WEBVTT 00:00:00.000 --> 00:00:02.680 Hi, my name is Jordan. I am a special education 00:00:02.680 --> 00:00:06.160 teacher from the UK. I share my passion for everything 00:00:06.160 --> 00:00:09.119 communication, sensory regulation and fun lesson 00:00:09.119 --> 00:00:11.660 ideas for my classroom of disabled pupils aged 00:00:11.660 --> 00:00:15.300 4 to 11. Each week I am joined by experts in 00:00:15.300 --> 00:00:17.640 the field answering your questions and sharing 00:00:17.640 --> 00:00:19.579 our knowledge and experience working alongside 00:00:19.579 --> 00:00:22.559 our beautiful young people. Let's get started. 00:00:27.559 --> 00:00:30.640 Hello everybody and welcome to the Sensory Classroom 00:00:30.640 --> 00:00:33.479 podcast. My name is Jordan and today I am joined 00:00:33.479 --> 00:00:36.960 by Sammy who is from Spectrum Patronum and also 00:00:36.960 --> 00:00:41.359 my co -director at Rise Therapy. Hi Sammy. Hi 00:00:41.359 --> 00:00:43.659 Jordan, how are you? Good, thank you. Is this 00:00:43.659 --> 00:00:46.359 your third or fourth time on the podcast? Third. 00:00:46.759 --> 00:00:48.920 Third time, yeah. I think you are definitely 00:00:48.920 --> 00:00:51.780 our most visited guest and there's good reason 00:00:51.780 --> 00:00:53.619 for that. First of all, do you want to remind 00:00:53.619 --> 00:00:56.340 everybody who you are and what you do before 00:00:56.340 --> 00:01:01.079 we get into it? Yeah, so I am Sammy. I run Spectrum 00:01:01.079 --> 00:01:04.959 Patronum, which is a website to support mainly 00:01:04.959 --> 00:01:08.640 communication needs for children who are non 00:01:08.640 --> 00:01:13.200 -speaking. I'm a teacher of children with PMLD 00:01:13.200 --> 00:01:16.159 and non -speaking autistic children as well. 00:01:17.079 --> 00:01:19.799 Amazing. So we come from a very similar background, 00:01:20.200 --> 00:01:22.480 special education, minimally speaking autistic 00:01:22.480 --> 00:01:25.400 and PMLD students. We both have a passion for 00:01:25.400 --> 00:01:28.239 sensory regulation and communication. And we 00:01:28.239 --> 00:01:30.219 kind of just gravitated towards each other quite 00:01:30.219 --> 00:01:32.819 organically and quite quickly. We had the same 00:01:32.819 --> 00:01:35.239 ideas on what should and shouldn't be happening 00:01:35.239 --> 00:01:37.780 in the classroom. We're finding the same sticking 00:01:37.780 --> 00:01:41.420 points. And I guess that's kind of why we keep 00:01:41.420 --> 00:01:43.879 gravitating towards each other with all of this. 00:01:44.579 --> 00:01:47.480 Agreed, yes. But it's nice to have a colleague 00:01:47.480 --> 00:01:50.099 in that sense, really, because sometimes, I mean, 00:01:50.120 --> 00:01:52.719 especially for me being in not a special school, 00:01:52.799 --> 00:01:54.680 but being attached to a mainstream school, I 00:01:54.680 --> 00:01:58.200 didn't have any colleagues that were also teachers 00:01:58.200 --> 00:02:01.879 that got it, that I could collaborate with, ask 00:02:01.879 --> 00:02:04.420 questions to, what are you doing? What programs 00:02:04.420 --> 00:02:07.459 are you using? What have you found out? How have 00:02:07.459 --> 00:02:10.520 you solved this thing that I'm finding with these 00:02:10.520 --> 00:02:12.259 students? And it was really helpful to kind of 00:02:12.259 --> 00:02:15.060 have. Yeah, a colleague in my pocket that I could 00:02:15.060 --> 00:02:18.379 trust that would be looking for the same things 00:02:18.379 --> 00:02:21.979 in the same compassionate way that I was. Absolutely. 00:02:21.979 --> 00:02:25.000 And it's important to have people, isn't it, 00:02:25.020 --> 00:02:29.439 that have the same mindset and the same sort 00:02:29.439 --> 00:02:34.120 of like flow as you. Like we prioritise regulation 00:02:34.120 --> 00:02:39.280 and sensory needs and communication over... everything 00:02:39.280 --> 00:02:42.539 else which is definitely why we were like magnets 00:02:42.539 --> 00:02:45.879 I feel like yeah when we yeah like it was all 00:02:45.879 --> 00:02:48.199 organic which was really nice totally and then 00:02:48.199 --> 00:02:50.840 we've related also when I on a personal level 00:02:50.840 --> 00:02:53.400 as well both being neurodivergent ourselves so 00:02:53.400 --> 00:02:55.599 and everything that that brings up as teachers 00:02:55.599 --> 00:02:57.680 and women and and all of those things so yeah 00:02:57.680 --> 00:03:01.639 there's a lot of kindred spirit stuff going on 00:03:01.639 --> 00:03:04.060 there and I guess also that's why our social 00:03:04.060 --> 00:03:06.860 medias do so well and the podcast does so well 00:03:06.860 --> 00:03:09.139 because other people are also looking for those 00:03:09.139 --> 00:03:11.840 colleagues of like -minded teachers that they 00:03:11.840 --> 00:03:15.659 can collaborate with get ideas from and I love 00:03:15.659 --> 00:03:17.860 that we can kind of make ideas together and then 00:03:17.860 --> 00:03:20.120 kind of spit it out and share it out to other 00:03:20.120 --> 00:03:23.000 people that might be needing to hear those things 00:03:23.000 --> 00:03:26.319 too. On that what are you currently working on 00:03:26.319 --> 00:03:30.699 with Spectrum Patronum? So There's always, especially 00:03:30.699 --> 00:03:34.500 as a neurodivergent person, there are always 00:03:34.500 --> 00:03:40.560 several projects on the go. My main project at 00:03:40.560 --> 00:03:44.719 the moment is a new subscription -based membership 00:03:44.719 --> 00:03:48.659 service that will be called The Academy. And 00:03:48.659 --> 00:03:52.479 Academy is spelt with AAC at the beginning. I'm 00:03:52.479 --> 00:03:55.020 hoping to aim it, well, it's going to be aimed 00:03:55.020 --> 00:03:58.680 towards parents and professionals. Also provide 00:03:58.680 --> 00:04:03.319 things like quick, sort of quick wind handouts, 00:04:03.379 --> 00:04:07.120 like to refer to. Also quick, you know, quick 00:04:07.120 --> 00:04:12.039 tips, how to's, short snappy videos, but also 00:04:12.039 --> 00:04:17.620 long, like one hour training support videos to. 00:04:18.240 --> 00:04:20.920 like focusing on specific areas like communication 00:04:20.920 --> 00:04:23.279 in the home, communication when out and about 00:04:23.279 --> 00:04:26.139 in the community, how to use objects of reference. 00:04:26.259 --> 00:04:29.699 Anything you can think of that is linked to supporting 00:04:29.699 --> 00:04:34.620 communication for our learners will be in the 00:04:34.620 --> 00:04:41.300 AAC. Which is... Maybe some people might be surprised 00:04:41.300 --> 00:04:43.319 by this, but it is so needed. Speech -language 00:04:43.319 --> 00:04:46.040 therapists are few and far between, NHS ones 00:04:46.040 --> 00:04:49.120 anyway, and schools, certainly our school, we 00:04:49.120 --> 00:04:50.899 had a volunteer speech -language therapist who 00:04:50.899 --> 00:04:53.019 was retired. That was all we could have in Cornwall. 00:04:53.060 --> 00:04:55.079 I don't know if that's a national problem, but 00:04:55.079 --> 00:04:57.439 it's certainly what we've found down here, that 00:04:57.439 --> 00:05:01.279 we just cannot access up -to -date, high -quality, 00:05:01.459 --> 00:05:04.879 new or affirming communication support. Yeah, 00:05:04.879 --> 00:05:07.800 and that's what it's going to be. Like, I mean, 00:05:07.839 --> 00:05:09.959 I didn't mention that, but we know it's going 00:05:09.959 --> 00:05:12.660 to be those neuroaffirming approaches and how 00:05:12.660 --> 00:05:15.379 to support in a way that supports body autonomy 00:05:15.379 --> 00:05:20.160 and, you know, absolutely no ABA approaches. 00:05:21.019 --> 00:05:23.660 And no, it's always going to be, there's going 00:05:23.660 --> 00:05:28.120 to be always a focus on a lot like being child 00:05:28.120 --> 00:05:31.720 led and child focused, interest focused, because 00:05:31.720 --> 00:05:34.500 that's where we see that we make. the most progress 00:05:34.500 --> 00:05:38.079 with learning and communication is when it's 00:05:38.079 --> 00:05:41.379 on the child's terms because it has to be. I 00:05:41.379 --> 00:05:43.060 think it's really helpful to have longer form 00:05:43.060 --> 00:05:45.899 videos as well it's so hard it's so easy to say 00:05:45.899 --> 00:05:49.740 I don't like ABA in a 90 second social media 00:05:49.740 --> 00:05:52.220 post but it's really hard in 90 seconds to say 00:05:52.220 --> 00:05:54.560 that and say what to do instead and there's so 00:05:54.560 --> 00:05:57.000 much confusion around it and I think a lot of 00:05:57.000 --> 00:05:59.199 professionals and parents are feeling quite overwhelmed 00:05:59.199 --> 00:06:02.540 that okay we can't do this that you're telling 00:06:02.540 --> 00:06:04.420 us to do but what do we do instead what does 00:06:04.420 --> 00:06:06.459 that look like what do we does it feel like what 00:06:06.459 --> 00:06:09.839 resources do we need am i doing it right and 00:06:09.839 --> 00:06:12.279 i think for 90 seconds on a social media post 00:06:12.279 --> 00:06:15.560 it's impossible to go through all of the nuance 00:06:15.560 --> 00:06:17.680 of it because there is so much nuance with it 00:06:17.680 --> 00:06:22.579 all so i guess in that i think the academy could 00:06:22.579 --> 00:06:27.439 be perfect for going through it in great detail 00:06:27.439 --> 00:06:30.579 in video form so you can show it see it do it 00:06:30.579 --> 00:06:33.620 like feel it rather than yeah 90 seconds where 00:06:33.620 --> 00:06:36.819 you just you can't show the full breadth of what 00:06:36.819 --> 00:06:40.379 is required absolutely and obviously I'm like 00:06:40.379 --> 00:06:42.480 recording some of the content now and some of 00:06:42.480 --> 00:06:44.980 the presentations and I'm just like trying to 00:06:44.980 --> 00:06:47.019 do a little bit of like market research as well 00:06:47.019 --> 00:06:48.600 because obviously I want this to be accessible 00:06:48.600 --> 00:06:50.819 to parents and I know that sometimes they may 00:06:50.819 --> 00:06:52.720 only have 10 minutes here and there and I'm just 00:06:52.720 --> 00:06:55.750 trying to figure out what's the best way to present 00:06:55.750 --> 00:06:59.329 this you know do I do the whole a whole hour 00:06:59.329 --> 00:07:03.149 session or do is that then broken up into six 00:07:03.149 --> 00:07:07.569 ten minutes and that's common go couldn't they 00:07:07.569 --> 00:07:10.910 yeah And I guess then people can decide maybe 00:07:10.910 --> 00:07:12.829 they have got an hour and actually it's best 00:07:12.829 --> 00:07:16.029 that they just bulk it and get it all in. Or 00:07:16.029 --> 00:07:17.629 sometimes, yeah, it's best that they just do 00:07:17.629 --> 00:07:19.069 little and often whilst they're waiting in the 00:07:19.069 --> 00:07:21.850 queue for something. Yeah. Yeah. And I'm trying 00:07:21.850 --> 00:07:24.870 to do like I'm going to try and do because, again, 00:07:25.009 --> 00:07:29.529 to meet the needs of parents and carers and professionals. 00:07:30.680 --> 00:07:33.480 not just do so say video form then try and make 00:07:33.480 --> 00:07:36.019 it maybe maybe into an audio form so that they 00:07:36.019 --> 00:07:39.040 can listen in the car and then also have it as 00:07:39.040 --> 00:07:42.839 like a handout so that we have multiple again 00:07:42.839 --> 00:07:45.920 that's a preferred way of learning isn't it we 00:07:45.920 --> 00:07:48.699 know that it's not as adults as well some of 00:07:48.699 --> 00:07:50.740 us prefer to watch a webinar some of us prefer 00:07:50.740 --> 00:07:52.720 to listen to a podcast but some of us prefer 00:07:53.100 --> 00:07:56.459 to read so I think it's obviously going to take 00:07:56.459 --> 00:07:59.079 like quite a while to like get everything going 00:07:59.079 --> 00:08:01.220 and roll it out and what's kind of been holding 00:08:01.220 --> 00:08:04.139 me back and put me off is obviously it's quite 00:08:04.139 --> 00:08:07.040 overwhelming and there's lots to do and then 00:08:07.040 --> 00:08:09.920 I start start them and then they don't get completely 00:08:09.920 --> 00:08:12.680 finished because then I think oh I need to make 00:08:12.680 --> 00:08:14.620 that accessible but actually what I'm going to 00:08:14.620 --> 00:08:19.050 do is I'm going to aiming for the summer So it's 00:08:19.050 --> 00:08:21.750 going to be open, obviously at a discounted rate 00:08:21.750 --> 00:08:25.009 because I just want to start getting it out there 00:08:25.009 --> 00:08:27.269 because I think this is going to be one of those 00:08:27.269 --> 00:08:29.750 projects that personally is never going to be 00:08:29.750 --> 00:08:32.570 finished. I'm always going to be wanting to add 00:08:32.570 --> 00:08:35.149 more and more and coming up with more things. 