CHILDREN S ACCESS TO PLAY.

Transcription

1 CHILDREN S ACCESS TO PLAY. Information Cards Key information and inclusion ideas for playworkers supporting young people with special educational needs and disabilities (SEND)

2 ABOUT THESE CARDS... 1 Children and young people with communication difficulties might find it hard to express themselves, understand words, speak in sentences or understand simple instructions. This means that many young people find certain activities, situations or even day to day life distressing and frustrating. To help you support the young people in your playwork setting, we have put together this series of cards on special educational needs and disabilities (SEND). The cards include facts taken from NHS Choices website. They briefly describe the impairment, highlight how this might affect a young person and give possible inclusion ideas. There are cards on: Care plans Autism (including Asperger syndrome) Behavioural difficulties (including Attention Deficit Hyperactivity Disorder) Blind or visually impaired Deaf or hearing impaired Epilepsy Learning impairment Physical impairment Speech, language and communication needs These cards focus on what a young person with SEND is able to do, rather than the medical aspects. In your setting you should focus on how best to meet a young person s specific individual needs and remove disabling barriers. Things to remember: These cards are a guide and are for general information only, they do not replace training. There can be a huge difference between young people with the same diagnosis. All young people are different and they are experts on themselves. Don t make assumptions, instead ask young people about their SEND and what they may need or like help with. Many of these strategies are general good practice and will make youeven more effective in communicating with all the young people you work with. You should collect information about each young person before they start at your setting. You could use an All About Me form (including a one-page profile) or you could add some questions to your registration form. Consider the language and terminology you use, make sure it is respectful and factual as this is more important than being politically correct. Throughout these cards, when we say young people we mean both children and young people. And when we say parents, we mean dads, mums and carers.

3 2 Care plans This information has been adapted from the Intimate Care and Toileting guidance. Contact Surrey Early Years and Childcare Service for the full version (see back cover for contact details). Or download it from (search for playwork policies and procedures). In settings, designated staff may be involved in giving intimate and personal care to young people with specific individual needs (which may be because of physical, sensory or learning impairments or medical needs). These designated staff members are in a position of great trust and responsibility. They should make sure young people are safe and comfortable and are treated with dignity and respect. Young people who need regular assistance with any aspect of intimate personal care or managing medication should have a care plan in place. The care plan should be agreed by staff, parents and any other professional actively involved. The purpose of the care plan is to identify the level of support needed and clarifies for staff, parents and the young person, the help that can be provided. A care plan should adopt a holistic approach detailing all aspects of the young person s condition, as well as the medicines and support needed. Every young person has a right to privacy which must be respected. You should take into account the religious views and cultural values of families, particularly as they may affect certain practices or determine the gender of the carer.

4 ACCESS TO PLAY. 3 Care plans CONTINUED Positive approaches Below are examples of positive approaches to intimate personal care to help make sure that young people have a comfortable experience. Speak to the young person by name and make sure they are aware of what is happening and why. Address the young person in age appropriate ways. Seek the young person s permission before undressing them if they are unable to do this unaided. Agree terminology with the young person and their parents for parts of the body and bodily functions for all staff to use. Encourage the young person to undertake as much of the procedure for themselves. Keep records noting responses to intimate care and any changes of behaviour. A care plan should cover: Particular procedures that need to be carried out and who will carry them out. Protocols for exchanging information. Extra risk assessments. Use, storage and maintenance of any equipment. Parental wishes for the young person. Information on the way the young person prefers any task to be carried out. Arrangements for reviewing the care plan. Useful resource Including me: Managing complex health needs in schools and early years settings by Jeanne Carlin. You can download this resource from the Education Course Resources section at

