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 --> 00:00:30.190 As I did last summer holidays, I'm going to kind 00:00:30.190 --> 00:00:33.369 of run a roundup of this academic year's podcast 00:00:33.369 --> 00:00:36.710 episodes over the next few weeks for you to enjoy. 00:00:36.710 --> 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 --> 00:00:48.039 from the last year. I feel like whole class regulation 00:00:48.039 --> 00:00:51.100 strategies would be really helpful. So taking 00:00:51.100 --> 00:00:53.939 breaks, using tools or practicing self -regulation. 00:00:54.179 --> 00:00:57.119 So it's not seen as different, but a normal part 00:00:57.119 --> 00:01:00.219 of daily school life for everyone. And this is 00:01:00.219 --> 00:01:02.320 the first step in children building their self 00:01:02.320 --> 00:01:04.260 -awareness of their own needs and then their 00:01:04.260 --> 00:01:06.760 confidence and then later their ability to advocate 00:01:06.760 --> 00:01:10.079 for themselves at school. Other strategies like 00:01:10.079 --> 00:01:12.819 accessible spaces and sensory tools for students 00:01:12.819 --> 00:01:16.450 who might need them. make it easy to manage sensory 00:01:16.450 --> 00:01:19.290 needs without that stigma clear predictable routines 00:01:19.290 --> 00:01:22.310 and expect expectations and to help students 00:01:22.310 --> 00:01:25.090 feel safe and confident and the ability to engage 00:01:25.090 --> 00:01:27.849 in learning because obviously when neurodivergent 00:01:27.849 --> 00:01:29.870 students don't feel safe it'll be even harder 00:01:29.870 --> 00:01:32.030 for them to engage and participate at school 00:01:32.030 --> 00:01:36.280 um something else that's um It could be quite 00:01:36.280 --> 00:01:38.540 helpful as having those interest -based clubs 00:01:38.540 --> 00:01:41.359 and projects. So creating opportunities for students 00:01:41.359 --> 00:01:43.579 to connect with other peers over their shared 00:01:43.579 --> 00:01:47.659 passions. And that also can help to support socialization 00:01:47.659 --> 00:01:51.140 and sense of belonging in an authentic way for 00:01:51.140 --> 00:01:53.519 something that they really enjoy together. And 00:01:53.519 --> 00:01:56.340 then again, I think teacher and staff training 00:01:56.340 --> 00:01:59.280 on neurodiversity and strengths -based approaches 00:01:59.280 --> 00:02:02.760 would be really helpful to equip educators with. 00:02:03.120 --> 00:02:05.219 those evidence -based strategies to support every 00:02:05.219 --> 00:02:09.000 student's learning and their wellbeing. Yeah. 00:02:09.080 --> 00:02:11.479 And they're all things that are totally achievable 00:02:11.479 --> 00:02:13.479 for schools. Everything you mentioned there. 00:02:14.030 --> 00:02:16.669 can be easily added in fact there might be already 00:02:16.669 --> 00:02:18.710 starting those things maybe just like not even 00:02:18.710 --> 00:02:21.150 consciously already like our school clubs you 00:02:21.150 --> 00:02:23.370 know how could we make those even more accessible 00:02:23.370 --> 00:02:26.250 and even more as a celebration what are the barriers 00:02:26.250 --> 00:02:28.389 to some of our neurodivergent learners joining 00:02:28.389 --> 00:02:30.889 those clubs or maybe maybe that's a great place 00:02:30.889 --> 00:02:34.030 to start for your school I totally agree sharing 00:02:34.030 --> 00:02:36.490 across the year groups those shared interests 00:02:36.490 --> 00:02:40.159 is such a beautiful way Yeah. Offering those 00:02:40.159 --> 00:02:44.939 lovely social opportunities. Yeah. Yeah. Something 00:02:44.939 --> 00:02:48.439 that feels safe to them. Yeah. They can share 00:02:48.439 --> 00:02:50.580 their knowledge and their understanding of it 00:02:50.580 --> 00:02:52.319 and feel confident and say, I know something 00:02:52.319 --> 00:02:54.620 about this particular. I bet they are, but they're 00:02:54.620 --> 00:02:57.680 so incredibly wise about that subject. It's something 00:02:57.680 --> 00:03:00.259 that they are an expert in. So it gives them 00:03:00.259 --> 00:03:02.939 the opportunity to be the leader maybe in that 00:03:02.939 --> 00:03:05.520 social environment and teach their peers something, 00:03:05.639 --> 00:03:08.639 which is just awesome, isn't it? Yeah. Yeah, 00:03:08.659 --> 00:03:12.159 especially talking about mental health and connectedness. 