00:08:35.309 --> 00:08:37.850 And if I try and wait for it to be finished, 00:08:38.190 --> 00:08:41.509 it will never be released. And it's better that 00:08:41.509 --> 00:08:44.230 they have this information in whatever form is 00:08:44.230 --> 00:08:47.509 available right now. Yes, absolutely. Because 00:08:47.509 --> 00:08:49.850 it is needed. It's so needed. We've got a campaign 00:08:49.850 --> 00:08:53.009 at the moment that's being run by Laura from 00:08:53.009 --> 00:08:55.429 Spinning World with Autism. It's called Speak 00:08:55.429 --> 00:08:57.590 Up for Autism, an incredibly, really important 00:08:57.590 --> 00:08:59.610 campaign. I'll put the link down below, actually, 00:08:59.649 --> 00:09:02.450 to sign her petition. All about the failures 00:09:02.450 --> 00:09:05.210 of NHS speech and language therapy and how... 00:09:05.440 --> 00:09:08.019 literal training there is on autistic learners 00:09:08.019 --> 00:09:11.259 and and how they communicate and so many non 00:09:11.259 --> 00:09:13.159 -speaking autistic children are being let down 00:09:13.159 --> 00:09:16.179 by the speech language services because they 00:09:16.179 --> 00:09:18.940 can't talk so they don't know how to work with 00:09:18.940 --> 00:09:22.720 these children which to me just seems as a middle 00:09:22.720 --> 00:09:25.279 -speaking specialist and i'm sure you feel the 00:09:25.279 --> 00:09:27.240 same this feels so bizarre to me because they're 00:09:27.240 --> 00:09:29.259 the ones that need speech language therapy most 00:09:29.259 --> 00:09:30.840 they're the most rewarding kids to work with 00:09:30.840 --> 00:09:35.750 in my very biased opinion so rewarding because 00:09:35.750 --> 00:09:40.429 you get so many huge leaps at that stage um guest 00:09:40.429 --> 00:09:43.210 up language process as well like so so exciting 00:09:43.210 --> 00:09:45.870 to work with i just think the nhs speech language 00:09:45.870 --> 00:09:48.629 team just through lack of understanding and training 00:09:48.629 --> 00:09:52.250 are missing out on this huge cohort of learners 00:09:52.250 --> 00:09:56.070 that are needing it so if your academy can get 00:09:56.070 --> 00:09:58.590 in as well then like yeah like that would really 00:09:58.590 --> 00:10:01.750 help fill the gap i think yeah yeah absolutely 00:10:01.750 --> 00:10:03.769 and like you say like because actually if there's 00:10:03.769 --> 00:10:08.139 no training for this or this minimal training 00:10:08.139 --> 00:10:11.000 for speech and language therapists that you know 00:10:11.000 --> 00:10:13.600 we know that using neurotypical systems don't 00:10:13.600 --> 00:10:17.259 work for our neurodivergent learners so i'm hoping 00:10:17.259 --> 00:10:19.899 yeah so it will be it will be i'm committing 00:10:19.899 --> 00:10:23.000 it will be stuck like opened in the summer obviously 00:10:23.000 --> 00:10:25.039 with less content and it will just be one of 00:10:25.039 --> 00:10:27.159 those things that is built upon as time goes 00:10:27.159 --> 00:10:29.299 on it sounds really exciting and as soon as it's 00:10:29.299 --> 00:10:33.759 available i will add a link to this um as soon 00:10:33.759 --> 00:10:36.960 as it's ready But for now, I will put your website 00:10:36.960 --> 00:10:39.500 just so that, you know, when it is, you're ready. 00:10:39.539 --> 00:10:40.960 You can sign up to newsletters and all of those 00:10:40.960 --> 00:10:44.100 fun things if you're hearing this and are keen 00:10:44.100 --> 00:10:47.740 to learn more. We're also working on rise therapy 00:10:47.740 --> 00:10:50.000 sessions together, which is what I mentioned 00:10:50.000 --> 00:10:53.279 at the start. I suppose, can you explain first 00:10:53.279 --> 00:10:58.059 what was missing in your classroom and curriculum 00:10:58.059 --> 00:11:01.440 that helped spark the inspiration or the need 00:11:01.440 --> 00:11:04.000 for developing rise therapy in the first place? 00:11:04.720 --> 00:11:07.659 I think and I know we've had these conversations 00:11:07.659 --> 00:11:10.220 before because this is part of where you and 00:11:10.220 --> 00:11:12.960 I were going back and forth with like almost 00:11:12.960 --> 00:11:15.779 dilemmas in our classroom, like working things 00:11:15.779 --> 00:11:18.500 out. You know, we're mainly working on in my 00:11:18.500 --> 00:11:20.600 classroom, you know, attention and engagement 00:11:20.600 --> 00:11:24.120 skills and certain programs that we were doing 00:11:24.120 --> 00:11:26.960 in my classroom just weren't suitable. The main 00:11:26.960 --> 00:11:30.240 one that brings all the success was intensive 00:11:30.240 --> 00:11:33.620 interaction. And I know you're also a huge advocate 00:11:33.620 --> 00:11:36.580 of intensive interaction and it's just incredible. 00:11:37.000 --> 00:11:39.360 And I found that that was the main one I was 00:11:39.360 --> 00:11:42.159 doing, really, because other ones just weren't 00:11:42.159 --> 00:11:45.519 suitable and didn't feel right to the level of 00:11:45.519 --> 00:11:49.879 needs my class had. Yeah, I was finding the same. 00:11:50.200 --> 00:11:53.019 I've got a class of half of them on an ambulance, 00:11:53.360 --> 00:11:55.799 PMLD learners, so they couldn't get themselves 00:11:55.799 --> 00:11:59.110 like... to the areas and they couldn't give consent 00:11:59.110 --> 00:12:02.090 necessarily easily to be there. And I was concerned 00:12:02.090 --> 00:12:04.070 about that. They also couldn't like visually 00:12:04.070 --> 00:12:07.149 access the resources without touching them. Like 00:12:07.149 --> 00:12:09.450 they learn through their senses. They don't learn 00:12:09.450 --> 00:12:11.210 visually. Two of them are visually impaired. 00:12:11.769 --> 00:12:15.169 So they couldn't learn visually without touching. 00:12:15.330 --> 00:12:17.789 So the touching element was kind of missing for 00:12:17.789 --> 00:12:19.889 me with what we were doing originally. But for 00:12:19.889 --> 00:12:22.590 that cohort, I've also got some learners that 00:12:22.590 --> 00:12:26.539 are highly anxious about transitions. So to get 00:12:26.539 --> 00:12:31.100 them either through PDA, you know, there was 00:12:31.100 --> 00:12:34.179 an anxiety around being told to be somewhere 00:12:34.179 --> 00:12:35.840 at a certain time. So there was those learners 00:12:35.840 --> 00:12:37.879 that found transitioning difficult in that sense. 00:12:38.039 --> 00:12:40.620 But also there was learners that find just transitioning 00:12:40.620 --> 00:12:42.779 difficult, starting activity, finishing activity 00:12:42.779 --> 00:12:45.220 and moving from area to area, even within one 00:12:45.220 --> 00:12:48.059 classroom. So it also found that it felt like 00:12:48.059 --> 00:12:51.399 a battle to get them all in one place, all at 00:12:51.399 --> 00:12:55.519 one time. already willing looking regulated and 00:12:55.519 --> 00:12:58.279 all of those things and it gave it put so much 00:12:58.279 --> 00:13:01.039 it felt like a battle it put so much adults in 00:13:01.039 --> 00:13:05.759 there to make that happen um that it always felt 00:13:05.759 --> 00:13:08.000 like hard work like we were batting against the 00:13:08.000 --> 00:13:10.000 children rather than going with them so they're 00:13:10.000 --> 00:13:12.740 the two main things that I was finding in my 00:13:12.740 --> 00:13:15.200 room with what I was doing already and that kind 00:13:15.200 --> 00:13:18.539 of was happening in every area of our classroom 00:13:18.539 --> 00:13:21.830 like it felt very adult -led very prompt dependent 00:13:21.830 --> 00:13:24.950 we used the teach model in my classroom so it 00:13:24.950 --> 00:13:28.289 was very much like structured this has happening 00:13:28.289 --> 00:13:31.690 then this and we tried to make it flexible but 00:13:31.690 --> 00:13:35.570 we weren't really fully neuro affirming looking 00:13:35.570 --> 00:13:38.250 back we weren't truly believing the children 00:13:38.250 --> 00:13:40.610 when they said they couldn't attend or couldn't 00:13:40.610 --> 00:13:43.990 be there or couldn't do it we were using distraction 00:13:43.990 --> 00:13:46.629 we were using now next we'd be using coaxing 00:13:46.629 --> 00:13:49.389 prompting you know we were looking back we were 00:13:49.389 --> 00:13:51.590 using all of those things thinking that we were 00:13:51.590 --> 00:13:54.549 collaborating and negotiating when really we 00:13:54.549 --> 00:13:59.110 were controlling and and um and even though it 00:13:59.110 --> 00:14:01.490 was done with love we were still controlling 00:14:01.490 --> 00:14:05.169 and i think It's hard to know if you're doing 00:14:05.169 --> 00:14:08.509 that because autistic children, I found, are 00:14:08.509 --> 00:14:12.090 so easily controlled because of their maybe lack 00:14:12.090 --> 00:14:15.590 of social understanding. Maybe they can't really 00:14:15.590 --> 00:14:17.769 think outside the box in a similar way to neurotypical 00:14:17.769 --> 00:14:22.730 children. That they were more easily controlled 00:14:22.730 --> 00:14:26.389 because they cannot imagine another option than 00:14:26.389 --> 00:14:29.049 what they're being shown. So when a now and next 00:14:29.049 --> 00:14:30.870 was brought out or when their schedule was brought 00:14:30.870 --> 00:14:33.539 out. If they didn't want to do the next thing, 00:14:33.679 --> 00:14:35.740 they couldn't think, oh, but I want to do this 00:14:35.740 --> 00:14:38.419 instead. So I'm going to get that symbol. They 00:14:38.419 --> 00:14:41.580 would have an absolute crisis and breakdown. 00:14:41.639 --> 00:14:43.759 And we were finding that a lot. But we were using 00:14:43.759 --> 00:14:45.139 visuals. We were doing it with love. We were 00:14:45.139 --> 00:14:47.620 adding sensory things. We were trying so hard, 00:14:47.639 --> 00:14:50.200 but it was still control and compliance looking 00:14:50.200 --> 00:14:52.500 back. Now I can see what we're doing now with 00:14:52.500 --> 00:14:55.100 rise therapy and how that's changed the classroom 00:14:55.100 --> 00:14:57.539 whole dynamic and how we work with the learners. 00:14:57.580 --> 00:14:59.740 I can see that what we were doing, even though 00:14:59.740 --> 00:15:03.580 it was with love. was also based in control and 00:15:03.580 --> 00:15:07.059 compliance. Agreed. And I think, like you said, 00:15:07.120 --> 00:15:10.440 I look back, say, five years ago, and I think, 00:15:10.440 --> 00:15:13.580 gosh, if I was doing, and I had a really tricky 00:15:13.580 --> 00:15:19.100 year, and actually, I think if I had my mindset 00:15:19.100 --> 00:15:22.279 and my practice that it is now, probably would 00:15:22.279 --> 00:15:23.659 have been, might not have, but probably would 00:15:23.659 --> 00:15:26.100 have been a lot easier. It's hard not to think 00:15:26.100 --> 00:15:27.899 about, isn't it? I think back to the classes 00:15:27.899 --> 00:15:31.259 I had 10 years ago. And I think, God, I really 00:15:31.259 --> 00:15:34.000 failed that learner. I didn't understand what 00:15:34.000 --> 00:15:35.980 they needed from me. I didn't understand how 00:15:35.980 --> 00:15:39.100 to communicate with them. I wasn't meeting them 00:15:39.100 --> 00:15:42.080 where they were at. They weren't meeting me where 00:15:42.080 --> 00:15:44.139 I was with the rest of the class. So then they 00:15:44.139 --> 00:15:47.519 were just other, you know, and I have to sit 00:15:47.519 --> 00:15:49.299 with that and I have to own that. And I think 00:15:49.299 --> 00:15:53.840 where we're seeing this battle between ABA and 00:15:53.840 --> 00:15:56.179 no ABA, neurofilming and non -neurofilming, it 00:15:56.179 --> 00:15:59.700 comes from the adult fear of admitting. that 00:15:59.700 --> 00:16:02.200 they didn't do the best that they could before 00:16:02.200 --> 00:16:05.259 and I think that comes with humility it comes 00:16:05.259 --> 00:16:09.919 with no ego I am admitting that in my early years 00:16:09.919 --> 00:16:13.179 I knew no better and I did not do my best for 00:16:13.179 --> 00:16:15.779 the learners because I knew no better and you 00:16:15.779 --> 00:16:18.080 can't do better until you know better and that's 00:16:18.080 --> 00:16:21.200 also okay but what I don't want is for people 00:16:21.200 --> 00:16:24.059 to hear another way a more kind compassionate 00:16:24.059 --> 00:16:27.409 neuro affirming