WEBVTT 00:00:00.000 --> 00:00:02.700 Hi, my name is Jordan. I am a special education 00:00:02.700 --> 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 --> 00:00:19.519 our knowledge and experience working alongside 00:00:19.519 --> 00:00:22.559 our beautiful young people. Let's get started. 00:00:27.530 --> 00:00:30.210 As I did last summer holidays, I'm going to kind 00:00:30.210 --> 00:00:33.369 of run a roundup of this academic year's podcast 00:00:33.369 --> 00:00:36.689 episodes over the next few weeks for you to enjoy. 00:00:36.689 --> 00:00:38.729 And maybe you missed a couple and you want to 00:00:38.729 --> 00:00:42.729 come back. So yeah, here are my favorite clips 00:00:42.729 --> 00:00:46.929 from the last year. Enjoy. I say proprioception, 00:00:47.070 --> 00:00:49.729 heavy work, because your proprioceptor system 00:00:49.729 --> 00:00:53.210 is the magic tool that overrides all your senses 00:00:53.210 --> 00:00:54.789 when you're feeling stressed and overwhelmed. 00:00:55.500 --> 00:00:58.039 So if you're struggling to get dressed in the 00:00:58.039 --> 00:01:00.380 morning, struggling with personal care, you know, 00:01:00.399 --> 00:01:02.979 starting with some wall press -ups, chair, you 00:01:02.979 --> 00:01:05.939 know, doing some deep pressure activities before 00:01:05.939 --> 00:01:08.099 can really help regulate your nervous system. 00:01:08.299 --> 00:01:10.980 And then, you know, it's a bit easier to face 00:01:10.980 --> 00:01:13.420 some of these tasks. Okay. So you said wall press 00:01:13.420 --> 00:01:15.480 -ups, chair press -ups. Is there anything else 00:01:15.480 --> 00:01:17.840 that we could do that doesn't really need many 00:01:17.840 --> 00:01:21.040 resources that they might be able to do? Yogurt, 00:01:21.040 --> 00:01:26.150 or a dog. We've got some... Anything that's really 00:01:26.150 --> 00:01:29.090 heavy work for your muscles. I suggested to another 00:01:29.090 --> 00:01:32.549 parent, they have a monkey bar in the hallway, 00:01:32.790 --> 00:01:35.430 just hanging off and just doing some hanging 00:01:35.430 --> 00:01:39.409 on the bar. Really nice proprioceptive feedback. 00:01:39.569 --> 00:01:42.409 If you're swinging, it gives the vestibular linear 00:01:42.409 --> 00:01:44.129 input. That's really calming and organizing. 00:01:44.489 --> 00:01:49.170 But in terms of no money and no resources, you 00:01:49.170 --> 00:01:51.670 know, something that's so pretty free is any 00:01:51.670 --> 00:01:54.159 pressure that... You know, that gives feedback 00:01:54.159 --> 00:01:57.400 to the joints. I'm pushing, pulling, carrying. 00:01:57.620 --> 00:02:00.359 So getting your child to carry the laundry basket 00:02:00.359 --> 00:02:03.400 downstairs, moving the furniture around if you 00:02:03.400 --> 00:02:05.799 need a sofa move, all of those things can be 00:02:05.799 --> 00:02:08.659 helpful. And that push, that push motion is really 00:02:08.659 --> 00:02:11.520 great, isn't it? And that's why I always say 00:02:11.520 --> 00:02:13.599 if you're at the airport and you're about to 00:02:13.599 --> 00:02:16.740 go on a long flight, get your child to drag the 00:02:16.740 --> 00:02:19.030 suitcase. It's actually really good. It will 00:02:19.030 --> 00:02:21.129 help settle their nervous system. That's a great 00:02:21.129 --> 00:02:23.409 tip. I love that. And that's really great to 00:02:23.409 --> 00:02:25.430 know that you can't ever get too much of it. 00:02:25.710 --> 00:02:28.370 You can't over -stimulate it with proprioception. 00:02:28.909 --> 00:02:32.889 Absolutely. It's safe for everyone. And you can't, 00:02:32.889 --> 00:02:36.629 you know, it's really something that some people 00:02:36.629 --> 00:02:39.430 respond so well to. I remember once I was working 00:02:39.430 --> 00:02:42.909 in a clinic in London. And a family that I worked 00:02:42.909 --> 00:02:45.349 with were about to get on a long -haul flight 00:02:45.349 --> 00:02:48.729 to the US. So they stopped by the clinic en route 00:02:48.729 --> 00:02:52.169 to Heathrow. And they just did an hour of jumping 00:02:52.169 --> 00:02:55.490 and crashing and lots of proprioceptive exercise 00:02:55.490 --> 00:02:58.870 and lots of deep pressure. And mom sent me an 00:02:58.870 --> 00:03:00.490 email when they got to the other side to say 00:03:00.490 --> 00:03:03.009 it was the best flight they ever had. I bet it 00:03:03.009 --> 00:03:05.650 was. And great before bedtime as well. I can 00:03:05.650 --> 00:03:07.069 imagine if you've got children that struggle 00:03:07.069 --> 00:03:09.449 to settle for bed, you know, doing that. It feels 00:03:09.449 --> 00:03:11.449 counterproductive getting them to do lots of 00:03:11.449 --> 00:03:14.110 pushing and press ups and monkey bars before 00:03:14.110 --> 00:03:17.990 bed. But it really does calm, doesn't it? Absolutely. 00:03:18.210 --> 00:03:20.370 And then there's some things as well, you know, 00:03:20.370 --> 00:03:23.009 depending on the person's sensory preferences. 