00:03:12.199 --> 00:03:14.259 I think it's really great to find that balance 00:03:14.259 --> 00:03:16.740 in some way. So yeah, offering our neurodivergent 00:03:16.740 --> 00:03:18.860 students to share what they're great at is a 00:03:18.860 --> 00:03:21.560 really great start. Yeah, definitely. I love 00:03:21.560 --> 00:03:24.020 that. So all the more reason for teachers to 00:03:24.020 --> 00:03:26.680 step up and offer to do clubs. It's always something 00:03:26.680 --> 00:03:31.020 to avoid. In addition to everything else that... 00:03:31.020 --> 00:03:34.379 Whenever I mention clubs, I just look down like... 00:03:34.379 --> 00:03:38.780 But you need to find an educator that has a shared 00:03:38.780 --> 00:03:41.539 passion in a particular area. You know, like 00:03:41.539 --> 00:03:43.939 there's a teacher who loves Lego, could do a 00:03:43.939 --> 00:03:46.960 Lego -based or Pokemon. I know, you know. Right. 00:03:47.680 --> 00:03:50.580 there would be surely some some adults within 00:03:50.580 --> 00:03:52.780 true we've had we've got some incredible clubs 00:03:52.780 --> 00:03:54.840 at my school we've got knitting we've got art 00:03:54.840 --> 00:03:58.060 we've got music we've got sign language yeah 00:03:58.060 --> 00:04:01.500 lego all sorts it's really exciting but it takes 00:04:01.500 --> 00:04:03.819 that commitment from the staff member to stay 00:04:03.819 --> 00:04:06.659 after school and i guess i could never justify 00:04:06.659 --> 00:04:10.379 it before but actually when you when you display 00:04:10.379 --> 00:04:13.199 it like you have of building connectedness social 00:04:13.199 --> 00:04:16.300 opportunities neurodivergent people finally feeling 00:04:16.300 --> 00:04:18.699 like an expert in something they can take the 00:04:18.699 --> 00:04:21.939 lead i'm in well it could also be at lunch time 00:04:21.939 --> 00:04:25.699 it doesn't need to be after so flexibility and 00:04:25.699 --> 00:04:27.199 you can share it with a colleague i've done that 00:04:27.199 --> 00:04:29.620 before so we do a week each that makes it feel 00:04:29.620 --> 00:04:33.139 more achievable or a half term each makes it 00:04:33.139 --> 00:04:35.000 feel more achievable there are lots of ways around 00:04:35.000 --> 00:04:37.360 but now I'm you've kind of sold me on the whole 00:04:37.360 --> 00:04:39.360 thing now whereas I've always avoided it before 00:04:39.360 --> 00:04:41.720 so maybe that's homework for me coming from this 00:04:41.720 --> 00:04:43.899 podcast I always try and give myself some kind 00:04:43.899 --> 00:04:47.000 of developmental target after the podcast and 00:04:47.000 --> 00:04:49.800 um that's definitely one for me to like yeah 00:04:50.220 --> 00:04:53.600 There was also one more strategy that's embedded 00:04:53.600 --> 00:04:55.600 throughout the whole of the In My Shoes program. 00:04:55.779 --> 00:04:59.120 So across the 10 lesson plans, this strategy 00:04:59.120 --> 00:05:02.620 is embedded across all of them. And in each of 00:05:02.620 --> 00:05:04.339 the lesson plans, it covers a different area. 00:05:04.459 --> 00:05:07.079 So for example, managing conflict at break times, 00:05:07.300 --> 00:05:09.220 knowing yourself within the classroom, those 00:05:09.220 --> 00:05:11.660 sorts of things, or managing when change happens 00:05:11.660 --> 00:05:14.259 as well. It's called Look, Think, Decide. So 00:05:14.259 --> 00:05:16.720 the idea is that it's trying to teach students 00:05:16.720 --> 00:05:19.540 that perspective taking to be able to first... 00:05:19.529 --> 00:05:21.629 look at what's going on, what's happening in 00:05:21.629 --> 00:05:24.350 a situation, body language, facial expressions, 00:05:24.649 --> 00:05:27.009 tone of voice, think about what the person might 00:05:27.009 --> 00:05:29.209 be thinking, think about what the person might 00:05:29.209 --> 00:05:30.930 be feeling. And obviously our neurodivergent 00:05:30.930 --> 00:05:32.709 students might need scaffolding and support with 00:05:32.709 --> 00:05:34.509 this. And within the program, there is those 00:05:34.509 --> 00:05:36.930 resources to help with that. And then the last 00:05:36.930 --> 00:05:39.629 step is to decide what can I do in this situation 00:05:39.629 --> 00:05:42.949 that might be an inclusive action to help in 00:05:42.949 --> 00:05:44.970 this scenario. So the idea is that the child 00:05:44.970 --> 00:05:47.209 is trying to put themselves in someone else's 00:05:47.209 --> 00:05:49.870 shoes. So that's a name. of the program in my 00:05:49.870 --> 00:05:52.509 shoes so I think if we could help and another 00:05:52.509 --> 00:05:55.370 simple strategies at school could be to help 00:05:55.370 --> 00:05:57.850 start teaching that perspective taking and to 00:05:57.850 --> 00:06:01.129 get all students to start shifting their perspective 00:06:01.129 --> 00:06:03.670 of you know how would I feel if I was in their 00:06:03.670 --> 00:06:06.670 shoes what can I look at what's happening can 00:06:06.670 --> 00:06:09.009 I think about it and can I decide what I can 00:06:09.009 --> 00:06:17.970 do to help And I find that really fascinating 00:06:17.970 --> 00:06:22.269 because I think every child would thrive in such 00:06:22.269 --> 00:06:26.389 a bespoke environment that adapts literally to 00:06:26.389 --> 00:06:30.430 them. Special education needs or not. I just 00:06:30.430 --> 00:06:32.430 think every child would thrive in that situation. 