way that is believing the children 00:16:27.409 --> 00:16:29.129 that is being led by them listening to their 00:16:29.129 --> 00:16:31.289 bodies and then rejecting it through fear of 00:16:31.289 --> 00:16:33.970 admitting that you've done wrong in the past 00:16:33.970 --> 00:16:36.169 I just think there's that battle there you've 00:16:36.169 --> 00:16:39.169 got to lower that ego and just admit I didn't 00:16:39.169 --> 00:16:41.970 know better but I do now so I'm going to make 00:16:41.970 --> 00:16:44.129 a change have you noticed a similar thing within 00:16:44.129 --> 00:16:46.429 your team and within yourself as well absolutely 00:16:46.429 --> 00:16:48.330 like you hit the nail on the head there because 00:16:48.330 --> 00:16:52.570 I just think I always think we are taught throughout 00:16:52.570 --> 00:16:55.090 uni and when we're doing our PGCE or whatever 00:16:55.090 --> 00:16:57.169 it you know whatever journey you go on to get 00:16:57.169 --> 00:17:01.149 your teaching practice it's we're taught reflective 00:17:01.149 --> 00:17:04.769 practice to be reflective practitioners to reflect 00:17:04.769 --> 00:17:07.450 on things and to always you know you don't stop 00:17:07.450 --> 00:17:10.390 learning you just you keep learning and you do 00:17:10.390 --> 00:17:13.970 better and I always say I'll put my hands up 00:17:13.970 --> 00:17:16.769 I can even look back on things last year and 00:17:16.769 --> 00:17:19.349 I go actually maybe I should have done that me 00:17:19.349 --> 00:17:21.990 and a colleague of mine will often say we'll 00:17:21.990 --> 00:17:24.410 have we have really open reflective conversations 00:17:25.400 --> 00:17:28.079 and we both like she said so you know this happened 00:17:28.079 --> 00:17:30.119 today she was like and I'm really reflecting 00:17:30.119 --> 00:17:33.319 on it she was like and she's a very neuro affirming 00:17:33.319 --> 00:17:36.920 practitioner she is very similar to you and I 00:17:36.920 --> 00:17:39.960 and we and we're always and I say you know what 00:17:39.960 --> 00:17:42.119 this happened to me like a couple of days ago 00:17:42.119 --> 00:17:44.920 and I just was reflecting on it and actually 00:17:44.920 --> 00:17:47.539 I shouldn't have done I shouldn't have like maybe 00:17:47.539 --> 00:17:51.140 maybe I was a bit more reactive than like what's 00:17:51.140 --> 00:17:53.859 the other word it's easy to fall back on those 00:17:54.430 --> 00:17:56.910 practice is easy to fall back on control and 00:17:56.910 --> 00:17:59.430 compliance because it's the quickest way to get 00:17:59.430 --> 00:18:02.910 a result yes it works it is evidence -based i 00:18:02.910 --> 00:18:04.529 think that's also where the confusion comes from 00:18:04.529 --> 00:18:07.829 it works it is evidence -based controlling a 00:18:07.829 --> 00:18:11.250 child using timers using naughty steps using 00:18:11.250 --> 00:18:14.789 now next visual support how pecs whatever you're 00:18:14.789 --> 00:18:16.910 doing to control this child which also all of 00:18:16.910 --> 00:18:18.470 those things can be used in a neurofirming way 00:18:18.470 --> 00:18:23.059 by the way yes 100 % to control the child for 00:18:23.059 --> 00:18:26.279 compliance which means not necessarily engagement 00:18:26.279 --> 00:18:30.420 but sitting listening complying then it looks 00:18:30.420 --> 00:18:32.980 like you've got a good result quite quickly yeah 00:18:32.980 --> 00:18:35.420 but what's really happening there which we are 00:18:35.420 --> 00:18:39.900 now learning as communication The ability to 00:18:39.900 --> 00:18:42.279 communicate is improving for our autistic peers. 00:18:42.460 --> 00:18:44.319 As communication is improving, we are learning 00:18:44.319 --> 00:18:46.519 that these adults can now communicate to us and 00:18:46.519 --> 00:18:50.259 tell us what effect that has had on them. Yes. 00:18:50.319 --> 00:18:53.599 When they have been controlled in that control 00:18:53.599 --> 00:18:55.859 and compliance kind of methods way. So yes, it 00:18:55.859 --> 00:18:57.960 looked on the outset like it was working. They 00:18:57.960 --> 00:19:00.059 looked calm. They looked like they were doing 00:19:00.059 --> 00:19:02.539 their work, complying in the classroom, quiet, 00:19:02.700 --> 00:19:05.099 hands still, all of those things that we're told. 00:19:06.039 --> 00:19:09.039 and shown they are now telling us that it really 00:19:09.039 --> 00:19:11.039 affected their mental health it really affected 00:19:11.039 --> 00:19:12.859 their relationships with the adults and their 00:19:12.859 --> 00:19:15.359 trust with the world it really affected their 00:19:15.359 --> 00:19:17.900 sense of self and their body autonomy wasn't 00:19:17.900 --> 00:19:21.519 respected and it really set them back we have 00:19:21.519 --> 00:19:23.799 to listen to that you know don't listen to me 00:19:23.799 --> 00:19:25.880 and sammy don't listen to speech and language 00:19:25.880 --> 00:19:29.240 you have to listen to autistic adults you have 00:19:29.240 --> 00:19:32.779 to otherwise what have we got so You know, the 00:19:32.779 --> 00:19:35.839 more I am sitting on social media, reading research, 00:19:36.279 --> 00:19:38.220 like listening to webinars and all of that from 00:19:38.220 --> 00:19:40.079 autistic adults that have that experience. I've 00:19:40.079 --> 00:19:42.059 got an amazing podcast, only 18 minutes long, 00:19:42.119 --> 00:19:43.539 but it's the most powerful podcast I've ever 00:19:43.539 --> 00:19:46.259 recorded with Honestly, I Was Speechless. I can't 00:19:46.259 --> 00:19:48.299 remember what episode it was, but go and find 00:19:48.299 --> 00:19:52.599 it. She speaks through AAC, through the podcast, 00:19:52.660 --> 00:19:56.089 and she speaks with such wisdom. And such insight. 00:19:56.150 --> 00:19:58.710 And she explains exactly this, that I didn't 00:19:58.710 --> 00:20:00.170 know what was happening at the time, but I didn't 00:20:00.170 --> 00:20:02.789 feel safe. I didn't trust my adults. I was in 00:20:02.789 --> 00:20:05.150 complete dysregulation and I wasn't being heard 00:20:05.150 --> 00:20:06.710 or listened to. I didn't have robust communication 00:20:06.710 --> 00:20:09.569 supports. That's why I was struggling. I just 00:20:09.569 --> 00:20:11.549 didn't know how to communicate that back then. 00:20:11.829 --> 00:20:15.049 And we have to listen to adults like that because 00:20:15.049 --> 00:20:17.529 the children that we're working with today will 00:20:17.529 --> 00:20:20.690 be adults of tomorrow. And I cannot sleep at 00:20:20.690 --> 00:20:23.109 night if I think that any child that I've worked 00:20:23.109 --> 00:20:26.099 with hearing that. will then be an adult that 00:20:26.099 --> 00:20:28.960 then tells people that that's what they experience 00:20:28.960 --> 00:20:31.519 in my classroom. I couldn't sleep at night if 00:20:31.519 --> 00:20:33.480 that was even a possibility. And that's what 00:20:33.480 --> 00:20:38.680 made me make the change to being as new or affirming, 00:20:38.720 --> 00:20:40.900 which means believing the children when they're 00:20:40.900 --> 00:20:43.240 saying and showing me. that they're not ready 00:20:43.240 --> 00:20:45.700 or that they need something different or they 00:20:45.700 --> 00:20:47.799 need a different tact or just, just believing 00:20:47.799 --> 00:20:49.940 them. I mean, that is the basis of neurophobic 00:20:49.940 --> 00:20:53.420 practice. And listening to those behaviours because, 00:20:53.500 --> 00:20:55.440 and I always think, you know, when we hear the 00:20:55.440 --> 00:20:59.119 word behaviour, it's kind of seen as a negative 00:20:59.119 --> 00:21:01.299 word, but there are positive behaviours and, 00:21:01.380 --> 00:21:03.180 you know, you know. It's just behaviour. It just 00:21:03.180 --> 00:21:05.400 is. It's just what you're doing. Yeah. It's just 00:21:05.400 --> 00:21:07.299 how we're acting. But I feel like as soon as 00:21:07.299 --> 00:21:12.789 people hear the word behaviour, There's a negative 00:21:12.789 --> 00:21:16.250 connotation to it. But actually listening to 00:21:16.250 --> 00:21:19.930 those behaviours, whatever they may be, and respecting 00:21:19.930 --> 00:21:23.190 that when the behaviour is the communication 00:21:23.190 --> 00:21:28.170 is so important. And our priority as professionals 00:21:28.170 --> 00:21:33.549 is to safeguard and protect our children. And 00:21:33.549 --> 00:21:36.269 I think sometimes we don't want to be suppressing. 00:21:37.200 --> 00:21:39.619 how they're feeling or if they don't want to 00:21:39.619 --> 00:21:42.200 do something and I think obviously like talking 00:21:42.200 --> 00:21:45.339 like say consent wise learning yes and yes and 00:21:45.339 --> 00:21:48.000 no and how it how we respect them when they say 00:21:48.000 --> 00:21:51.539 yes and no is so important but yeah I just that's 00:21:51.539 --> 00:21:56.119 why I think you and I both then decided it was 00:21:56.119 --> 00:21:59.920 time to build something from what we were experiencing 00:21:59.920 --> 00:22:02.799 and where there was almost a bit of a gap Yeah, 00:22:02.859 --> 00:22:05.599 we looked. Because I didn't want to create a 00:22:05.599 --> 00:22:08.420 whole therapy from scratch. We really, both of 00:22:08.420 --> 00:22:10.500 us and neither of us had any time or capacity 00:22:10.500 --> 00:22:13.140 to do that. So we really did our research. We 00:22:13.140 --> 00:22:14.660 found intensive interaction. We've been using 00:22:14.660 --> 00:22:17.480 that for years anyway. But that was the basis. 00:22:17.579 --> 00:22:19.900 But it wasn't teaching about transitions. It 00:22:19.900 --> 00:22:22.460 wasn't necessarily teaching about group work 00:22:22.460 --> 00:22:25.700 and communication. It's the early communication, 00:22:25.940 --> 00:22:28.279 but it wasn't developing like AAC, high tech 00:22:28.279 --> 00:22:31.059 AAC use. It wasn't building confidence yet to 00:22:31.059 --> 00:22:32.650 work alongside people. and all those other things 00:22:32.650 --> 00:22:35.410 that we wanted it to include. So yes, intensive 00:22:35.410 --> 00:22:37.390 interaction. Yeah, okay, we found that. Brilliant. 00:22:37.930 --> 00:22:41.349 What else is there? Nothing else out there. Completely 00:22:41.349 --> 00:22:44.410 ticked every box that we needed it to. It didn't 00:22:44.410 --> 00:22:46.190 meet every learner that we needed it to meet. 00:22:46.410 --> 00:22:49.309 It didn't meet every criteria that we had written. 00:22:49.369 --> 00:22:50.609 And we literally did write a list, didn't we, 00:22:50.650 --> 00:22:52.670 of everything that we needed it to include. And 00:22:52.670 --> 00:22:55.289 it was about two pages, I think, of bullet point 00:22:55.289 --> 00:22:58.039 lists of everything that we wanted this. thing 00:22:58.039 --> 00:22:59.880 if we were going to create it find it whatever 00:22:59.880 --> 00:23:03.059 to include and it didn't exist so we thought 00:23:03.059 --> 00:23:06.000 well a little bit of little red hair and fine 00:23:06.000 --> 00:23:08.759 and I'll do it myself and and we did and it actually 00:23:08.759 --> 00:23:14.039 came together quite quickly because I think because 00:23:14.039 --> 00:23:18.180 we'd actually been doing it in our practice for 00:23:18.180 --> 00:23:20.720 quite a while already we had already been developing 00:23:20.720 --> 00:23:23.900 changes we had already been developing ways of 00:23:23.900 --> 00:23:27.569 supporting transition providing engaging experiences 00:23:27.569 --> 00:23:30.569 alongside peers. We had been already exploring 00:23:30.569 --> 00:23:32.890 those things, unknowing what we were actually 00:23:32.890 --> 00:23:36.690 developing without a name. Yeah. And we just 00:23:36.690 --> 00:23:38.569 sort of bought its feather, didn't we? We started 00:23:38.569 --> 00:23:40.529 with the name though, didn't we? We wanted it 00:23:40.529 --> 00:23:42.390 to be a four -step approach. We wanted it to 00:23:42.390 --> 00:23:46.890 have the structure so that the adults using rise 00:23:46.890 --> 00:23:50.670 therapy had a system, had a structure. They could 00:23:50.670 --> 00:23:54.089 feel safe within the pillars and the... the um 00:23:54.089 --> 00:23:57.630 the concrete nature of the structure and then 00:23:57.630 --> 00:23:59.670 the flexibility comes in around following the 00:23:59.670 --> 00:24:03.130 flow of the children so the name stands for something 00:24:03.130 --> 00:24:05.609 does it that was how we started can you remember 00:24:05.609 --> 00:24:10.049 how we developed those that acronym