00:03:23.069 --> 00:03:26.169 Obviously, some children do better with lights 00:03:26.169 --> 00:03:31.659 that are dim and calm and other, you know. That's 00:03:31.659 --> 00:03:34.039 where you start working with somebody and really 00:03:34.039 --> 00:03:36.699 ask them what their sensory preferences are. 00:03:36.860 --> 00:03:40.740 Some children, you know, they are very oversensitive 00:03:40.740 --> 00:03:43.120 when it comes to specific tastes. And then you 00:03:43.120 --> 00:03:45.580 get the other extreme where children don't register 00:03:45.580 --> 00:03:48.280 enough sensory inputs. Everything tastes bland 00:03:48.280 --> 00:03:53.569 and boring to them. I know, I know. And if you, 00:03:53.650 --> 00:03:56.030 and this is really one for you in the classroom 00:03:56.030 --> 00:03:58.090 to think about as well. There are children who 00:03:58.090 --> 00:04:00.789 are under responsive to sensory input. They're 00:04:00.789 --> 00:04:02.849 the ones who might appear like slumping on their 00:04:02.849 --> 00:04:05.150 chair, not being engaged. They might look completely 00:04:05.150 --> 00:04:07.789 bored, but there's just not enough stimuli in 00:04:07.789 --> 00:04:10.490 the environment to get them going. And, you know, 00:04:10.509 --> 00:04:13.129 for those children as well, jumping, moving, 00:04:13.349 --> 00:04:15.830 you know, having a bit of a shake about doing 00:04:15.830 --> 00:04:18.069 something interesting can get their senses back 00:04:18.069 --> 00:04:21.089 on track for them to have enough. sensory stimuli 00:04:21.089 --> 00:04:24.449 so they can engage as well not being really vigilant 00:04:24.449 --> 00:04:26.850 isn't it and really looking around the room you 00:04:26.850 --> 00:04:29.550 know and being curious or they're jumping and 00:04:29.550 --> 00:04:32.009 fidgeting maybe they need this they're slumping 00:04:32.009 --> 00:04:34.490 maybe they need this and and kind of working 00:04:34.490 --> 00:04:37.509 it out that way but if that if in doubt deep 00:04:37.509 --> 00:04:42.889 pressure and yes yeah absolutely and also just 00:04:42.889 --> 00:04:47.050 thinking about um the child's personality um 00:04:47.050 --> 00:04:50.560 and their interest as well and that's another 00:04:50.560 --> 00:04:53.399 kind of fun way to incorporate their sensory 00:04:53.399 --> 00:04:56.800 kind of needs I like something that works always 00:04:56.800 --> 00:04:59.399 really well is thinking of you know you've got 00:04:59.399 --> 00:05:02.699 somebody who loves racing cars and I love trade 00:05:02.699 --> 00:05:05.220 and kind of I always kind of theme my sensory 00:05:05.220 --> 00:05:08.399 activities around that so this and our scooter 00:05:08.399 --> 00:05:11.800 boards you cannot do enough with scooter boards 00:05:11.800 --> 00:05:14.279 if you're a PE teacher yeah we have lots of fun 00:05:14.279 --> 00:05:16.600 with scooter boards we're scooter boarding Between 00:05:16.600 --> 00:05:18.680 every lesson, actually, it's lovely vibration, 00:05:19.019 --> 00:05:21.459 I find. And so we do it outside on the playground 00:05:21.459 --> 00:05:24.100 on the concrete and we have a skipping rope attached 00:05:24.100 --> 00:05:26.339 to the front of it through the hole. So we're 00:05:26.339 --> 00:05:27.879 pulling the scooter board along and they're sitting 00:05:27.879 --> 00:05:30.120 on it. And not only are they getting the vestibular 00:05:30.120 --> 00:05:31.959 because we're going around in circles, but they're 00:05:31.959 --> 00:05:34.819 also getting the vibration as well. And then 00:05:34.819 --> 00:05:37.180 obviously visual because they're outside and 00:05:37.180 --> 00:05:39.079 we've got the dappled light. So there's so many 00:05:39.079 --> 00:05:40.839 different things, especially for those seeking 00:05:40.839 --> 00:05:44.079 children that have a bigger cup to fill in there. 00:05:44.379 --> 00:05:53.860 to meet their sensory needs are there any communication 00:05:53.860 --> 00:05:57.500 attempts that you wouldn't accept or that you 00:05:57.500 --> 00:06:00.040 would maybe react differently to or how yeah 00:06:00.040 --> 00:06:02.540 that's an interesting question like I think I 00:06:02.540 --> 00:06:05.540 would always accept and notice and acknowledge 00:06:05.540 --> 00:06:09.199 whatever behavior is coming out Because that 00:06:09.199 --> 00:06:11.459 behavior, whether they intentionally mean it 00:06:11.459 --> 00:06:14.220 to say something to you directly, is giving me 00:06:14.220 --> 00:06:17.339 information about their mental state, their emotional 00:06:17.339 --> 00:06:22.079 state, what's going on. And actually, it may 00:06:22.079 --> 00:06:23.980 give me more information that I need to ask more 00:06:23.980 --> 00:06:25.560 or find out more to explore with them because 00:06:25.560 --> 00:06:27.839 they might not even know. So a lot of the children 00:06:27.839 --> 00:06:32.540 who are non -speaking will... have so much trouble 00:06:32.540 --> 00:06:35.740 even just feeling the feelings inside their own 00:06:35.740 --> 00:06:38.339 body from a sensory point of view and then translating 00:06:38.339 --> 00:06:40.600 that into some kind of language of