or behaviour skills, take data on their current progress. Ask their teacher what skills they are working on and exactly where they stand.

2. Find Opportunities to Practice Skills - Many skills can be integrated into a daily routine. Dressing, self-care, and behaviour naturally occur during the day. Take time to use these natural occurrences as learning opportunities. For example, help your child as needed to put on their shoes rather than doing it for them. It may take longer for them to do the skill on their own, but it teaches them the steps they need to be more independent. Academic skills also can be integrated into a daily routine. Have children help with any maths related problems and involve them in reading. For example, if you have a family picnic and 4 cousins, 3 aunts, 3 uncles, and 2 grandparents will be there, ask your child to help you count the number of sandwiches you need to bring. If you are making the sandwiches, work on literacy skills by asking your child to read out the recipe. Counting and fractions can be developed by gathering and measuring the ingredients. Children can work on motor skills by spreading butter, mixing ingredients, and pouring the batter into the tin. For children who need direct instruction, organise a time during the day specifically to work on skills.

3. Build on Existing Skills - When children master a skill continue to review it, but also expand on skills. For example, if your child is learning their high frequency words or spellings add additional words and phrases to their skill set. If they are able to count all the spoons the family has when helping to empty the dishwasher, add a serving spoon or two and teach them to count a little higher. Build on skills one step at a time so they are successful, enjoy learning, and do not become frustrated.

4. Appreciate Small Steps – It can be very frustrating for parents and professionals when children learn slowly or take a step backwards. Try to remember some skills take awhile for children to acquire. Sometimes children need additional examples of the skill or a new approach for instruction. Recognise that children become frustrated as well and teach them to be persistent and patient.

5. Remember It Is Summer – Whilst children need to learn, it can be easy to forget that the summer holidays are also for relaxing. Although working on skills is important, be sure to enjoy the fun things summer has to offer. Enrol kids in swimming lessons, go camping, play some sports, or just let them play outside. These kinds of activities are a way to stay healthy, learn new skills, and make new friends.

Helping Young People Develop Friendships

Parents and professionals often struggle with helping young people learn to be good friends or to understand the complexities of social interactions. Below are a number of strategies that can help them to develop friendships.

1. Get Involved – Participate in community sports teams, art programs, and special events. These are wonderful opportunities for young people to engage in structured activities with peers. For young people with special needs, communities increasingly are offering events and activities geared towards their specific needs. Ask professionals and support groups for information on these programs or check your community newspapers, centres, and websites. Another great activity, for young people who benefit from very direct instruction, is social skills groups. These groups, which are offered in many communities, are a great way for young people to develop their social skills in a fun yet structured environment.

2. Consider the Child’s Interests – If the goal of enrolling a child in a program is to provide opportunities for making friends, look for activities the child enjoys. Some young people like the arts while others enjoy sports. If a child is particularly shy, look for activities that initially have less direct contact, for example swimming. Conversely sports like football and rugby involve more contact with peers. If young people start in activities they enjoy, they are more likely to join other programs.

3. Role Play Difficult Skills – Practicing social skills is a way to work on specific aspects of social interactions. For example, if you notice your child stands too close to peers or repeatedly asks the same questions, help them learn about personal space or conversational skills through role play. By practicing these skills in the home, young people can learn to improve their social skills and apply them outside the home.

4. Provide Examples – While reading books or watching television, explain social situations to young people. Point out how helping others, using kind words, and listening when friends talk are ways to be a good friend. When characters are being hurtful or invading someone’s personal space, point these actions out and ask the child what the character could do differently to be a better friend.

5. Model Being Good to Others – Part of being well liked and being a good friend is being kind. Demonstrate kindness by saying nice things about and to others whether they are the supermarket chechout operator or a neighbour. Point out when a colleague does something thoughtful and how this makes you feel about them. If your child is sympathetic or says something complimentary, tell them their actions made you happy.

6. Do Not Force Friendships – Just like adults, young people get along better with some peers than others. Teaching young people to be kind and to include everyone in activities is important, but they do not have to be best friends with everyone.