and what 00:24:10.049 --> 00:24:12.410 was important to include in that can you remember 00:24:12.410 --> 00:24:14.470 how we did that i remember we were going back 00:24:14.470 --> 00:24:16.569 and forth and we also had a working document 00:24:16.569 --> 00:24:18.769 and we were coming up with different we knew 00:24:18.769 --> 00:24:21.980 we wanted the acronym like we're like right it's 00:24:21.980 --> 00:24:23.480 four letter so when we were coming up with four 00:24:23.480 --> 00:24:25.759 letter words weren't we that were like a positive 00:24:25.759 --> 00:24:28.059 four letter words and I can't think of the top 00:24:28.059 --> 00:24:29.720 of my head what we kind of came up with we came 00:24:29.720 --> 00:24:31.880 up loads of different ones but we're like right 00:24:31.880 --> 00:24:34.619 what do we need it to stand for what's really 00:24:34.619 --> 00:24:38.259 important and the most important one we were 00:24:38.259 --> 00:24:41.200 both like regulation yeah connection which is 00:24:41.200 --> 00:24:43.259 where we got the regulate and reconnect from 00:24:43.259 --> 00:24:45.539 for the R for rise that came really quickly didn't 00:24:45.539 --> 00:24:47.319 it like that had to happen that was it has to 00:24:47.319 --> 00:24:49.859 begin with R yeah and it has to start it has 00:24:49.859 --> 00:24:52.400 to yeah it has to start with R right okay that's 00:24:52.400 --> 00:24:55.920 easy yeah and then we can't do anything I think 00:24:55.920 --> 00:25:00.049 the S was originally sensory experience yes So 00:25:00.049 --> 00:25:02.069 we knew that we wanted some kind of sensory touching 00:25:02.069 --> 00:25:04.710 experience. That was part of our tick list of 00:25:04.710 --> 00:25:07.210 wanting children for it not to just be visually 00:25:07.210 --> 00:25:10.009 appealing, because that's really important, but 00:25:10.009 --> 00:25:13.690 we wanted it to be sensory, tactile, for them 00:25:13.690 --> 00:25:16.170 to touch and really get into it, like physically 00:25:16.170 --> 00:25:17.730 into it. We didn't know what that looked like 00:25:17.730 --> 00:25:19.390 at that point, but we wanted them to be in the 00:25:19.390 --> 00:25:23.150 action. So that S was really came to be. It wasn't 00:25:23.150 --> 00:25:25.829 shared experience at first, but it was like sensory. 00:25:27.539 --> 00:25:30.299 ideas that needed to be in the middle there and 00:25:30.299 --> 00:25:32.859 then we also very quickly came up with ending 00:25:32.859 --> 00:25:35.960 we needed to support our learners transitions 00:25:35.960 --> 00:25:39.000 was something else on our list we need to support 00:25:39.000 --> 00:25:42.119 our learners yes coming to the activity willingly 00:25:42.119 --> 00:25:45.920 with consent but also leaving the activity positively 00:25:45.920 --> 00:25:49.799 and regulated to be ready to move on to the next 00:25:49.799 --> 00:25:52.420 thing because So often what we were finding in 00:25:52.420 --> 00:25:54.240 our classroom was the learners were becoming 00:25:54.240 --> 00:25:56.380 dysregulated when they were finishing and loved 00:25:56.380 --> 00:25:58.539 and enjoyed activities. So the more brilliant 00:25:58.539 --> 00:26:01.140 and fun our lessons were, which is great because 00:26:01.140 --> 00:26:03.359 it gets loads of learning and there's loads of 00:26:03.359 --> 00:26:05.660 opportunities for communication and engagement, 00:26:05.720 --> 00:26:08.720 all those things. But then that then led to dysregulation. 00:26:09.240 --> 00:26:13.140 It led to tit trays, mess on the floor, hurting 00:26:13.140 --> 00:26:17.900 behaviours. And that then meant that... it was 00:26:17.900 --> 00:26:20.359 then more tricky to do the actual fun activity. 00:26:20.660 --> 00:26:23.880 It was putting us off from doing it safely. We 00:26:23.880 --> 00:26:26.140 needed a fix for that. We needed to work out 00:26:26.140 --> 00:26:28.339 a way. How can we finish this loved activity, 00:26:28.339 --> 00:26:32.180 teach our learners to transition out of this 00:26:32.180 --> 00:26:35.619 activity in a regulated way? And I think that 00:26:35.619 --> 00:26:38.059 was something that I was always not very good 00:26:38.059 --> 00:26:42.059 at, the ending, because I think when we were 00:26:42.059 --> 00:26:45.759 having a really lovely time, a really good lesson. 00:26:46.400 --> 00:26:49.440 just kept going kept going and then it's gosh 00:26:49.440 --> 00:26:52.299 it's time it's time to pack up for lunch and 00:26:52.299 --> 00:26:55.019 then there's a rush everything finishes very 00:26:55.019 --> 00:26:58.839 abruptly adults are rushing around and that causes 00:26:58.839 --> 00:27:04.299 anxiety and it causes the room to become go from 00:27:04.299 --> 00:27:06.640 especially if you're doing this really lovely 00:27:06.640 --> 00:27:11.170 flow child led exploring things and then it's 00:27:11.170 --> 00:27:12.970 like it's like you're going into fight or flight 00:27:12.970 --> 00:27:14.789 it's oh my goodness what's happening and we're 00:27:14.789 --> 00:27:16.690 working with learners that have really long processing 00:27:16.690 --> 00:27:20.029 time so no wonder they were getting dysregulated 00:27:20.029 --> 00:27:22.450 then like you're whipping things away like oh 00:27:22.450 --> 00:27:23.990 we've got to tidy up we've got to tidy up we've 00:27:23.990 --> 00:27:25.549 got to do this we've got to get ready for home 00:27:25.549 --> 00:27:28.509 time or whatever it was and that was one that 00:27:28.509 --> 00:27:30.750 was like a pinch point where I found that actually 00:27:30.750 --> 00:27:34.650 I need to really make time for the ending and 00:27:34.650 --> 00:27:36.569 then that's where we came up with the E wasn't 00:27:36.569 --> 00:27:38.710 it because I think yeah yeah so the I and the 00:27:38.710 --> 00:27:41.589 S were really they kind of were already existing 00:27:41.589 --> 00:27:43.029 we knew it wanted to be we wanted to have some 00:27:43.029 --> 00:27:45.529 kind of invitation which is the I something really 00:27:45.529 --> 00:27:48.349 visual that entices learners to want to come 00:27:48.349 --> 00:27:50.650 over on their own terms without adult prompting 00:27:50.650 --> 00:27:52.829 without adult guidance without even visuals ideally 00:27:52.829 --> 00:27:56.710 that they just see something that they is irresistible 00:27:56.710 --> 00:27:59.670 they just cannot wait to get part of and come 00:27:59.670 --> 00:28:02.170 on over on their own terms or at least show interest 00:28:02.170 --> 00:28:05.170 so that's the i and the s is shared experience 00:28:05.170 --> 00:28:08.269 we wanted that sensory experience that is with 00:28:08.269 --> 00:28:10.630 a group alongside each other yes they might be 00:28:10.630 --> 00:28:12.509 playing on their own in their own complete individual 00:28:12.509 --> 00:28:14.930 own way but they're alongside each other they're 00:28:14.930 --> 00:28:17.589 sharing resources maybe or at least alongside 00:28:17.589 --> 00:28:19.829 each other we're sharing a space we're sharing 00:28:19.829 --> 00:28:23.109 an area I and S kind of wrote themselves, really, 00:28:23.210 --> 00:28:25.769 and then they are blanketed beautifully with 00:28:25.769 --> 00:28:28.690 bookends of regulation at the start and all the 00:28:28.690 --> 00:28:30.309 way through, let's face it. But we start with 00:28:30.309 --> 00:28:33.450 regulation and finish with ending. And it's that 00:28:33.450 --> 00:28:37.230 lovely bracket of hugging what we were already 00:28:37.230 --> 00:28:39.890 doing, I think, which is the invitation and the 00:28:39.890 --> 00:28:43.359 sensory or shared experience. But by bookending 00:28:43.359 --> 00:28:45.859 it with regulation, which then travels all the 00:28:45.859 --> 00:28:48.119 way through and finishing it with a really positive 00:28:48.119 --> 00:28:50.680 and really conscious and planned for ending, 00:28:51.099 --> 00:28:54.880 that's what makes Rise different, I think. How 00:28:54.880 --> 00:28:57.799 have you, what has been the impact in your classroom? 00:28:57.920 --> 00:28:59.519 We spoke about what it was like before and what 00:28:59.519 --> 00:29:01.140 learners you weren't meeting. What has it been 00:29:01.140 --> 00:29:04.079 like now you are using that four -step system? 00:29:05.059 --> 00:29:08.680 It's been... like just a bit of a game changer 00:29:08.680 --> 00:29:11.900 really because it's what I think also like changing 00:29:11.900 --> 00:29:15.420 mindsets of others so like changing mindsets 00:29:15.420 --> 00:29:18.019 of your team of like actually they are joining 00:29:18.019 --> 00:29:20.859 in even if they've not come to say during the 00:29:20.859 --> 00:29:23.500 shared experience I've got a horseshoe table 00:29:23.500 --> 00:29:25.079 that I sometimes do it at or we sometimes do 00:29:25.079 --> 00:29:27.559 it at a tough tray or on the floor we're very 00:29:27.559 --> 00:29:31.839 flexible with that approach and actually you 00:29:31.839 --> 00:29:34.539 know shared experience is you know you're in 00:29:34.539 --> 00:29:37.019 the room with others that for some of our learners 00:29:37.019 --> 00:29:39.140 we know that the tolerance of that is enough 00:29:39.140 --> 00:29:43.940 but also allowing not not being scared or worried 00:29:43.940 --> 00:29:45.660 and like no it's fine they're good they're going 00:29:45.660 --> 00:29:47.380 to go to the buffet of resources or they're going 00:29:47.380 --> 00:29:50.200 to go back to that their favorite gimbal and 00:29:50.200 --> 00:29:53.700 bounce in the corner with a blanket to regulate 00:29:53.700 --> 00:29:56.900 and that's okay because that's what they need 00:29:56.900 --> 00:29:59.640 it allows those perimeters it gives learn it 00:29:59.640 --> 00:30:03.470 gives adults permission To allow children to 00:30:03.470 --> 00:30:05.509 look into their bodies and come and go and not 00:30:05.509 --> 00:30:07.250 feel like they're not doing their job or they've 00:30:07.250 --> 00:30:11.089 failed at getting them there. I think that's 00:30:11.089 --> 00:30:14.509 the thing is, is sometimes people see the shared 00:30:14.509 --> 00:30:18.269 experience is the work that we must do, which 00:30:18.269 --> 00:30:20.910 we are very clear, you know, when we do our training 00:30:20.910 --> 00:30:23.890 and things, it's not about that. It's, you know, 00:30:23.890 --> 00:30:26.089 and you can come and go from the shared experience. 00:30:26.089 --> 00:30:27.630 Or never get to the shared experience and you've 00:30:27.630 --> 00:30:29.990 still been successful. Absolutely. And you can 00:30:29.990 --> 00:30:33.599 spend the time in. the regulation and actually 00:30:33.599 --> 00:30:36.019 maybe if you want to see it as oh that's the 00:30:36.019 --> 00:30:39.000 work the work might be that adult going over 00:30:39.000 --> 00:30:41.599 and doing a bit of intensive interaction nearby 00:30:41.599 --> 00:30:45.759 if accepted if accepted by that child and actually 00:30:45.759 --> 00:30:49.400 I think sometimes like you say like I feel like 00:30:49.400 --> 00:30:52.720 as adults maybe people we need permission to 00:30:52.720 --> 00:30:55.700 go it's okay because what you're doing is you're 00:30:55.700 --> 00:30:58.710 listening to your child and what that child needs 00:30:58.710 --> 00:31:01.490 yeah I think that TAs are used to being busy 00:31:01.490 --> 00:31:05.710 they're used to feeling like they need to be 00:31:05.710 --> 00:31:07.250 doing something all the time because they're 00:31:07.250 --> 00:31:09.150 fantastic and they're really hard working am 00:31:09.150 --> 00:31:13.339 I good do we need them yes But all of a sudden 00:31:13.339 --> 00:31:16.119 with RISE, because we were listening to the children, 00:31:16.279 --> 00:31:19.559 there wasn't as much dysregulation because they 00:31:19.559 --> 00:31:21.799 were regulated and they were being heard and 00:31:21.799 --> 00:31:24.880 believed and felt in control. So all the children 00:31:24.880 --> 00:31:27.799 with PDA felt like they had autonomy. So we weren't 00:31:27.799 --> 00:31:30.380 seeing any dysregulation there. All of the children 00:31:30.380 --> 00:31:33.160 that had quite complex sensory needs were being 00:31:33.160 --> 00:31:35.779 heard because in our planning, through our training, 00:31:35.880 --> 00:31:38.619 we talk a lot about sensory profiles. All the 00:31:38.619 --> 00:31:42.119 sessions were catered for their claims. styles 00:31:42.119 --> 00:31:45.319 their sensory needs so that they couldn't fail 00:31:45.319 --> 00:31:48.339 at it if they were throwers we would give them 00:31:48.339 --> 00:31:51.079 safe throwing activities it wouldn't be harnessed 00:31:51.079 --> 00:31:55.920 or dampened or seen as it wouldn't be hurting 00:31:55.920 --> 00:31:58.579 because we would provide an environment and an 00:31:58.579 --> 00:32:01.440 activity in which they could be and play and 00:32:01.440 --> 00:32:04.559 communicate and explore how they naturally do 00:32:04.559 --> 00:32:07.140 within what we give them we were setting them 00:32:07.140 --> 00:32:10.259 up to succeed basically we're making it errorless 00:32:10.259 --> 00:32:13.599 which are then again without that harnessing 00:32:13.599 --> 00:32:16.779 and barriers also prevented dysregulation because 00:32:16.779 --> 00:32:18.559 that's where that was coming from. We were also 00:32:18.559 --> 00:32:20.779 giving loads of opportunities for them to feel 00:32:20.779 --> 00:32:23.200 heard and validated in all of their communication 00:32:23.200 --> 00:32:26.000 attempts in a beautiful total communication way. 00:32:26.059 --> 00:32:27.680 They didn't have to use symbols. They didn't 00:32:27.680 --> 00:32:29.319 have to sign. They didn't have to use their high 00:32:29.319 --> 00:32:31.220 tech. We were accepting everything, reaching, 00:32:31.420 --> 00:32:34.420 pointing, proximity, eye gaze, whatever. Whatever 00:32:34.420 --> 00:32:36.359 they were using was accepted through it. And 00:32:36.359 --> 00:32:38.720 again, that level of dysregulation because they 00:32:38.720 --> 00:32:40.420 felt heard and believed and that was what was 00:32:40.420 --> 00:32:42.500 causing dysregulation in the first place. We're 00:32:42.500 --> 00:32:44.920 also giving those a processing time to finish, 00:32:45.079 --> 00:32:47.460 start activity, transition on their own terms. 