like spoken 00:06:40.600 --> 00:06:43.100 language or signing or anything just it's almost 00:06:43.100 --> 00:06:45.120 impossible and then there's also that sometimes 00:06:45.120 --> 00:06:48.680 they get overwhelmed by sensory things they can't 00:06:48.680 --> 00:06:51.160 tease it out or they're actually seeking that 00:06:51.160 --> 00:06:54.019 that sensory sensation because they're not they're 00:06:54.019 --> 00:06:55.899 not their body's not giving them that feedback 00:06:55.899 --> 00:06:58.220 so they're trying to get it so there may be like 00:06:58.220 --> 00:06:59.860 there's definitely been times when children have 00:06:59.860 --> 00:07:02.660 done something where it's you realize it it's 00:07:02.660 --> 00:07:05.139 because they they're having that unmet need and 00:07:05.139 --> 00:07:06.319 they're doing something that you would say that 00:07:06.319 --> 00:07:08.800 that's not safe and you can tell them i mean 00:07:08.800 --> 00:07:11.279 obviously if a child's gonna you know run into 00:07:11.279 --> 00:07:13.420 a road you absolutely can't just go right i'll 00:07:13.420 --> 00:07:15.120 just you know wait and see what they know like 00:07:15.120 --> 00:07:16.980 you just you have to grab them and go you know 00:07:16.980 --> 00:07:20.100 this isn't safe but it's things like it's things 00:07:20.100 --> 00:07:22.360 like you know biting you're there or they go 00:07:22.360 --> 00:07:25.250 to pull your hair okay that's is that telling 00:07:25.250 --> 00:07:27.709 you i hate you i want you to die no it's telling 00:07:27.709 --> 00:07:30.149 you i need something and i really can't figure 00:07:30.149 --> 00:07:33.449 out how to tell you what it is or i might not 00:07:33.449 --> 00:07:35.709 even know exactly what it is myself but this 00:07:35.709 --> 00:07:38.610 is the quickest way i know to get help or to 00:07:38.610 --> 00:07:40.550 get support or to get you out of my space or 00:07:40.550 --> 00:07:43.079 whatever it is yeah needing at that time exactly 00:07:43.079 --> 00:07:45.060 and then sometimes you've got to think about 00:07:45.060 --> 00:07:47.300 combination of things sort of making them safe 00:07:47.300 --> 00:07:49.459 using their language of touch as well so obviously 00:07:49.459 --> 00:07:51.759 if they're touching to show you know they're 00:07:51.759 --> 00:07:53.680 upset whether they're doing something that could 00:07:53.680 --> 00:07:56.339 be injuring somebody else you can use your touch 00:07:56.339 --> 00:07:59.160 in a gentle way but also you can remove that 00:07:59.160 --> 00:08:01.139 touch so that it might be that it's too much 00:08:01.139 --> 00:08:04.199 for them you have to know your child and that 00:08:04.199 --> 00:08:06.139 just comes from spending loads and loads of time 00:08:06.139 --> 00:08:08.870 with them Yeah, I think that's the point, isn't 00:08:08.870 --> 00:08:11.269 it? It has to come, relationship building has 00:08:11.269 --> 00:08:14.329 to come first. They have to trust you. So if, 00:08:14.449 --> 00:08:18.019 you know. ignoring any attempt of communication 00:08:18.019 --> 00:08:21.720 however unsafe it could be or ineffective or 00:08:21.720 --> 00:08:24.560 inappropriate it could be on a social level more 00:08:24.560 --> 00:08:27.500 likely inappropriate yeah exactly however it 00:08:27.500 --> 00:08:29.680 is it's still an attempt to meet their needs 00:08:29.680 --> 00:08:31.779 or be understood isn't it that that's ultimately 00:08:31.779 --> 00:08:35.259 what it is and it's I've never ever seen malicious 00:08:35.259 --> 00:08:39.220 or calculated ever I've worked for 16 years in 00:08:39.220 --> 00:08:42.620 autistic children it is always to do with seeking 00:08:42.620 --> 00:08:45.259 a need trying to get their needs met trying to 00:08:45.289 --> 00:08:47.970 be understood trying to get the quickest way 00:08:47.970 --> 00:08:50.149 like you say they're not lazy trying to get the 00:08:50.149 --> 00:08:52.889 most effective way of creating the environment 00:08:52.889 --> 00:08:54.669 that they need right there and sometimes that 00:08:54.669 --> 00:08:56.409 looks unsafe and inappropriate doesn't it yeah 00:08:56.409 --> 00:08:58.529 yeah yeah like I suddenly need to climb super 00:08:58.529 --> 00:09:00.409 high you know yeah yeah because I need to actually 00:09:00.409 --> 00:09:02.250 I just need to get out of here and sometimes 00:09:02.250 --> 00:09:05.980 up is the quickest way out Yeah. For example, 00:09:06.059 --> 00:09:08.679 exactly that. Exactly that. And it's not well 00:09:08.679 --> 00:09:10.759 thought out. Sometimes it's just in the moment. 00:09:10.820 --> 00:09:13.480 I mean, these kids are very present. It's second 00:09:13.480 --> 00:09:15.419 by second, isn't it? Especially in my class, 00:09:15.419 --> 00:09:17.759 it's very second by second. But you can acknowledge 00:09:17.759 --> 00:09:21.240 it without, with also offering a safer alternative. 