5 Autism (including Asperger syndrome) Did you know? Triad of impairments 4 In England, it s estimated that one in every 100 children has autistim. And boys are three to four times more likely to develop autism than girls. Autism is a developmental impairment that affects the way a young person is able to communicate with, and relate to, the people around them. It s a spectrum condition which means that while all people with autism share certain difficulties, their condition will affect them in different ways.. Autism and Asperger syndrome are part of the same condition and share the key areas of difficulty that make up the triad of impairment. Young people with Asperger syndrome have milder symptoms and their language development is not usually affected. The three main areas of difficulty, which all people with autism share, are known as the triad of impairments. These are: Social communication skills problems in recognising and understanding verbal and non-verbal language, such as gestures, facial expressions and tone of voice. Social interaction problems in recognising and understanding other people s feelings and managing their own. Social imagination problems in understanding and predicting other people s intentions and behaviour and imagining situations outside of their own routine.

6 ACCESS TO PLAY. How this might affect a young person Young people with autism: May have specific areas of intense interest. Are often highly sensitive to changes in their routine. Find it difficult to empathise with others. May be particularly sensitive to their surroundings and environment. Their senses may be intensified or underdeveloped, causing them to become distracted or distressed, for example by a loud noise, bright light, textures or a particular smell. Often have a very literal understanding of language and have difficulties interpreting facial expressions and body language. Possible inclusions tips: Break activities down into smaller tasks, to give the young person time to process the request. Combine verbal instructions with other methods of communication, such as diagrams, demonstrations, writing information down or using a visual timetable. Let the young person know you re talking to them and get their attention by saying their name first when speaking to them. If the young person does not respond, repeat the question using the same words. Changing the way you phrase the request will only confuse them. Think about showing the young person a plan of the day, possibly using pictures (a visual timetable) to help them prepare for activities. Find out and be aware of any triggers specific to the young person that may cause them distress or anxiety. You could use an All About Me form (including a one-page profile) to collect this information. Be aware when using jokes, sarcasm, exaggerated language and metaphors as people with autism may take you literally, for example let s wash your hands in the toilet. Consider giving young people time away from the group to help them process what s going on. Useful website National Autistic Society 5 These cards are for general information only and do not replace training. Remember that there can be a huge difference between young people with the same diagnosis.

7 6 Behavioural difficulties (including Attention Deficit Hyperactivity Disorder (ADHD)) Did you know? ADHD is the most common behavioural disorder in the UK. It s estimated the condition affects 2-5% of school-aged children and young people. Behavioural difficulties include a range of challenging, disruptive and inappropriate behaviours caused by a variety of biological, psychological and social factors. These may include frustration, anxieties, fears, lack of understanding, emotions, hyperactivity, discomfort or illness, sensory issues or misplaced attention. Behaviour can be interpreted as a language, and staff need to look beyond the behaviour to work out what message the young person is communicating. Behaviour is often driven by feelings, which are nearly always shaped by experiences. How this might affect a young person Young people with behavioural difficulties: Will often put a lot of effort and enthusiasm into well designed and appropriate activities. But they can be disruptive and show challenging behaviour during activities that do not engage them. Can be impulsive, hyperactive and have mood swings. May appear to be very self-confident but this may cover a lack of self-esteem. Often respond well to one to one.

8 ACCESS TO PLAY. 7 Possible inclusions tips: Design activities with as little waiting time as possible. Keep everyone occupied and positively engaged. Try to include physical activity and movement into an activity. If this isn t possible, consider having regular breaks so young people can move around. Break activities down into smaller tasks. Praise appropriate behaviour immediately. Be specific with praise so young people know exactly what they are being praised for. Give the young person a particular task or responsibility. Find out what behaviour management methods the young person s school and parents use and implement these if possible. Consider what the behaviour is communicating. For example if it s a sharing issue, can you provide more of a certain toy or resource to avoid the situation, or anticipate the problem times and give a positive, clear direction for playing cooperatively with others on the same theme? Praising good behaviour immediately, or praising the young person when they re not doing the inappropriate behaviour, encourages the kind of behaviour you want. Useful websites Attention Deficit Disorder Information and Support Service National Children s Bureau councilfordisabledchildren.org.uk/earlysupport These cards are for general information only and do not replace training. Remember that there can be a huge difference between young people with the same diagnosis.