00:32:47.559 --> 00:32:49.759 And that was also what was causing dysregulation. 00:32:49.859 --> 00:32:52.779 So by kind of removing all of those triggers 00:32:52.779 --> 00:32:56.779 for them, we were having a really regulated room, 00:32:56.859 --> 00:32:59.900 which meant that we could do activities that 00:32:59.900 --> 00:33:02.539 we could never do before. I could never, ever 00:33:02.539 --> 00:33:06.380 get a bowl of water out in my room and put it 00:33:06.380 --> 00:33:08.519 in the middle of the room for more than a second 00:33:08.519 --> 00:33:10.990 without it being tipped over before. I could 00:33:10.990 --> 00:33:12.990 not. And I love it when people comment that on 00:33:12.990 --> 00:33:14.930 my videos, actually, like, oh, yeah, point of 00:33:14.930 --> 00:33:16.569 view. Like someone said it yesterday, point of 00:33:16.569 --> 00:33:18.190 view, that's going to get tipped over in seconds. 00:33:18.289 --> 00:33:20.589 And I say, yeah, it would do. If they're not 00:33:20.589 --> 00:33:23.549 regulated, if they're not feeling believed, if 00:33:23.549 --> 00:33:26.289 you haven't put that activity in an environment 00:33:26.289 --> 00:33:29.150 where it is safe to tip, that actually we all 00:33:29.150 --> 00:33:31.829 tip together. Maybe that is how they play. Maybe 00:33:31.829 --> 00:33:35.049 we have a tipping water activity. Maybe that's 00:33:35.049 --> 00:33:39.279 the whole point that we're missing. So, yeah, 00:33:39.339 --> 00:33:41.480 that for me has been the game changer is kind 00:33:41.480 --> 00:33:44.519 of rather than getting the children to come to 00:33:44.519 --> 00:33:48.900 my plan, follow my structure, follow what I, 00:33:48.940 --> 00:33:51.640 what the amazing fun activity that I've seen 00:33:51.640 --> 00:33:54.759 on TikTok that I want to recreate. I've got a 00:33:54.759 --> 00:33:58.779 plan, but my goodness, is it swayed by them and 00:33:58.779 --> 00:34:03.460 led by them. It's completely aimed at their natural 00:34:03.460 --> 00:34:06.740 play. style their way of exploring their way 00:34:06.740 --> 00:34:08.519 of navigating the world their way of learning 00:34:08.519 --> 00:34:11.480 their way of communicating and that's been a 00:34:11.480 --> 00:34:14.079 game changer for me what started as an afternoon 00:34:14.079 --> 00:34:17.719 session speech language session daily which is 00:34:17.719 --> 00:34:19.699 which was wonderful in its own right you know 00:34:19.699 --> 00:34:22.639 doing those separate sessions has now absolutely 00:34:22.639 --> 00:34:26.360 bled into everything we do everything I mean 00:34:26.360 --> 00:34:28.739 not just lessons either even the way they get 00:34:29.099 --> 00:34:32.300 into the gate in the morning is rise is regulation 00:34:32.300 --> 00:34:34.280 first and then we invite them in and then we 00:34:34.280 --> 00:34:37.519 have a shared experience and and regulate and 00:34:37.519 --> 00:34:39.440 co -regulate in that lovely way all together 00:34:39.440 --> 00:34:41.880 and then we try and end it positively before 00:34:41.880 --> 00:34:43.719 we move on you know even going to the toilet 00:34:43.719 --> 00:34:46.360 is a rise session in my room now we're constantly 00:34:46.360 --> 00:34:49.960 thinking about every transition how can we do 00:34:49.960 --> 00:34:52.099 this with regulation in mind how can we do this 00:34:52.099 --> 00:34:55.719 with connection in mind first how can we validate 00:34:55.719 --> 00:34:58.809 all of their communication and their their body 00:34:58.809 --> 00:35:01.030 autonomy in this moment which is so important 00:35:01.030 --> 00:35:03.449 in those in -between sessions as well as in the 00:35:03.449 --> 00:35:07.449 lesson and the difference i've seen is my adults 00:35:07.449 --> 00:35:10.090 are all using neurofeminine practice without 00:35:10.090 --> 00:35:12.829 even asking them like it just kind of has happened 00:35:12.829 --> 00:35:15.710 because i think they're just naturally seen a 00:35:15.710 --> 00:35:18.429 different way they needed the structure of rise 00:35:18.429 --> 00:35:21.429 to follow they needed the four you need the acronyms 00:35:21.429 --> 00:35:25.230 the four step yeah But actually, if you just 00:35:25.230 --> 00:35:27.550 walked into my room, you wouldn't see a structured 00:35:27.550 --> 00:35:31.969 approach. What you would see was children listening 00:35:31.969 --> 00:35:35.889 to their bodies, having body autonomy. If they're 00:35:35.889 --> 00:35:38.590 hungry, they have snack. If they need a chewy, 00:35:38.710 --> 00:35:40.829 they get a chewy. If they need to go outside 00:35:40.829 --> 00:35:42.489 for a breather, they go for a breather. And the 00:35:42.489 --> 00:35:45.710 adults have confidence they can allow that without 00:35:45.710 --> 00:35:48.289 losing complete control because they have the 00:35:48.289 --> 00:35:51.809 structure to fall back on. They understand to 00:35:51.809 --> 00:35:54.639 get them back in. I feel confident in this system. 00:35:54.820 --> 00:35:57.079 I know that I just need to regulate and co -regulate 00:35:57.079 --> 00:35:59.000 with them, validate what they're feeling, make 00:35:59.000 --> 00:36:01.260 sure their regulation needs are met. I invite 00:36:01.260 --> 00:36:03.780 them in and then they will join so long as I'm 00:36:03.780 --> 00:36:06.280 meeting that need. And it's kind of given them 00:36:06.280 --> 00:36:10.440 permission without fear of losing control. And 00:36:10.440 --> 00:36:12.360 I do think that's why we keep falling back to 00:36:12.360 --> 00:36:14.360 control and compliance -based approaches is the 00:36:14.360 --> 00:36:18.860 adult fear of losing control. And I think also 00:36:18.860 --> 00:36:24.289 sometimes we assume. that it's our control and 00:36:24.289 --> 00:36:27.690 our structure and us controlling adult led da 00:36:27.690 --> 00:36:31.090 da da da we think that that is how they're going 00:36:31.090 --> 00:36:35.289 to learn and we need to control certain situations 00:36:35.289 --> 00:36:38.449 because this is how they're going to attend this 00:36:38.449 --> 00:36:40.250 is how they're going to engage this is we're 00:36:40.250 --> 00:36:43.170 providing all of this stuff to support them and 00:36:43.170 --> 00:36:45.730 I do feel like you know that always comes from 00:36:46.090 --> 00:36:48.710 a place of love and a place of support because 00:36:48.710 --> 00:36:51.349 we think we're doing the right thing for our 00:36:51.349 --> 00:36:55.190 children and actually what could happen if we 00:36:55.190 --> 00:36:59.090 don't do that exactly and actually when when 00:36:59.090 --> 00:37:02.550 we're prioritizing regulation and sensory needs 00:37:02.550 --> 00:37:06.489 and basic needs, you know, hunger, tiredness, 00:37:06.489 --> 00:37:09.170 etc. When we're prioritising that, like we're 00:37:09.170 --> 00:37:11.289 going to see less dysregulation. We're going 00:37:11.289 --> 00:37:13.510 to, the children are going to be ready to learn. 00:37:13.630 --> 00:37:16.050 I mean, like the most basic thing that we learn, 00:37:16.110 --> 00:37:18.449 isn't it, about Maslow's hierarchy of needs. 00:37:18.889 --> 00:37:21.090 How can we learn? How can we expect our children 00:37:21.090 --> 00:37:23.309 to learn if they are hungry, if their sensory 00:37:23.309 --> 00:37:25.690 needs are not being met? And I think people know 00:37:25.690 --> 00:37:29.440 that. I do think teachers know that. But they 00:37:29.440 --> 00:37:31.440 don't know what that actually looks like without 00:37:31.440 --> 00:37:35.300 imagining an absolute free -for -all. Yes, I 00:37:35.300 --> 00:37:38.199 agree. And I think sometimes there's also a little 00:37:38.199 --> 00:37:41.139 bit of fear that it looks like they're doing 00:37:41.139 --> 00:37:44.119 nothing. But the adults are doing nothing. Yeah, 00:37:44.159 --> 00:37:47.639 the adults are doing nothing. But also I've heard 00:37:47.639 --> 00:37:50.079 it from some people that say, oh, but then the 00:37:50.079 --> 00:37:53.500 children aren't doing anything. And one of my 00:37:53.500 --> 00:37:58.300 headteachers actually used to come in. um and 00:37:58.300 --> 00:38:01.280 she would say like you know like sometimes when 00:38:01.280 --> 00:38:03.059 especially when you're a newly qualified teacher 00:38:03.059 --> 00:38:04.860 and head teacher comes in you're like oh my goodness 00:38:04.860 --> 00:38:06.380 oh my goodness does it look like do you know 00:38:06.380 --> 00:38:08.340 am I doing what I'm supposed to be doing what 00:38:08.340 --> 00:38:10.039 it says on the plan and she would come in and 00:38:10.039 --> 00:38:13.099 she'd go I can see regulation happening over 00:38:13.099 --> 00:38:16.079 there I can see um the communication skills going 00:38:16.079 --> 00:38:17.960 on over there she went don't she always said 00:38:17.960 --> 00:38:21.460 don't worry you know I can and actually that's 00:38:21.460 --> 00:38:24.039 that helped me because I think sometimes if people 00:38:24.039 --> 00:38:27.079 walk in and don't understand what they see is 00:38:27.079 --> 00:38:29.659 happening and at least the rise structure can 00:38:29.659 --> 00:38:31.840 give that you can say oh we're just in step one 00:38:31.840 --> 00:38:33.840 at the moment we're doing regulation or oh we're 00:38:33.840 --> 00:38:36.239 just we're just in step two at the moment i'm 00:38:36.239 --> 00:38:37.960 inviting them over they're not quite there yet 00:38:37.960 --> 00:38:40.760 but they're coming or you know providing that 00:38:40.760 --> 00:38:45.619 yeah i'm providing it gives some structure um 00:38:45.619 --> 00:38:49.860 which has had yeah such a huge impact in all 00:38:49.860 --> 00:38:52.059 our timetables and then we've also seen what 00:38:52.059 --> 00:38:54.579 an impact it's had on others we've got a group 00:38:54.579 --> 00:38:58.360 of over 3 000 people that are using this system 00:38:58.360 --> 00:39:00.599 and we've only been we only released it in september 00:39:00.599 --> 00:39:04.199 so that's pretty wild to me yeah three thousand 00:39:04.199 --> 00:39:05.699 people at least actually because that's just 00:39:05.699 --> 00:39:07.300 part of the facebook that's that's our measure 00:39:07.300 --> 00:39:09.219 there's probably people using that aren't in 00:39:09.219 --> 00:39:12.019 facebook or whatever that are using this system 00:39:12.019 --> 00:39:15.920 and they're seeing an impact which is so validating 00:39:15.920 --> 00:39:19.179 and so exciting that across the world, we've 00:39:19.179 --> 00:39:21.460 got people in Australia, you know, that are using 00:39:21.460 --> 00:39:24.440 this system, that are also seeing the same impact 00:39:24.440 --> 00:39:27.159 that we were, but that were also finding the 00:39:27.159 --> 00:39:28.980 same sticking points that we were. We did think 00:39:28.980 --> 00:39:31.239 we could be the only ones that are finding these 00:39:31.239 --> 00:39:33.639 sticking points, that these systems aren't working 00:39:33.639 --> 00:39:35.460 for all of the children. And as our classes get 00:39:35.460 --> 00:39:37.980 more and more high support needs, as our classes 00:39:37.980 --> 00:39:40.360 have more and more complex needs, we need to 00:39:40.360 --> 00:39:43.619 be changing our practice. and we weren't the 00:39:43.619 --> 00:39:45.699 only ones of course we weren't there's a huge 00:39:45.699 --> 00:39:48.559 cohort out there of teachers and and classrooms 00:39:48.559 --> 00:39:50.699 that were finding the same things as us that 00:39:50.699 --> 00:39:54.780 have found rise really organically and saw it 00:39:54.780 --> 00:39:57.679 and just got on board saw it knew that it was 00:39:57.679 --> 00:40:00.159 right wanted to give it a go and god the people 00:40:00.159 --> 00:40:03.019 that had part of our training have been so passionate 00:40:03.019 --> 00:40:06.739 so fantastic come with wonderful ideas and enthusiasm 00:40:06.739 --> 00:40:10.900 and they're seeing Huge impact in their coaching. 