00:09:22.169 --> 00:09:25.049 That's right. Yeah. Or you can be there for them 00:09:25.049 --> 00:09:27.370 and show that you're here and ready for them 00:09:27.370 --> 00:09:30.409 when they're ready without any verbal, without 00:09:30.409 --> 00:09:33.850 any physical, without offering anything. Just 00:09:33.850 --> 00:09:36.429 by being there, just your body language in the 00:09:36.429 --> 00:09:39.429 space and having had, like I was just saying, 00:09:39.470 --> 00:09:42.009 having had that strong relationship built before. 00:09:42.169 --> 00:09:45.600 So when they're not in that fight. Yeah. mode 00:09:45.600 --> 00:09:48.399 you've played together you've related to each 00:09:48.399 --> 00:09:51.379 other you've had those lovely cuddles tickles 00:09:51.379 --> 00:09:54.879 eye contact like moments you've built those up 00:09:54.879 --> 00:09:57.440 so that when these moments do happen where it's 00:09:57.440 --> 00:09:59.340 maybe inappropriate maybe safe maybe hurting 00:09:59.340 --> 00:10:02.059 behaviors then you've still built that trust 00:10:02.059 --> 00:10:04.659 that you've got that strong foundation that you 00:10:04.659 --> 00:10:07.200 know it's the tower's not going to come crashing 00:10:07.200 --> 00:10:10.500 down it's okay we can manage this this is this 00:10:10.500 --> 00:10:13.440 is tiny in comparison to all this wonderful stuff 00:10:13.440 --> 00:10:15.399 that we've built up it's okay i'm here for you 00:10:15.399 --> 00:10:18.179 you remember that time just before i was here 00:10:18.179 --> 00:10:21.159 for you i'm here for you exactly so ignoring 00:10:21.159 --> 00:10:23.919 behaviors doesn't feel right for me yeah no and 00:10:23.919 --> 00:10:27.200 also what you're saying is about the memory like 00:10:27.659 --> 00:10:29.799 they're going to remember the previous experiences 00:10:29.799 --> 00:10:33.860 and we do not we can really underestimate how 00:10:33.860 --> 00:10:37.940 amazing how like rich these children's memories 00:10:37.940 --> 00:10:40.580 are for things that are almost something we wouldn't 00:10:40.580 --> 00:10:42.259 even be able to articulate ourselves in words 00:10:42.259 --> 00:10:44.639 like the memories of the feelings of experiences 00:10:44.639 --> 00:10:48.039 of moments when something has like utterly calms 00:10:48.039 --> 00:10:49.899 them and all of those those those things because 00:10:49.899 --> 00:10:51.539 if you think about it they're not spending all 00:10:51.539 --> 00:10:53.019 of their time putting that into language all 00:10:53.019 --> 00:10:54.940 the time that they're just remembering they're 00:10:54.940 --> 00:10:57.590 holding it as that that like like a core memory 00:10:57.590 --> 00:10:59.909 this is all I can think of is like these core 00:10:59.909 --> 00:11:02.409 memories and they come they come back to that 00:11:02.409 --> 00:11:05.029 so if every time they do something that could 00:11:05.029 --> 00:11:07.309 be something you want you don't really want to 00:11:07.309 --> 00:11:09.409 happen or could be unsafe or could be hurting 00:11:09.409 --> 00:11:12.730 if you respond in a really negative way that 00:11:12.730 --> 00:11:16.279 could be for them scary and actually causing 00:11:16.279 --> 00:11:18.720 them to be really worried about that situation, 00:11:18.980 --> 00:11:21.519 then they're only going to ever associate those 00:11:21.519 --> 00:11:23.759 two things together. So you've got to figure 00:11:23.759 --> 00:11:25.740 out a way of being close, like you said, with 00:11:25.740 --> 00:11:28.460 your body, just proximity, just being close to 00:11:28.460 --> 00:11:31.120 them. I'm not going to leave you, but I'm going 00:11:31.120 --> 00:11:33.159 to keep myself safe from you, but I'm going to 00:11:33.159 --> 00:11:36.679 be available for you. That really is the thing. 00:11:43.629 --> 00:11:47.210 The power of deep breathing for regulation is 00:11:47.210 --> 00:11:50.789 incredible for me. It just really works. And 00:11:50.789 --> 00:11:54.549 it's one of those tools that if we do it as the 00:11:54.549 --> 00:11:58.509 person working with a dysregulated child, actually, 00:11:58.509 --> 00:12:01.470 very often they fall into our patterns and it 00:12:01.470 --> 00:12:04.289 just happens for them. So even if you can't do 00:12:04.289 --> 00:12:07.230 anything else in the moment, if you just do a 00:12:07.230 --> 00:12:10.899 big breath in. And let it out the number of times 00:12:10.899 --> 00:12:14.139 somebody will follow suit. Weirdly, my horse 00:12:14.139 --> 00:12:17.019 also does this. It was a technique I was taught 00:12:17.019 --> 00:12:20.000 with her. When she's a bit stressy, we stop and 00:12:20.000 --> 00:12:22.860 I do this big breath in, big sigh out. And she 00:12:22.860 --> 00:12:25.440 does it too. And we're okay. And then we carry 00:12:25.440 --> 00:12:28.740 on. So it works. It really works with children. 