9 8 Blind or visually impaired Did you know? There are around 360,000 people who are registered as visually impaired in England. And as many as 2 million people in the UK may be living with some degree of visual impairment. Visual impairment is when a young person has sight loss that can t be corrected using glasses or contact lenses. They may have low vision (meaning they are partially sighted and are taught through methods which rely on sight) or they may be blind (meaning their sight loss is so severe they cannot rely on eyesight to carry out activities and may rely on Braille and other tactile methods in their learning). How this might affect a young person Young people who are blind or have a visual impairment: May use various forms of mobility aids, such as a white cane (either a long one for mobility, or a short symbol cane to help other people understand that they have a vision impairment). Will be affected by different lighting conditions in different ways, for example some young people may see better in dim light (this does not harm eyes). Will have different implications depending on whether they have been blind from birth or have become blind through an illness or trauma. May need to hold a book close to their eyes to be able to get the print into focus or use a magnifier (this does not harm eyes).

10 ACCESS TO PLAY. Possible inclusions tips: Include the young person in all activities (modify these where needed to take into account the limitations of their impairment) so that they have a sense of belonging and feel valued as a member of the group. Find out which light conditions allow the young person to see best. Their parents or their physical and sensory support teacher may be able to come in to help if they are too young to say themselves. To engage a young person in conversation and to get their attention, use their name first and consider touching them lightly on the arm. Or use another action that the family may do at home, such as touching their elbow. For most blind young people, learning is going to be hands on so allow time for this, especially when you re introducing new activities or equipment. Tell the young person about their surroundings including the layout. Always remember to tell them if someone has moved furniture or equipment around and allow them time to familiarise themselves with the new layout. Ask the young person if moving any equipment would be useful. Encourage everyone to keep the area tidy so that the young person doesn t walk into furniture or trip over bags or toys. It may be helpful for the young person for people to tell them who is approaching or leaving them. When leaving the young person, consider the social implications so they are not isolated from the group or unable to connect with their general surroundings. Use descriptive language, for example It s to the left of the bookcase is more useful than It s over there. Think about how the young person can move from one room to another and to the outside play area. Useful website Royal National Institute for the Blind (RNIB) 9 These cards are for general information only and do not replace training. Remember that there can be a huge difference between young people with the same diagnosis.

11 10 Deaf or hearing impaired Did you know? British Sign Language is completely different from spoken English and has its own grammar and syntax (word order). A hearing impairment is when a young person s ability to detect certain frequencies of sound (including speech) is completely or partially impaired. Deafness can mean the same thing but often applies to severe, profound or complete hearing loss. How this might affect a young person Young people who are deaf or have a hearing impairment: May have assistance, such as a signer or a hearing aid. May have an associated speech impediment or gaps in their understanding of spoken language. Can feel isolated in group situations, as it may be difficult to follow conversations. Often find lip reading an important part of communication. These cards are for general information only and do not replace training. Remember that there can be a huge difference between young people with the same diagnosis.

12 ACCESS TO PLAY. 11 Possible inclusions tips: Inclusion should be meaningful and the young person should be able to participate actively in their chosen activities. Find out how much the young person can hear and how they prefer people to communicate with them. If the young person is lip reading make sure they can see your face clearly and use normal speech and mouth patterns. Think about where you re standing in relation to any lights, for example so your face isn t in the shadows. Be empathetic rather than sympathetic and take into account the young person s independence, privacy and personal preferences. Match your facial expressions to the message you are trying to convey. Ask the young person directly for their views, don t go through a third party unless this is the way they normally communicate. Try to limit background noise, especially when you expect a young person to listen. Give the young person access to a quiet area for group discussions. Think about where the young person will sit for activities or snack time. If the young person plays in a large open space, think about how you would raise the alarm or tell the young person they are being collected if they are on the other side of the field. If you don t know sign language you can still use basic signs such as thumbs up for OK or mime actions to help with communication. Let the young person know when they should listen, who they should listen to and be aware that they may need to be near the person who is speaking. Use visual materials and give the young person access to these to support what they re talking about. Be aware you may need to repeat yourself and allow the young person time to understand. The young person may need access to a British Sign Language interpreter if they sign. If a young person has a hearing aid, make sure you understand how it works. For example, you know how to replace the batteries if needed (and you know where they are kept). Useful websites British Deaf Association (BDA) The National Deaf Children s Society (NDCS)