00:40:10.980 --> 00:40:14.199 Same as us. Less dysregulation, more confidence 00:40:14.199 --> 00:40:16.699 in their staff, more structure. Weirdly, you 00:40:16.699 --> 00:40:18.119 know, you take the control away. There is still 00:40:18.119 --> 00:40:20.659 structure. Structure to how they deal with different 00:40:20.659 --> 00:40:22.880 situations, to how they support communication 00:40:22.880 --> 00:40:26.139 and regulation. And it's so rewarding, isn't 00:40:26.139 --> 00:40:29.869 it, to see that. It's incredible. Yeah, it's 00:40:29.869 --> 00:40:31.789 absolutely fantastic. You want to explain a little 00:40:31.789 --> 00:40:33.610 bit? We're doing a level two session at the moment. 00:40:33.670 --> 00:40:35.590 I know we've got one, another one coming in June, 00:40:35.630 --> 00:40:37.329 actually. So if you want to get a part of our 00:40:37.329 --> 00:40:39.710 training, then we've got a level two training 00:40:39.710 --> 00:40:42.289 coming up in June. But we're doing one at the 00:40:42.289 --> 00:40:43.449 moment. Do you want to explain a little bit about 00:40:43.449 --> 00:40:46.090 what it's been like for us as directors of this 00:40:46.090 --> 00:40:50.469 to see the impact like live and to see the enthusiasm 00:40:50.469 --> 00:40:55.289 from people that have taken this course? a little 00:40:55.289 --> 00:40:57.090 bit emotional actually I'm not going to lie because 00:40:57.090 --> 00:41:02.550 I think you know we started this and then you 00:41:02.550 --> 00:41:04.289 know we spoke to a few people and some people 00:41:04.289 --> 00:41:06.289 had already been doing something similar but 00:41:06.289 --> 00:41:09.110 hadn't really created a structure and then you 00:41:09.110 --> 00:41:11.389 know we've got our level one beginners training 00:41:11.389 --> 00:41:14.670 online which anyone can access and then our level 00:41:14.670 --> 00:41:19.079 two though has been a breath of fresh air it's 00:41:19.079 --> 00:41:21.099 something like it being live isn't it and seeing 00:41:21.099 --> 00:41:23.420 the chat and having them come up on video if 00:41:23.420 --> 00:41:27.380 they want to and share their ideas yeah we've 00:41:27.380 --> 00:41:32.760 we've had like what 50 about 50 people yeah um 00:41:32.760 --> 00:41:35.579 attending live which is fantastic because you 00:41:35.579 --> 00:41:38.159 know there are replays so if people can't make 00:41:38.159 --> 00:41:40.219 it but what a difference it makes when you come 00:41:40.219 --> 00:41:43.340 live you know lots of people asking questions 00:41:43.340 --> 00:41:46.199 which is great for us because you know as a new 00:41:46.510 --> 00:41:49.389 therapy we need those questions and we and you 00:41:49.389 --> 00:41:51.349 know quite often we do have the answers sometimes 00:41:51.349 --> 00:41:53.570 we don't and that's okay for and that's good 00:41:53.570 --> 00:41:58.349 for us to consider but the people that are coming 00:41:58.349 --> 00:42:02.050 to these trainings the ideas they have the respect 00:42:02.050 --> 00:42:05.349 they have for their learners is just fantastic 00:42:05.349 --> 00:42:09.389 and everyone is just really invested yeah and 00:42:10.190 --> 00:42:12.409 the comments that people that people have made 00:42:12.409 --> 00:42:15.849 about how much progress they've seen or you know 00:42:15.849 --> 00:42:18.289 they've just taken things back to basic and you 00:42:18.289 --> 00:42:20.889 know doing life -changing things for these learners 00:42:20.889 --> 00:42:24.519 so learners that have never visited a group area 00:42:24.519 --> 00:42:26.960 before that have then come on over on their own 00:42:26.960 --> 00:42:29.320 terms learners that have never spoken before 00:42:29.320 --> 00:42:33.039 that are now saying words you know nude life 00:42:33.039 --> 00:42:35.340 -changing things and yeah for us as creators 00:42:35.340 --> 00:42:37.159 we've got there's no there's nothing better than 00:42:37.159 --> 00:42:39.099 that even if it just impacted our classrooms 00:42:39.099 --> 00:42:40.639 it would have been worth it but the fact that 00:42:40.639 --> 00:42:42.579 it could impact other people around the world 00:42:42.579 --> 00:42:46.059 is just is massive And I think also, I think 00:42:46.059 --> 00:42:48.219 I'm just going to toot our own horn here because 00:42:48.219 --> 00:42:51.420 I think it also shows that our training is working 00:42:51.420 --> 00:42:53.639 because, you know, especially this level two, 00:42:53.679 --> 00:42:56.639 it's a four week course. And I mean, we did week 00:42:56.639 --> 00:43:00.699 two last week and the people that were talking 00:43:00.699 --> 00:43:02.559 about the progress that they'd already seen from 00:43:02.559 --> 00:43:04.880 just doing level one and two weeks of level two, 00:43:05.000 --> 00:43:08.619 you know, and actually like the progress that 00:43:08.619 --> 00:43:10.119 they're already seeing. And I think actually, 00:43:10.199 --> 00:43:13.780 no, we are. I think it gives me confidence that 00:43:13.780 --> 00:43:15.840 we're also presenting it in a way that people 00:43:15.840 --> 00:43:19.960 understand. It's digestible and it's accessible. 00:43:20.300 --> 00:43:22.780 And, you know, because we know what we're doing. 00:43:22.780 --> 00:43:25.159 We've written this and we're implementing it 00:43:25.159 --> 00:43:27.539 in our practice. It's a different way of explaining 00:43:27.539 --> 00:43:29.239 it so that other people could implement it, isn't 00:43:29.239 --> 00:43:32.019 it? Yeah, it's true. Other people implement it. 00:43:32.079 --> 00:43:35.039 And that's really hard. I think sometimes I think 00:43:35.039 --> 00:43:38.110 it's that. But you want to make sure that people 00:43:38.110 --> 00:43:41.909 do it correctly and don't try and have, you know, 00:43:41.929 --> 00:43:44.610 that control and compliance, that it is very 00:43:44.610 --> 00:43:47.949 person led, person centered. And I think the 00:43:47.949 --> 00:43:52.329 comments from the people on our course is just, 00:43:52.369 --> 00:43:55.969 it's shown that it is working. It's working in 00:43:55.969 --> 00:43:57.789 schools. Like you say, I'm not going to say all 00:43:57.789 --> 00:44:01.750 across the country. It's across the world. Yeah, 00:44:02.730 --> 00:44:04.849 lots of different people from around the world, 00:44:04.869 --> 00:44:09.380 which is, yeah. Just incredible. And I'm really 00:44:09.380 --> 00:44:11.460 proud. I'm proud of us. Yeah, I'm proud of it 00:44:11.460 --> 00:44:13.300 too. I'm incredibly proud of it, actually. I've 00:44:13.300 --> 00:44:15.239 created a lot of things in my time, but I am 00:44:15.239 --> 00:44:17.960 incredibly proud of this. I do think the impact 00:44:17.960 --> 00:44:20.360 that this is going to have on, like I said, not 00:44:20.360 --> 00:44:21.780 just the speech and language therapists, which 00:44:21.780 --> 00:44:24.900 is what we started it for, but actually what 00:44:24.900 --> 00:44:27.420 we started as a standalone session, actually, 00:44:27.480 --> 00:44:30.599 unknowingly, has just been a whole philosophy 00:44:30.599 --> 00:44:33.539 on how to run a classroom and the impact of that. 00:44:33.659 --> 00:44:35.889 Yeah, I'm incredibly proud of that. As Sammy 00:44:35.889 --> 00:44:37.989 said, we've got level one available at the moment, 00:44:38.010 --> 00:44:40.150 which is a one hour pre -recorded course that 00:44:40.150 --> 00:44:43.070 you can watch at your own leisure. So that's 00:44:43.070 --> 00:44:44.530 on the website. That's available now. You can 00:44:44.530 --> 00:44:46.110 start that at any time. We've also got level 00:44:46.110 --> 00:44:48.969 two courses that are live coming out sporadically 00:44:48.969 --> 00:44:51.730 throughout the year. We've got our next one is 00:44:51.730 --> 00:44:56.329 in June. It's four weeks over June. So yeah, 00:44:56.369 --> 00:44:58.590 and that's available now. That's £60 per person 00:44:58.590 --> 00:45:01.960 for that four week, one hour. course. So that's 00:45:01.960 --> 00:45:04.860 four hours in total. And it really is a fantastic 00:45:04.860 --> 00:45:08.079 way of asking questions, sharing ideas, building 00:45:08.079 --> 00:45:12.019 community, building confidence in actually planning 00:45:12.019 --> 00:45:15.159 for and implementing this system within your 00:45:15.159 --> 00:45:17.380 class for your learners. You know, it's all well 00:45:17.380 --> 00:45:19.679 and good watching my videos or watching Samuel's 00:45:19.679 --> 00:45:22.340 explanations on social media, but it's not personalized. 00:45:22.420 --> 00:45:24.099 It's not individualized for your class, your 00:45:24.099 --> 00:45:26.760 learners, your dynamic, your staff ratios and 00:45:26.760 --> 00:45:29.119 your classroom and all of those dynamics. And 00:45:29.119 --> 00:45:30.940 it's so important that we consider those things. 00:45:31.369 --> 00:45:33.590 that's what level two is about it's about taking 00:45:33.590 --> 00:45:35.690 our structure and putting it actually in your 00:45:35.690 --> 00:45:38.929 room for your learners and making that work and 00:45:38.929 --> 00:45:41.469 working that out together and yeah like we said 00:45:41.469 --> 00:45:43.809 there's been um i think there was 58 people signed 00:45:43.809 --> 00:45:49.170 up to this one in um march and april and yeah 00:45:49.170 --> 00:45:52.329 it's been a fantastic community to share those 00:45:52.329 --> 00:45:55.010 ideas and and bounce off each other it's it's 00:45:55.010 --> 00:45:57.199 been fantastic actually I say it's one hour it's 00:45:57.199 --> 00:45:59.079 actually an hour and a half because it it always 00:45:59.079 --> 00:46:00.780 bleeds over because there's so many fantastic 00:46:00.780 --> 00:46:03.559 questions and comments and yeah people have really 00:46:03.559 --> 00:46:05.920 got on board which is just brilliant is that 00:46:05.920 --> 00:46:09.500 level one and level two what is next for rise 00:46:09.500 --> 00:46:11.780 therapy what also are we working on so I feel 00:46:11.780 --> 00:46:15.159 like one of the questions that has seems to be 00:46:15.159 --> 00:46:17.159 coming up a lot I'm getting a lot of messages 00:46:17.159 --> 00:46:21.480 from people asking about the research and sort 00:46:21.480 --> 00:46:23.659 of like what's the theory we know what's your 00:46:23.659 --> 00:46:26.559 theory what's your research and As Jordan and 00:46:26.559 --> 00:46:29.019 I have stated, we started this, we launched this 00:46:29.019 --> 00:46:32.760 in September and it is still developing because, 00:46:32.820 --> 00:46:36.780 and our research is just what we're doing currently 00:46:36.780 --> 00:46:39.699 in our own classroom. We're working very hard 00:46:39.699 --> 00:46:42.739 to gather videos, research, data, assessment, 00:46:42.800 --> 00:46:45.119 like we're gathering it all from other people 00:46:45.119 --> 00:46:47.300 and us as well. That's what our Facebook group 00:46:47.300 --> 00:46:49.639 is all about actually, is gathering that research, 00:46:49.800 --> 00:46:52.340 everything. I mean, obviously our programme is 00:46:52.340 --> 00:46:56.030 heavily based on... all current research already 00:46:56.030 --> 00:46:58.670 that has been going on for decades so it is rooted 00:46:58.670 --> 00:47:03.269 in good evidence practice which gave us the confidence 00:47:03.269 --> 00:47:06.150 to start you know before we had our rise for 