00:12:29.340 --> 00:12:31.779 Co -regulation, making sure you're regulated 00:12:31.779 --> 00:12:34.559 before you're supporting them. A whole aeroplane 00:12:34.559 --> 00:12:37.360 thing where you have your own mask on. Your own 00:12:37.360 --> 00:12:40.470 mask on first. It regulates you with stuff. It 00:12:40.470 --> 00:12:42.929 has a knock -on effect to the children that we 00:12:42.929 --> 00:12:45.269 work with. And then, of course, there's so many 00:12:45.269 --> 00:12:48.710 other ways we can do deep breathing, depending 00:12:48.710 --> 00:12:51.090 on the child that we're working with. And in 00:12:51.090 --> 00:12:53.110 the course, we take you through a number of different 00:12:53.110 --> 00:12:55.669 options so that you can then pick out the one 00:12:55.669 --> 00:12:59.549 that's right for that child. So we might do sucking 00:12:59.549 --> 00:13:02.230 through a straw, sucking a thick drink through 00:13:02.230 --> 00:13:04.820 a straw, sucking a... I don't know, cotton wool 00:13:04.820 --> 00:13:06.620 ball up through a straw to carry it somewhere. 00:13:06.899 --> 00:13:10.740 We might do blowing with blow football or a windmill. 00:13:10.899 --> 00:13:13.740 We might with, and other people do more sort 00:13:13.740 --> 00:13:16.379 of yoga type breathing where you do your hand 00:13:16.379 --> 00:13:19.059 breathing or the square breathing. There are 00:13:19.059 --> 00:13:21.559 lots of different ways that we can do this deep 00:13:21.559 --> 00:13:25.320 breathing, but all of it taps into. regulation 00:13:25.320 --> 00:13:28.279 it fits in with polyvagal theory for anyone that's 00:13:28.279 --> 00:13:31.539 following that as being a very powerful regulator 00:13:31.539 --> 00:13:34.679 for the brain takes us into that rest and digest 00:13:34.679 --> 00:13:37.799 that's really important for regulation and works 00:13:37.799 --> 00:13:40.820 and we can do it in so many different ways so 00:13:40.820 --> 00:13:43.440 many fun ways that are so easy to bring into 00:13:43.440 --> 00:13:46.720 class Amazing. Yeah, I love that. I definitely 00:13:46.720 --> 00:13:49.500 see that. And I also see when we're taking them, 00:13:49.539 --> 00:13:51.379 I mean, this comes into environment, when we're 00:13:51.379 --> 00:13:53.340 taking them outside, I think not only is it changing 00:13:53.340 --> 00:13:55.740 environment, but it's easier to breathe that 00:13:55.740 --> 00:13:58.879 fresh air outside. It's less stale and stagnant. 00:13:58.899 --> 00:14:01.159 And I've noticed that makes a big difference 00:14:01.159 --> 00:14:04.840 too. So in my own regulation, in managing whatever 00:14:04.840 --> 00:14:08.259 crisis is happening or communication is happening 00:14:08.259 --> 00:14:11.340 or dysregulation is happening, I'm managing it 00:14:11.340 --> 00:14:13.899 better if I'm. breathing slower it slows my me 00:14:13.899 --> 00:14:18.120 down it makes me think more rationally calm approach 00:14:18.120 --> 00:14:20.539 think back to the behavior plan that we spent 00:14:20.539 --> 00:14:23.220 hours creating rather than rushing in and trying 00:14:23.220 --> 00:14:27.120 to you know be superwoman yeah so it definitely 00:14:27.120 --> 00:14:31.500 helped me as well take a moment breathe really 00:14:31.500 --> 00:14:34.960 good for staff really good for the children fantastic 00:14:34.960 --> 00:14:38.659 and simple and free yes and we can do resources 00:14:38.659 --> 00:14:42.179 there Yes. And that's the point, isn't it? So 00:14:42.179 --> 00:14:45.720 often when we need it most, our best tools aren't 00:14:45.720 --> 00:14:49.139 with us. Our squeeze machines and our, you know, 00:14:49.139 --> 00:14:51.559 exercise peanut balls and trampolines and all 00:14:51.559 --> 00:14:53.299 those things. We can't bring those around with 00:14:53.299 --> 00:14:54.879 us everywhere, even though they're fantastic. 00:14:55.279 --> 00:14:57.799 But our breath and ourselves and our body, and 00:14:57.799 --> 00:15:00.059 I know that will come up in D as well, deep pressure, 00:15:00.139 --> 00:15:03.519 is where we've got it all the time. We have. 00:15:03.639 --> 00:15:06.610 Yeah, it's there. And it sounds really simple, 00:15:06.690 --> 00:15:08.549 but sometimes we forget the simple things in 00:15:08.549 --> 00:15:10.909 the moment, don't we? All of these five steps 00:15:10.909 --> 00:15:13.490 should be really simple and easy to follow, but 00:15:13.490 --> 00:15:15.730 it gives you a structure. It reminds you of the 00:15:15.730 --> 00:15:17.909 things that we need to do. And easy to remember 00:15:17.909 --> 00:15:20.750 too. Right. So we've done B, breathe. What about 00:15:20.750 --> 00:15:25.110 R then? R is about reducing, reducing the stresses. 00:15:25.269 --> 00:15:29.870 So that could be reducing the verbal, drop the 00:15:29.870 --> 00:15:32.789 language, cut it right down. Sometimes when we, 00:15:32.950 --> 00:15:35.370 sometimes I see. When we're trying to help a 00:15:35.370 --> 00:15:38.129 child, we talk too much. We offer too many solutions. 00:15:38.269 --> 00:15:39.409 You know, do you want to do this? Do you want 00:15:39.409 --> 00:15:41.809 to do that? And if they're already overloaded, 00:15:41.809 --> 00:15:44.769 it's a little bit too much. We might reduce the 00:15:44.769 --> 00:15:47.730 task that we're doing. Cut that down. We might 00:15:47.730 --> 00:15:50.610 reduce the audience. If someone's having a really 00:15:50.610 --> 00:15:52.629 difficult time and everyone else in the class 00:15:52.629 --> 00:15:55.399 is watching, bye. That's not a great place to 00:15:55.399 --> 00:15:57.799 be. So let's reduce the audience. We're just 00:15:57.799 --> 00:16:00.019 going to reduce, we might reduce the lights if 00:16:00.019 --> 00:16:02.200 the overhead lights are a problem or the noise. 