13 12 Epilepsy Did you know? Epilepsy affects more than 500,000 people in the UK. This means almost one in 100 people has the condition. Epilepsy usually begins during childhood, although it can start at any age. Epilepsy is a condition that affects the brain and causes repeated seizures, also known as fits. A seizure is caused by a surge in brain activity that affects how a young person feels or acts for a short time. Symptoms may include convulsions, confusion, a change in level of consciousness and breathing difficulties. There are different types and severity of seizures but they rarely cause permanent damage. How this might affect a young person Young people with epilepsy: Can become disorientated during a seizure and may not remember anything about it afterwards. May experience changes in perception, tingling or stiffness in body parts, intense emotion or twitching. May take minutes or hours to recover from a seizure. Can have different internal or external triggers for seizures that can t be stopped without medical intervention once they ve started. May need an ambulance after a seizure. You should be aware of the length of time you need to wait before calling an ambulance. For example a parent may say their child s seizures are very frequent and last minutes but if this pattern changes then they ll need an ambulance.

14 ACCESS TO PLAY. Possible inclusions tips On the whole, you won t need to provide any extra support or resources for a young person with epilepsy but it is important to: Find out and be aware of what specifically triggers the young person s seizures, such as bright lights or heat. So you can avoid these when planning activities and play areas. Make sure extra supervision is available for certain activities such as swimming. Managing seizures It is strongly recommended to implement a care plan (see the care plan card in this pack): Find out from the young person and their parents as much as you can about the type of epilepsy and how the young person feels and acts before, during and after a seizure. Find out from parents the strategies they use at home. Find out from the young person s parents what impact the seizure will have on them. Does the young person need emergency medication? Will they go to sleep, need to go to hospital (often not needed) or need time to recover? If the young person is having a seizure, clear the area of any objects which may injure them. Some young people may need to be covered by a blanket after a seizure. Make sure there is one available at your setting and with the first aid box if you go on an outing. If a young person has a seizure, one adult should stay and look after them while the other adults move everyone else into another room or outside, to give the young person privacy. Useful websites British Epilepsy Association Epilepsy Society 13 These cards are for general information only and do not replace training. Remember that there can be a huge difference between young people with the same diagnosis.

15 14 Learning impairments Did you know? Around 1.5 million people in the UK have a learning impairment. A learning impairment affects the way a young person learns new things, understands information and communicates. It may mean they find it harder than other young people to understand new or complex information, learn new skills and cope independently. Learning impairments can be mild, moderate or severe. It is not the same as learning difficulties (such as dyslexia) or mental illness. How this might affect a young person A young person with a learning impairment: May need more time to carry out tasks and to process information. May have skills that are hidden by a lack of confidence. May have a lack of social awareness. Often has a speech, language and communication need (see the speech, language and communication needs card in this pack).

16 ACCESS TO PLAY. 15 Possible inclusions tips: If communication with the young person is difficult, think about using communication aids such as picture cards. Take the time to check the young person has understood you, if you have explained or shown them something. If you ask a young person Do you understand? they may say Yes as it is often the easiest answer but it may not mean they do understand you. Instead, try using questions such as What have I asked you to do? or specific questions such as Can you tell me which colour we are using?. Give the young person time to think things through and process information. Break information and activities down into small chunks. Be patient and allow the young person to finish. Plan activities that engage as many of the young person s senses as possible (hearing, sight, smell, taste and touch). Useful website Royal MENCAP Society These cards are for general information only and do not replace training. Remember that there can be a huge difference between young people with the same diagnosis.