00:47:06.150 --> 00:47:09.349 specific specific evidence um but yeah go on 00:47:09.349 --> 00:47:12.909 how are we uh what are we doing with that so 00:47:12.909 --> 00:47:15.969 we are hoping to well i don't want to put a date 00:47:15.969 --> 00:47:18.710 on it really for level three just yet but we'll 00:47:18.710 --> 00:47:23.320 be focusing more about how rise happens throughout 00:47:23.320 --> 00:47:27.820 every aspect of our of our day how it's not just 00:47:27.820 --> 00:47:30.900 how we don't have it doesn't have to just be 00:47:30.900 --> 00:47:34.059 one session and like just be structured in as 00:47:34.059 --> 00:47:37.000 a session how you can make it more fluid I'd 00:47:37.000 --> 00:47:38.980 say like throughout your day throughout your 00:47:38.980 --> 00:47:40.780 practice even if you're on a one -to -one basis 00:47:40.780 --> 00:47:43.489 how you can implement it supplement it for things 00:47:43.489 --> 00:47:46.349 for like daily tasks and support personal care 00:47:46.349 --> 00:47:49.570 we'll get into a bit more detail on that we've 00:47:49.570 --> 00:47:55.150 got loads of videos so we've been recording loads 00:47:55.150 --> 00:47:56.750 of videos working with loads of different learners 00:47:56.750 --> 00:48:00.489 I've got videos with PMLD teenagers I've got 00:48:00.489 --> 00:48:03.289 videos with early years minimally speaking and 00:48:03.289 --> 00:48:05.929 non -speaking learners I've got learners that 00:48:05.929 --> 00:48:11.070 have been expelled from settings that are a huge 00:48:11.070 --> 00:48:13.690 range of needs and learners and abilities that 00:48:13.690 --> 00:48:16.869 i'm using rise with so that you can actually 00:48:16.869 --> 00:48:21.510 see how it works in real life context if it's 00:48:21.510 --> 00:48:23.190 all well and good take oh you just do this and 00:48:23.190 --> 00:48:26.030 this and this actually seeing the raw footage 00:48:26.030 --> 00:48:28.809 of one of my sessions or lots of my sessions 00:48:28.809 --> 00:48:30.610 actually throughout the week you know throughout 00:48:30.610 --> 00:48:32.650 the course we'll be watching lots of sessions 00:48:32.650 --> 00:48:37.199 from me and talking about what did i miss What 00:48:37.199 --> 00:48:40.539 did I notice? Why did I make that decision? Why 00:48:40.539 --> 00:48:42.820 did that learner react that way? What could have 00:48:42.820 --> 00:48:45.219 been done? And we're really analysing this footage 00:48:45.219 --> 00:48:48.260 and then also giving you the opportunity to do 00:48:48.260 --> 00:48:50.420 the same in your practice, to record your sessions, 00:48:50.699 --> 00:48:54.659 to get feedback from this very safe group and 00:48:54.659 --> 00:48:59.340 us, really honestly, really supportively, making 00:48:59.340 --> 00:49:03.460 sure that our practice is the best and most high 00:49:03.460 --> 00:49:07.909 quality it can be. absolutely that and then level 00:49:07.909 --> 00:49:10.829 four yeah they're level four yeah but yeah with 00:49:10.829 --> 00:49:13.730 level three I think it's just so it's that almost 00:49:13.730 --> 00:49:17.150 like fine -tuning isn't it and it's like we can 00:49:17.150 --> 00:49:20.969 provide very like support supportive makes it 00:49:20.969 --> 00:49:22.690 so personal when it's recorded isn't it because 00:49:22.690 --> 00:49:24.750 we can literally see your learners how they're 00:49:24.750 --> 00:49:26.769 reacting how they're communicating anything that 00:49:26.769 --> 00:49:29.630 was missed anything that was seen you know yeah 00:49:29.630 --> 00:49:32.610 and I always think how often as well do we record 00:49:32.610 --> 00:49:36.420 sessions and then have as teachers have time 00:49:36.420 --> 00:49:40.019 to go back and watch that whole session and unpick 00:49:40.019 --> 00:49:43.079 it and really look into it because with all good 00:49:43.079 --> 00:49:46.079 intentions I know that you know full -time teachers 00:49:46.079 --> 00:49:49.320 what they'll have good intentions but actually 00:49:49.320 --> 00:49:51.719 the time to sit and do that and that's what this 00:49:51.719 --> 00:49:53.980 is about and like you say doing it in a supportive 00:49:53.980 --> 00:49:56.920 way and actually with a group of professionals 00:49:56.920 --> 00:49:58.719 who have already done level one and level two 00:49:58.719 --> 00:50:01.739 who are highly invested in rise and then providing 00:50:01.739 --> 00:50:04.760 and like just fine -tuning fine -tuning our practice 00:50:04.760 --> 00:50:08.000 and actually you know it's that's what we're 00:50:08.000 --> 00:50:10.880 always here for I think and that's what I'm really 00:50:10.880 --> 00:50:13.300 finding the people that are coming to our sessions 00:50:13.300 --> 00:50:16.820 and who are coming to our training are open to 00:50:16.820 --> 00:50:20.090 that feedback you know we're not we're not take 00:50:20.090 --> 00:50:22.489 no one's taking offense to anything no real asking 00:50:22.489 --> 00:50:25.909 for feedback too like it's very much yeah absolutely 00:50:25.909 --> 00:50:29.389 um it's super important yeah and then i'm sharing 00:50:29.389 --> 00:50:32.030 are not perfect that's the whole point i share 00:50:32.030 --> 00:50:35.889 videos where they went disastrously wrong and 00:50:35.889 --> 00:50:38.349 we talk about why that happened what i missed 00:50:38.349 --> 00:50:41.480 what what why was the environment the issue why 00:50:41.480 --> 00:50:43.800 was me the issue why was the planning this you 00:50:43.800 --> 00:50:45.219 know what could have happened first because I 00:50:45.219 --> 00:50:47.820 think actually we learned so much from those 00:50:47.820 --> 00:50:49.699 situations just as much as the ones that have 00:50:49.699 --> 00:50:52.159 gone right so yeah I share it all there's nothing 00:50:52.159 --> 00:50:55.699 there's nothing to hide on that and often I get 00:50:55.699 --> 00:50:57.920 asked can we see your actual sessions your actual 00:50:57.920 --> 00:51:00.539 class you know finally I've got permission not 00:51:00.539 --> 00:51:02.440 to share on social media but to share through 00:51:02.440 --> 00:51:04.920 these courses with these children and and the 00:51:04.920 --> 00:51:09.840 I'm really excited to share those with um our 00:51:09.840 --> 00:51:11.860 risers through the level three course because 00:51:11.860 --> 00:51:14.340 they can actually see my realistic sessions and 00:51:14.340 --> 00:51:16.199 reflect in that way i think that'll be really 00:51:16.199 --> 00:51:18.860 impactful and then level four we're planning 00:51:18.860 --> 00:51:23.239 a full research project yeah case studies yeah 00:51:23.239 --> 00:51:28.440 case studies um so you will become a practitioner 00:51:28.440 --> 00:51:31.960 of rise you will be able to teach Raya sessions 00:51:31.960 --> 00:51:34.559 after this, you will become one of us. After 00:51:34.559 --> 00:51:38.039 level four, during level four, really, you get 00:51:38.039 --> 00:51:41.300 to select a... specific topic of your choice 00:51:41.300 --> 00:51:43.500 I'm currently doing one at the moment around 00:51:43.500 --> 00:51:46.739 PMLD using RISE for PMLD and the impact of that 00:51:46.739 --> 00:51:50.460 the adaptations that need to be made how to ensure 00:51:50.460 --> 00:51:52.940 consent is a really important one with PMLD that 00:51:52.940 --> 00:51:56.139 can be a little bit more complicated to work 00:51:56.139 --> 00:51:58.760 out so that is the current research project that 00:51:58.760 --> 00:52:02.239 I'm doing at the moment and we've also had interest 00:52:02.239 --> 00:52:06.239 in using RISE with dementia or Alzheimer's patients 00:52:06.239 --> 00:52:11.099 you know Of all ages, using it with babies, how 00:52:11.099 --> 00:52:13.639 does that work? Using it in the home with parents 00:52:13.639 --> 00:52:16.539 and siblings, neurotypical siblings, or one -on 00:52:16.539 --> 00:52:18.340 -one, you know, you could choose whatever topic 00:52:18.340 --> 00:52:19.960 you want, using it with visually impaired children, 00:52:20.099 --> 00:52:23.099 whatever your interest is, whatever the cohort 00:52:23.099 --> 00:52:25.199 you work with, whatever your key worker child 00:52:25.199 --> 00:52:27.599 is, I don't know, whatever your child is, you 00:52:27.599 --> 00:52:32.260 know, use that as your research base. And yeah, 00:52:32.420 --> 00:52:38.210 they'll have a full folder of... information 00:52:38.210 --> 00:52:40.610 to work out and work through and data together 00:52:40.610 --> 00:52:43.210 all throughout is the majority of the year and 00:52:43.210 --> 00:52:46.050 yeah we guide you every step of the way with 00:52:46.050 --> 00:52:48.150 monthly and monthly meetings and yeah by the 00:52:48.150 --> 00:52:49.869 end you'll be one of us you'll be able to teach 00:52:49.869 --> 00:52:52.889 for us if you want to or you'll be a very highly 00:52:52.889 --> 00:52:56.449 advanced rise practitioner because you've contributed 00:52:56.449 --> 00:52:59.570 to the research of the program and developing 00:52:59.570 --> 00:53:02.230 it in other areas so i'm really excited about 00:53:02.230 --> 00:53:06.840 level four personally On PMOD and using it in 00:53:06.840 --> 00:53:09.579 the home, we've also got another kind of add 00:53:09.579 --> 00:53:11.880 -on. It's not level one to four, which is the 00:53:11.880 --> 00:53:14.860 main core structure, but we've got little add 00:53:14.860 --> 00:53:17.079 -on courses also in the works, haven't we? Do 00:53:17.079 --> 00:53:18.420 you want to explain a little bit about what you're 00:53:18.420 --> 00:53:22.219 working on? Yeah. So I'm currently working on, 00:53:22.260 --> 00:53:25.380 and I'm going to call it a level, it's almost 00:53:25.380 --> 00:53:27.440 like separate from those levels one to four, 00:53:27.460 --> 00:53:29.579 like you just said, but I've called it a level 00:53:29.579 --> 00:53:33.980 one parent. pre -recorded session and it's going 00:53:33.980 --> 00:53:37.320 to look very different for many reasons um and 00:53:37.320 --> 00:53:39.460 actually i'm talking to a few parents to also 00:53:39.460 --> 00:53:43.260 get some feedback from this because as professionals 00:53:43.260 --> 00:53:47.039 we automatically know what you know certain things 00:53:47.039 --> 00:53:49.760 certain expectations certain buzzwords and actually 00:53:49.760 --> 00:53:51.820 we can't assume that all our parents are gonna 00:53:51.820 --> 00:53:55.159 be able to watch watch this training and understand 00:53:55.159 --> 00:53:57.940 exactly what we mean and how to implement it 00:53:57.940 --> 00:54:01.980 in their home So I'm breaking it down for parents 00:54:01.980 --> 00:54:05.000 so that parents can watch and it will include 00:54:05.000 --> 00:54:08.199 things to use in the home. We're really, this 00:54:08.199 --> 00:54:10.059 is another thing to add at Rise, we're really 00:54:10.059 --> 00:54:14.619 keen on using low cost items and or things in 00:54:14.619 --> 00:54:19.250 the home, you know. And so. You'll see a couple 00:54:19.250 --> 00:54:22.610 of videos coming out as well from myself, similar 00:54:22.610 --> 00:54:24.809 to Jordan's Rise videos, but I'm going to have 00:54:24.809 --> 00:54:27.969 a focus on how to do it in the home and just 00:54:27.969 --> 00:54:31.769 trying to use as many resources we can that we 00:54:31.769 --> 00:54:33.570 have lying around or that you might typically 00:54:33.570 --> 00:54:35.849 be able to get your hands on. It's so exciting 00:54:35.849 --> 00:54:38.230 to me, like the idea of doing Rise in the kitchen, 00:54:38.429 --> 00:54:41.230 Rise in the bath, Rise in the garden. rising 00:54:41.230 --> 00:54:44.630 on the sofa like that's so exciting to me because 00:54:44.630 --> 00:54:47.309 it makes it so accessible like what does rising 00:54:47.309 --> 00:54:49.210 look like on the sofa with cushions like it's 00:54:49.210 --> 00:54:52.250 totally possible and I'm really excited to develop 00:54:52.250 --> 00:54:54.630 that so that parents feel like they don't have 00:54:54.630 --> 00:54:56.570 to buy all this stuff that we just have in school 00:54:56.570 --> 00:54:59.969 absolutely they've got it all there it's like 00:54:59.969 --> 00:55:02.230 to just take our structure and put it in what 00:55:02.230 --> 00:55:04.769 their home where they've already got do it alongside 00:55:04.769 --> 00:55:06.849 siblings as well I know you want to talk about 00:55:06.849 --> 00:55:09.630 that absolutely yeah and I don't want You know, 00:55:09.630 --> 00:55:11.789 the last thing I want is for parents to feel 00:55:11.789 --> 00:55:14.769 like, say, overwhelmed with loads of information 00:55:14.769 --> 00:55:17.449 and feel like they've got lots to do. So I'm 00:55:17.449 --> 00:55:20.010 going to break it down into hopefully an easy 00:55:20.010 --> 00:55:23.750 to digest, accessible, pre -recorded training 00:55:23.750 --> 00:55:27.250 for parents and how we can include siblings. 