00:16:02.500 --> 00:16:04.340 And again, we're crossing over into environment 00:16:04.340 --> 00:16:06.659 there because everything weaves in and out of 00:16:06.659 --> 00:16:09.320 each other, don't they? But we're reducing everything 00:16:09.320 --> 00:16:12.659 around that could be a stressor there and just 00:16:12.659 --> 00:16:15.240 bring it all down. Yeah. Their shoes sometimes 00:16:15.240 --> 00:16:19.820 reducing that or, you know, reducing the heat 00:16:19.820 --> 00:16:24.429 on them. Yeah. Taking stuff away, taking those 00:16:24.429 --> 00:16:27.490 dresses away. Visual clutter sometimes. It might 00:16:27.490 --> 00:16:30.110 not be mess, but sometimes just visual clutter 00:16:30.110 --> 00:16:34.049 is just too much. Closing blinds to stop the 00:16:34.049 --> 00:16:37.149 dappled light or put something over the bookcase 00:16:37.149 --> 00:16:40.210 so it's less visually cluttered can be a large 00:16:40.210 --> 00:16:42.850 reduction as well, can't it? So you'll need to 00:16:42.850 --> 00:16:44.629 work out for the child that you're with what 00:16:44.629 --> 00:16:46.629 it is that you need to reduce. But I think it 00:16:46.629 --> 00:16:48.429 will become really apparent through the course 00:16:48.429 --> 00:16:50.649 that people will know. They'll be picturing the 00:16:50.649 --> 00:16:51.909 child and they'll go, yep, do you know what? 00:16:51.929 --> 00:16:54.210 That's the thing. If we take that away, give 00:16:54.210 --> 00:16:56.269 them their ear defenders and we've reduced the 00:16:56.269 --> 00:16:59.110 noise in the environment. As you say, put something 00:16:59.110 --> 00:17:01.669 over something, reduce the visual stress. We 00:17:01.669 --> 00:17:04.049 can do that. We can do that really easily and 00:17:04.049 --> 00:17:06.509 it will make a big difference. Yeah, and I love 00:17:06.509 --> 00:17:09.789 that it's reduced because that's not on them. 00:17:09.869 --> 00:17:12.630 It's still on our responsibility to make those 00:17:12.630 --> 00:17:16.009 calls because it's that moment. They can't reduce 00:17:16.009 --> 00:17:19.269 their crisis behavior, reduce their regulation. 00:17:19.430 --> 00:17:23.130 It's not asking them anything. It's us. Again, 00:17:23.250 --> 00:17:25.069 just like the breathing, it's on us to breathe. 00:17:25.190 --> 00:17:29.170 It's on us to reduce. And I love that. then it's 00:17:29.170 --> 00:17:32.309 in our control for one. And it's something practical 00:17:32.309 --> 00:17:34.390 to do to support that isn't putting any more 00:17:34.390 --> 00:17:37.869 demands and pressure or responsibility on them. 00:17:38.309 --> 00:17:41.029 Yeah. Yeah. It's us doing that co -regulation 00:17:41.029 --> 00:17:43.589 piece to help them out. And then we can move 00:17:43.589 --> 00:17:46.569 on to helping somebody recognise their own patterns, 00:17:46.869 --> 00:17:49.589 move towards self -regulation. Fantastic. But 00:17:49.589 --> 00:17:51.549 we need to start with that co -regulation piece, 00:17:51.650 --> 00:17:54.549 first of all, of we're doing work. Yeah. Which 00:17:54.549 --> 00:17:56.910 I suppose leads really beautifully onto environment. 00:17:58.190 --> 00:18:01.490 Yep, the environment is full of stressors, isn't 00:18:01.490 --> 00:18:04.509 it? And everybody needs something slightly different 00:18:04.509 --> 00:18:08.609 in their environment. So under E, we talk about... 00:18:08.799 --> 00:18:10.880 All the potential stressors in an environment, 00:18:11.119 --> 00:18:14.079 the lights, the sounds, the smells, the movement, 00:18:14.259 --> 00:18:16.700 the touch, all those things that are there in 00:18:16.700 --> 00:18:20.019 the environment. I give you my own environmental 00:18:20.019 --> 00:18:22.880 audit and show you how to use that. So you can 00:18:22.880 --> 00:18:26.240 do an environmental audit specific to a particular 00:18:26.240 --> 00:18:28.599 pupil or just let's just audit the environment 00:18:28.599 --> 00:18:30.859 as a whole and have a bit of a run through of 00:18:30.859 --> 00:18:33.099 where all the potential stressors might be for 00:18:33.099 --> 00:18:35.400 anybody, as well as for an individual pupil. 00:18:35.960 --> 00:18:38.220 And we look at what we can do to then reduce 00:18:38.220 --> 00:18:40.920 those stresses, reduce those difficulties in 00:18:40.920 --> 00:18:43.900 the environment and what we can add to the environment 00:18:43.900 --> 00:18:47.380 that might be right for that individual. So maybe 00:18:47.380 --> 00:18:50.599 it's that their environment needs a chill out 00:18:50.599 --> 00:18:53.680 corner to go to. They need a safe space to go 00:18:53.680 --> 00:18:56.279 to. They need to sit somewhere different in class. 