17 16 Physical impairment Did you know? The Equality Act (2010) defines a physical disability as a substantial and long term effect on the ability to carry out normal day to day activities. Cerebral palsy is the most common physical impairment in childhood. It is estimated that one in every 400 children in the UK is affected by cerebral palsy. Approximately 1,800 babies are diagnosed with the condition each year. How this might affect a young person Young people with a physical impairment may need: Extra time to finish an activity. Rest breaks throughout the session, as they often tire quickly. Adapted equipment, such as writing tools, scissors or play equipment. Support for transfers between activities. Support for some areas of personal care. You should make sure you take into account the young person s independence, privacy and personal preferences (see the care plan card in this pack).

18 ACCESS TO PLAY. 17 Possible inclusions tips: Don t assume that a young person with a physical impairment has any other SEND. Ask the young person directly for their views instead of going through a third party (such as their parents) whenever possible. Find out what the young person can do and if there is anything that they would like support with. Consider adapting activities, the venue or equipment to allow a young person to join in more fully. Let the young person have rest breaks away from the activity if they want or need one. Useful website National Children s Bureau councilfordisabledchildren.org.uk/ earlysupport These cards are for general information only and do not replace training. Remember that there can be a huge difference between young people with the same diagnosis.

19 Speech, language and communication needs 18 Did you know? Communicating is more than just what we say. It is how we say things and what we understand from what is said to us. And communication comes in different forms, such as verbal (spoken), written word, lip reading, sign language and even body language. Young people with a speech, language and communication need may have difficulties with fluency, forming sounds and words, formulating sentences, understanding what others say, and using language socially. There are many reasons why a young person may have a speech, language and communication need. Some young people may have a medical condition like a hearing loss or cleft palate, some may have another type of learning difficulty such as autism or cerebal palsy, and some young people simply do not develop speech and language skills in the expected way. There are many different types of speech, language and communication needs. These are: speech and language delay or disorder specific language impairment comprehension and expressive language difficulties selective mutism verbal dyspraxia stammering, sometimes called stuttering, dysfluency or non-fluency.

20 ACCESS TO PLAY. How this might affect a young person A young person with a speech, language and communication need may: Become frustrated if you do not take the time to properly understand them. Understand a lot more language than they use. Use communication aids such as symbol cards, signs or an electronic communication aid, often called augmentative and alternative communication (AAC). Possible inclusions tips: Communicate directly to the young person and not their parents. Even though the young person may not answer you verbally, they are likely to understand everything you say. Find out how the young person prefers you to communicate with them and see how you can change to meet their needs. If the young person finds speech difficult, consider asking them questions with a one-word answer or give them a choice of short answers. Limit background noise so the young person is more likely to hear and understand any verbal communications. Be patient and give the young person time to finish. If you do not understand what someone is saying, never pretend that you do. Ask them to repeat what they have said, as many times as you need to. Don t worry if you find it hard to understand someone to start with. Take time to build a relationship with the young person and tune into how they speak. Useful websites Talking Point Afasic 19 These cards are for general information only and do not replace training. Remember that there can be a huge difference between young people with the same diagnosis.

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22 Information Cards CHILDREN S ACCESS TO PLAY. Produced by Surrey Early Years and Childcare Service Tel playwork@surreycc.gov.uk Web Surrey Early Years and Childcare Service, 2015 This series of cards from Surrey Early Years and Childcare Service s Playwork Team, offers playworkers key information and ideas on supporting young people with special educational needs and disabilities (SEND). Each card includes a description of the SEND, highlights how it might affect a young person and gives possible inclusion ideas to use in your playwork setting. There are cards on: Care plans Autism (including Asperger syndrome) Behavioural difficulties (including Attention Deficit Hyperactivity Disorder) Blind or visually impaired Deaf or hearing impaired Epilepsy Learning impairment Physical impairment Speech, language and communication needs