00:55:27.510 --> 00:55:30.670 And I know there's a lot of households with multiple 00:55:30.670 --> 00:55:34.150 like. siblings who are neurodivergent and also 00:55:34.150 --> 00:55:36.389 some who you may have one neurodivergent child 00:55:36.389 --> 00:55:39.489 and then neurotypical children or you may have 00:55:39.489 --> 00:55:43.449 one child and how you can support them also I've 00:55:43.449 --> 00:55:46.170 got a bit on pets and how pets can get involved 00:55:46.170 --> 00:55:50.530 as well because why not yeah there's going to 00:55:50.530 --> 00:55:52.610 be lots of aspects and the difference is also 00:55:52.610 --> 00:55:54.289 like it's probably going to be with one adult 00:55:54.289 --> 00:55:57.269 as well so it's like how to manage that how what 00:55:57.269 --> 00:56:00.380 you need to be what you need to be doing And 00:56:00.380 --> 00:56:02.860 I think one of the things I really want to focus 00:56:02.860 --> 00:56:06.300 on for parents is, like you say, one adult. If 00:56:06.300 --> 00:56:09.260 you have one adult, three children and a dog 00:56:09.260 --> 00:56:12.960 running around, actually for yourself, how to 00:56:12.960 --> 00:56:16.800 manage your feelings of probably overwhelm, because 00:56:16.800 --> 00:56:21.199 I'm not a parent. I can't imagine. what like 00:56:21.199 --> 00:56:23.480 some of your days in the summer holidays might 00:56:23.480 --> 00:56:26.340 be feeling like um but we are going to get this 00:56:26.340 --> 00:56:29.179 out before the summer holidays so if parents 00:56:29.179 --> 00:56:34.019 want to um get our pre -recorded training so 00:56:34.019 --> 00:56:36.780 that they can implement it over the summer it's 00:56:36.780 --> 00:56:39.039 something to do it doesn't cost anything you 00:56:39.039 --> 00:56:40.960 can do it in your garden you can do it in the 00:56:40.960 --> 00:56:43.500 children's bedroom you can do it in the living 00:56:43.500 --> 00:56:49.869 room in the kitchen So considering how you can 00:56:49.869 --> 00:56:55.969 then come up with ideas for like the plan, you 00:56:55.969 --> 00:56:57.710 know, you're not going to be doing planning and 00:56:57.710 --> 00:57:00.130 such, but maybe an activity. How am I going to 00:57:00.130 --> 00:57:02.170 plan this activity? What can I do? Oh, actually, 00:57:02.230 --> 00:57:03.869 it would be really nice to make cakes, but how 00:57:03.869 --> 00:57:06.389 can I make this accessible for all of my children, 00:57:06.570 --> 00:57:10.869 et cetera? So that will be coming probably, I 00:57:10.869 --> 00:57:15.650 would say June, I'd say June time. That's exciting. 00:57:16.030 --> 00:57:18.070 And then so whilst you're working on that, and 00:57:18.070 --> 00:57:19.789 I love that it's pre -recorded so that parents 00:57:19.789 --> 00:57:22.010 can just watch at their leisure, little snippets 00:57:22.010 --> 00:57:23.489 if they want to, the whole thing if they want 00:57:23.489 --> 00:57:26.610 to. I love that. I'm working on PMLD specific 00:57:26.610 --> 00:57:29.550 training, which again is another add -on that's 00:57:29.550 --> 00:57:33.469 not part of the one to four, because I'm very 00:57:33.469 --> 00:57:36.449 aware through my work with the research around 00:57:36.449 --> 00:57:38.630 PMLD, there are a lot of adaptations that need 00:57:38.630 --> 00:57:40.670 to be made. To be fair, the structure stays the 00:57:40.670 --> 00:57:44.440 same, but there is lots of adaptations on. How 00:57:44.440 --> 00:57:46.960 do we know that they genuinely want to join the 00:57:46.960 --> 00:57:49.280 shared experience? When do we make that decision 00:57:49.280 --> 00:57:52.260 to wheel them on over to the shared experience? 00:57:52.539 --> 00:57:55.420 When do we stop that? How do we keep them regulated? 00:57:55.980 --> 00:57:57.719 How do we know they don't want to join? You know, 00:57:57.760 --> 00:58:00.659 all of those things. We're, well, I'm working 00:58:00.659 --> 00:58:03.079 out. We're both working out together. And then 00:58:03.079 --> 00:58:05.059 we're creating this course all about, yeah, adaptations 00:58:05.059 --> 00:58:07.539 on, okay, so yeah, you've done level one, two, 00:58:07.659 --> 00:58:10.210 maybe even three. But you've got these learners 00:58:10.210 --> 00:58:12.530 that need something slightly different, some 00:58:12.530 --> 00:58:14.489 slight adaptations. What's that look like? Well, 00:58:14.510 --> 00:58:16.650 this little course will be a lovely add -on to 00:58:16.650 --> 00:58:19.170 answer all those questions. And I'm really excited 00:58:19.170 --> 00:58:21.309 to do that because, again, it was on our tick 00:58:21.309 --> 00:58:23.150 sheet, right? We wanted it to be inclusive for 00:58:23.150 --> 00:58:24.929 parents. We wanted it to be inclusive for PMLD, 00:58:25.130 --> 00:58:27.889 non -advocate learners. We wanted it to be really 00:58:27.889 --> 00:58:30.369 based around consent. And I'm really pleased 00:58:30.369 --> 00:58:33.110 that those courses kind of offer both of those 00:58:33.110 --> 00:58:35.949 things. It's really exciting. Absolutely. And 00:58:35.949 --> 00:58:38.769 we've got so many avenues that we can explore. 00:58:38.909 --> 00:58:41.010 Like I know we've discussed before, you know, 00:58:41.010 --> 00:58:43.769 hearing impaired, visually impaired. There are 00:58:43.769 --> 00:58:49.090 so many. We want to make Rise accessible for 00:58:49.090 --> 00:58:51.650 everyone. And like you said, the structure is 00:58:51.650 --> 00:58:54.010 always going to stay the same. The core values 00:58:54.010 --> 00:58:57.760 are always the same. But there will be adaptations 00:58:57.760 --> 00:59:01.460 throughout to suit the needs of each individual. 00:59:01.760 --> 00:59:02.880 I think that's the point, right? That is what 00:59:02.880 --> 00:59:06.260 makes it neuroaffirming that we are taking a 00:59:06.260 --> 00:59:09.340 structure that can be, that is structured. That 00:59:09.340 --> 00:59:13.300 can be so flexible to mold around the individual, 00:59:13.519 --> 00:59:16.780 to make them feel included, to include them, 00:59:16.840 --> 00:59:20.340 to help them to feel belonging. Here's neuroinferming 00:59:20.340 --> 00:59:23.000 practice. That is exactly what was missing in 00:59:23.000 --> 00:59:25.960 everything we were using before, is that we were 00:59:25.960 --> 00:59:28.320 getting them to fit around our mold, whereas 00:59:28.320 --> 00:59:31.179 actually we've created a really flexible, stretchy 00:59:31.179 --> 00:59:34.619 structure. that can be molded around what we 00:59:34.619 --> 00:59:37.079 need, the environment that we've got. I've used 00:59:37.079 --> 00:59:40.460 it in classrooms with 12 kids. I've used it in 00:59:40.460 --> 00:59:43.280 massive classrooms with one child. It works. 00:59:43.659 --> 00:59:48.900 It's just a structured mold that can go to whatever 00:59:48.900 --> 00:59:52.440 you're using. I suppose on that, if people are 00:59:52.440 --> 00:59:54.219 listening to this and they think, yep, sounds 00:59:54.219 --> 00:59:57.039 good. How do I get started? Where do they go? 00:59:57.159 --> 00:59:59.199 What do they do? What's the best thing to get 00:59:59.199 --> 01:00:03.630 started? So we have our website, risetherapysessions 01:00:03.630 --> 01:00:07.909 .com with free downloads, free planning templates, 01:00:08.309 --> 01:00:10.809 free like handouts, because I know a few people 01:00:10.809 --> 01:00:12.190 have said, oh, I really want to do this, but 01:00:12.190 --> 01:00:13.829 I need something to take to my head teacher. 01:00:14.369 --> 01:00:17.030 We've got that all on there and that's all free. 01:00:17.789 --> 01:00:20.929 We've also got the, like say, level one pre -recorded 01:00:20.929 --> 01:00:23.550 training. We've got level two live training coming 01:00:23.550 --> 01:00:27.010 up in June and it's on. every Wednesday from 01:00:27.010 --> 01:00:31.750 7 to 8 throughout the whole of June. We've also 01:00:31.750 --> 01:00:35.449 got our private Facebook group and we also are 01:00:35.449 --> 01:00:39.630 on TikTok and on Instagram at rise underscore 01:00:39.630 --> 01:00:41.570 sessions. Yeah, I looked it up actually because 01:00:41.570 --> 01:00:43.969 I didn't know. Rise underscore sessions. Well, 01:00:43.969 --> 01:00:47.070 we share about five videos a week on there. So 01:00:47.070 --> 01:00:51.070 yeah, all active and all good. There's lots of 01:00:51.070 --> 01:00:54.480 answered questions, lots of examples. you know 01:00:54.480 --> 01:00:57.719 take a look you know jordan's got some fantastic 01:00:57.719 --> 01:01:00.179 videos about how she uses it with her core word 01:01:00.179 --> 01:01:03.760 program i'm trying to do um some more videos 01:01:03.760 --> 01:01:05.920 i've got one coming out tomorrow which is really 01:01:05.920 --> 01:01:10.139 exciting my first one for um for a garden based 01:01:10.989 --> 01:01:13.929 garden based at home there's lots of answered 01:01:13.929 --> 01:01:16.130 questions and if you ever have any questions 01:01:16.130 --> 01:01:19.110 please do ask send a message to the rise to the 01:01:19.110 --> 01:01:22.429 rise instagram or tiktok or on the group and 01:01:22.429 --> 01:01:24.389 it's really great because quite a few people 01:01:24.389 --> 01:01:26.690 ask similar questions and then we can make make 01:01:26.690 --> 01:01:29.659 videos to answer these so that more people Yeah, 01:01:29.679 --> 01:01:31.460 because you won't be the only one with that question 01:01:31.460 --> 01:01:33.699 for sure. I will leave all the links that Sammy's 01:01:33.699 --> 01:01:35.719 just shared down below. So if you're intrigued 01:01:35.719 --> 01:01:38.380 to learn more, then it will all be down below. 01:01:38.420 --> 01:01:40.860 Or yeah, absolutely ask either one of us questions 01:01:40.860 --> 01:01:43.460 on our private stuff or on the Rise groups. Absolutely 01:01:43.460 --> 01:01:46.159 fine. Amazing. Thank you so much, Sammy. It's 01:01:46.159 --> 01:01:47.940 really nice to share about this. Like we said, 01:01:48.000 --> 01:01:51.420 we're so proud of it that it felt so wrong that, 01:01:51.500 --> 01:01:53.219 you know, I have mentioned it on this podcast, 01:01:53.340 --> 01:01:55.519 to be fair, with a few different speech and language 01:01:55.519 --> 01:01:57.860 therapists that are excited about it and that 01:01:57.860 --> 01:02:00.800 are using it. But not enough and not with me 01:02:00.800 --> 01:02:03.639 if it felt wrong. So I'm really excited to have 01:02:03.639 --> 01:02:07.300 this on here now that people can learn more about 01:02:07.300 --> 01:02:10.519 it, learn more about our idea behind it. You 01:02:10.519 --> 01:02:12.579 know, it wasn't just, oh, yeah, let's just create 01:02:12.579 --> 01:02:15.639 this thing. It really was based in a real need 01:02:15.639 --> 01:02:18.039 that we were seeing in the cast and what that 01:02:18.039 --> 01:02:21.389 was. Yeah, and the impact that we've had on it 01:02:21.389 --> 01:02:23.670 is just really exciting. So, yeah, thank you 01:02:23.670 --> 01:02:25.570 so much for sharing this. Hopefully people at 01:02:25.570 --> 01:02:27.909 home, parents, speech and language therapists, 01:02:28.230 --> 01:02:31.969 occupational therapists, teachers, TAs, everybody 01:02:31.969 --> 01:02:37.329 listening to this can just mull on. I wonder 01:02:37.329 --> 01:02:40.780 if this could be useful for... a transition that 01:02:40.780 --> 01:02:43.539 we're struggling with or supporting their communication 01:02:43.539 --> 01:02:46.900 or supporting them to join a group activity and 01:02:46.900 --> 01:02:49.380 kind of relate to their peers a little bit better 01:02:49.380 --> 01:02:53.420 so many different benefits to rise that um i'm 01:02:53.420 --> 01:02:56.440 sure will have a really positive impact on on 01:02:56.440 --> 01:02:59.699 you and so that you can follow something structured 01:02:59.699 --> 01:03:02.079 and have a bit of a plan and then for the children 01:03:02.079 --> 01:03:04.719 that you're working with as well thank you so 01:03:04.719 --> 01:03:06.639 much for having me on it's always a pleasure 01:03:06.639 --> 01:03:11.260 until next time Number four coming soon. Thank 01:03:11.260 --> 01:03:11.820 you, Jordan.