00:18:56.480 --> 00:18:59.700 What can we do to adjust the environment to make 00:18:59.700 --> 00:19:03.039 it right for that person? Yeah, perfect. Yeah, 00:19:03.140 --> 00:19:06.009 that makes so much sense. Not. Yeah, where could 00:19:06.009 --> 00:19:08.970 they do the thing that feels safer for them? 00:19:09.250 --> 00:19:12.589 Yes. Have the snack or go to the toilet is such 00:19:12.589 --> 00:19:16.250 an environmental trigger. It's glossy, it's bright, 00:19:16.410 --> 00:19:18.950 there's fans, it's loud, it's public. You know, 00:19:18.990 --> 00:19:21.529 that environment is not ideal for so many of 00:19:21.529 --> 00:19:23.789 our workers. So looking at that environment and 00:19:23.789 --> 00:19:25.369 thinking, okay, well, could we keep the lights 00:19:25.369 --> 00:19:27.710 down? Could we make sure the doors shut so nobody 00:19:27.710 --> 00:19:29.730 comes in? Could we change the whole toilet so 00:19:29.730 --> 00:19:31.630 it's then in the staff room, which is more private 00:19:31.630 --> 00:19:34.369 maybe? I don't know. Can they go to the toilet 00:19:34.369 --> 00:19:36.759 during? a quiet time when there'll be nobody 00:19:36.759 --> 00:19:39.700 else there and it feels safe yeah exactly that 00:19:39.700 --> 00:19:41.759 putting some furnishings around so it's less 00:19:41.759 --> 00:19:45.259 echoey it's all environment isn't it yeah environment 00:19:45.259 --> 00:19:48.799 has a huge impact so and it's something to consider 00:19:48.799 --> 00:19:51.440 in the moment if you have a people who is struggling 00:19:51.440 --> 00:19:54.200 who's dysregulated and you've already thought 00:19:54.200 --> 00:19:56.839 about their environment you can then get okay 00:19:56.839 --> 00:19:59.390 well maybe We know that the lights are an issue 00:19:59.390 --> 00:20:01.490 for them and we've had the lights on for an hour 00:20:01.490 --> 00:20:03.750 or we've got the lights on and we're asking them 00:20:03.750 --> 00:20:06.410 to do something difficult and we can smell lunch 00:20:06.410 --> 00:20:09.750 drifting down the hallway. So maybe we block 00:20:09.750 --> 00:20:12.069 one of those and that's going to really help 00:20:12.069 --> 00:20:21.500 us with our regulation. there's weight in love 00:20:21.500 --> 00:20:24.019 and trauma isn't there there's weight of it all 00:20:24.019 --> 00:20:26.700 and yeah I can totally relate to that I've had 00:20:26.700 --> 00:20:29.319 conversations like that with parents of you actually 00:20:29.319 --> 00:20:31.240 get it like you understand their voice you one 00:20:31.240 --> 00:20:33.920 you you get it and and also somebody to be able 00:20:33.920 --> 00:20:36.779 to celebrate the small wins with because actually 00:20:36.779 --> 00:20:38.859 sometimes your own support network or your own 00:20:38.859 --> 00:20:42.059 family don't even really get it absolutely and 00:20:42.059 --> 00:20:46.049 honestly we treasure those people you know we 00:20:46.049 --> 00:20:48.690 absolutely treasure those people because it's 00:20:48.690 --> 00:20:50.990 so few and far between that there's other people 00:20:50.990 --> 00:20:53.349 that get to see our children just how we see 00:20:53.349 --> 00:20:56.730 them and it was funny actually because I've started 00:20:56.730 --> 00:20:59.549 to talk a little bit about love now and people 00:20:59.549 --> 00:21:02.589 think that's a bit funny to talk about another 00:21:02.589 --> 00:21:06.109 environment other than you as the parent showing 00:21:06.109 --> 00:21:09.910 love to your child but honestly I see that in 00:21:09.910 --> 00:21:14.309 that setting I see It's really sad to me that 00:21:14.309 --> 00:21:18.150 that's not expected. It actually makes me quite 00:21:18.150 --> 00:21:24.230 teary thinking that that isn't a thing. I know. 00:21:24.890 --> 00:21:27.910 I call my class my kids, like, for a reason. 00:21:28.190 --> 00:21:30.630 Yeah, and they'll know that. They will absolutely 00:21:30.630 --> 00:21:34.210 know that. It makes me quite teary thinking that, 00:21:34.269 --> 00:21:36.789 that a setting would have a child, even if it's 00:21:36.789 --> 00:21:39.809 just for a year, and not love them, just breaks 00:21:39.809 --> 00:21:43.079 my heart. but I know you can feel it when it's 00:21:43.079 --> 00:21:46.099 there and you know when it's not there yeah I'm 00:21:46.099 --> 00:21:49.279 a children now right yeah and I think that's 00:21:49.279 --> 00:21:51.960 what we're paid for like why are you in this 00:21:51.960 --> 00:21:53.940 job if you aren't loving the children like surely 00:21:53.940 --> 00:21:57.450 that's the fundament like surely and I think 00:21:57.450 --> 00:21:59.529 that that goes back to what we were saying earlier 00:21:59.529 --> 00:22:01.869 when it feels like you're kind of never meeting 00:22:01.869 --> 00:22:04.390 that mark you're always not quite good enough 00:22:04.390 --> 00:22:07.109 this is a very different basis isn't it because 00:22:07.109 --> 00:22:09.609 when it's based on love you're invested in those 00:22:09.609 --> 00:22:12.410 people whatever yeah and it is missing the mark 00:22:12.410 --> 00:22:14.589 I know you you call yourself moving them up but 00:22:14.589 --> 00:22:16.690 it is it is missing the mark it's missing the 00:22:16.690 --> 00:22:19.190 whole point of this you could be getting all 00:22:19.190 --> 00:22:21.910 the levels and results in the world but if you're 00:22:21.910 --> 00:22:25.029 not loving the children you've completely missed 00:22:25.029 --> 00:22:27.890 the point you really have i mean i mean even 00:22:27.890 --> 00:22:29.509 caseworkers i mean they should they should be 00:22:29.509 --> 00:22:31.490 have there should be some kind of love for these 00:22:31.490 --> 00:22:33.650 families there but especially as a teacher i 00:22:33.650 --> 00:22:37.109 just don't think it's as any excuse no and i 00:22:37.109 --> 00:22:41.069 think that these children have not felt good 00:22:41.069 --> 00:22:44.089 enough i mean can you imagine being a child who 00:22:44.089 --> 00:22:46.690 ends up not being in school with their friends 00:22:46.690 --> 00:22:50.250 yeah because no child wants that every part and 00:22:50.250 --> 00:22:52.970 i think there's this rhetoric as well of children 00:22:52.970 --> 00:22:56.910 families choosing to right students choosing 00:22:56.910 --> 00:23:00.730 to not no all of them want to be there why would 00:23:00.730 --> 00:23:03.390 you not want to be with your friends and learning 00:23:03.390 --> 00:23:05.670 and thriving away from your family and coming 00:23:05.670 --> 00:23:07.549 back why would you not want that that isn't a 00:23:07.549 --> 00:23:11.609 thing they're not choosing to they can't do it 00:23:11.609 --> 00:23:13.970 i can't not won't is one of your things right 00:23:13.970 --> 00:23:18.009 yeah one of your books that is exactly it it's 00:23:18.009 --> 00:23:20.670 not that they won't do it They haven't been given 00:23:20.670 --> 00:23:24.289 the environment or the tools or the system in 00:23:24.289 --> 00:23:27.910 order to be able to access it. And them accessing 00:23:27.910 --> 00:23:31.930 it might look very different as well. I think 00:23:31.930 --> 00:23:34.950 that's a really important point, that that will 00:23:34.950 --> 00:23:37.710 look different. Same as our parenting will look 00:23:37.710 --> 00:23:42.569 different. And inclusion doesn't have to mean... 00:23:42.809 --> 00:23:46.069 100 % attendance. No. Included in every subject, 00:23:46.150 --> 00:23:49.089 in every environment, in everything. That isn't 00:23:49.089 --> 00:23:51.829 what we mean by inclusion. It is belonging. It 00:23:51.829 --> 00:23:54.809 is accepting. And that could mean one afternoon 00:23:54.809 --> 00:23:58.529 a week if it's not to benefit the school, it's 00:23:58.529 --> 00:24:00.329 to benefit the child. And I think that's the 00:24:00.329 --> 00:24:03.910 difference, isn't it? Is a reduced timetable 00:24:03.910 --> 00:24:07.049 to benefit the family, to benefit the child, 00:24:07.230 --> 00:24:11.380 then that's inclusion. school because they're 00:24:11.380 --> 00:24:12.940 a bit distracting from the rest of the class 00:24:12.940 --> 00:24:15.660 that's exclusion and yet it can look exactly 00:24:15.660 --> 00:24:18.920 the same on paper that's a really important point 00:24:18.920 --> 00:24:22.240 and I speak to families who say they've had you 00:24:22.240 --> 00:24:24.579 know months and months and months of just driving 00:24:24.579 --> 00:24:26.960 up to the school dragging this child in so they 00:24:26.960 --> 00:24:29.380 can tick the attendance at school and then off 00:24:29.380 --> 00:24:31.759 they go I mean what's the point and what trauma 00:24:31.759 --> 00:24:35.220 are you causing doing that and also that trauma 00:24:35.220 --> 00:24:38.180 between breaking down the parent and child relationship 00:24:38.920 --> 00:24:41.559 Not just the school and the child. That's asking 00:24:41.559 --> 00:24:45.640 the parent to lose trust, lose loyalty, you know, 00:24:45.640 --> 00:24:48.480 huge breakdown of relationship. And then what 00:24:48.480 --> 00:24:50.680 has the child got? If you haven't even got trust 00:24:50.680 --> 00:24:53.339 with the parent and you feel like you're not 00:24:53.339 --> 00:24:55.819 even being understood by your own parents, I 00:24:55.819 --> 00:24:58.220 mean, that poor child, they really haven't got 00:24:58.220 --> 00:25:01.819 anyone. then gets it and that's just awful and 00:25:01.819 --> 00:25:04.140 that's i know that pressure comes from the school 00:25:04.140 --> 00:25:06.599 and then above that it comes from the local authority 00:25:06.599 --> 00:25:08.259 and above that it comes from the government to 00:25:08.259 --> 00:25:11.079 the school to the parent And that's why I talk 00:25:11.079 --> 00:25:13.359 about this repair and restore when we're at home. 00:25:13.400 --> 00:25:15.460 That's often what we're having to do as well. 00:25:15.500 --> 00:25:18.359 It's not just repairing that child from those 00:25:18.359 --> 00:25:21.400 experiences, but it's also repairing our relationship 00:25:21.400 --> 00:25:24.440 with our child because we have often broken their 00:25:24.440 --> 00:25:24.720 trust.