00:06:32.550 --> 00:06:34.990 It's why homeschoolers do so well because it 00:06:34.990 --> 00:06:36.889 is built on their interests. It's built on their 00:06:36.889 --> 00:06:39.879 style of learning and all of that. I just think, 00:06:39.879 --> 00:06:44.620 no, special education is a luxury. And we're 00:06:44.620 --> 00:06:47.639 so lucky to be able to choose that as a career 00:06:47.639 --> 00:06:50.339 and as a path because it does give that freedom 00:06:50.339 --> 00:06:52.600 to meet every child's needs where they're at 00:06:52.600 --> 00:06:54.879 that you can't do when you've got 30. You couldn't 00:06:54.879 --> 00:06:56.199 possibly. You could be the best teacher in the 00:06:56.199 --> 00:06:58.300 world and you've got 30 faces in front of you. 00:06:58.339 --> 00:07:00.990 You couldn't possibly. make them all feel seen 00:07:00.990 --> 00:07:03.629 and heard and needs met in that moment is not 00:07:03.629 --> 00:07:06.930 possible. But you can in special education. And 00:07:06.930 --> 00:07:10.889 it's so fulfilling as a teacher to have that 00:07:10.889 --> 00:07:13.290 impact. Is there anything that you miss, though, 00:07:13.329 --> 00:07:15.370 from mainstream? Because it is very different. 00:07:15.709 --> 00:07:21.410 It is. I don't think I saw it as big of a deal 00:07:21.410 --> 00:07:24.490 as other people saw it. But then I do it with 00:07:24.490 --> 00:07:26.110 most things. I'm like, oh, I'll just give it 00:07:26.110 --> 00:07:28.009 a go. I'll give it a try. That's the worst that 00:07:28.009 --> 00:07:30.980 can happen, right? well exactly I thought it's 00:07:30.980 --> 00:07:34.180 um yeah and I why not have a change why not try 00:07:34.180 --> 00:07:36.000 something new but I think the thing I do miss 00:07:36.000 --> 00:07:38.160 I was worried I'd miss colleagues and I'd be 00:07:38.160 --> 00:07:41.120 isolated like I said to the staff I absolutely 00:07:41.120 --> 00:07:43.660 love them and they put up with me knocking on 00:07:43.660 --> 00:07:46.800 their door all the time and I do think the thing 00:07:46.800 --> 00:07:49.230 that goes round and round in my head is that 00:07:49.230 --> 00:07:52.350 assessment how that i think that you just so 00:07:52.350 --> 00:07:54.490 when you become a teacher it's so ingrained in 00:07:54.490 --> 00:07:56.550 you must assess you must have compared you must 00:07:56.550 --> 00:07:59.250 have next step like when i was finding that actually 00:07:59.250 --> 00:08:02.490 to anybody that would listen i could reel off 00:08:02.490 --> 00:08:04.230 everything the child could do everything that 00:08:04.230 --> 00:08:06.129 i think in my head they're working for i could 00:08:06.129 --> 00:08:07.769 reel it all off but obviously if i wasn't in 00:08:07.769 --> 00:08:10.250 that day who am i going to reel it off to so 00:08:10.250 --> 00:08:14.170 having that a bit more A bit more of a rigid 00:08:14.170 --> 00:08:16.350 scaffold, which actually in reality I don't like. 00:08:16.689 --> 00:08:18.389 This is why it suits me so well. You feel like 00:08:18.389 --> 00:08:21.209 you should have that, yeah. Yeah, I kept waiting. 00:08:21.329 --> 00:08:22.829 I was like, okay, the local authority are going 00:08:22.829 --> 00:08:24.470 to come round and check. We've been here a month. 00:08:24.569 --> 00:08:26.189 They'll come round with their clipboard, tell 00:08:26.189 --> 00:08:29.589 us to be doing X, Y, Z. They came, nodded, left. 00:08:30.050 --> 00:08:33.090 Stead came, nodded, left. I think the thing I 00:08:33.090 --> 00:08:37.090 miss the most is maybe having like a big brother 00:08:37.090 --> 00:08:39.289 telling me what to do kind of thing. Yeah, because 00:08:39.289 --> 00:08:42.389 you're the pioneer in there. Yeah, but I don't... 00:08:42.809 --> 00:08:44.929 I think because it's going well and because of 00:08:44.929 --> 00:08:48.929 the relationships I have with staff, I'm not 00:08:48.929 --> 00:08:51.049 missing it. And actually, at the moment, we're 00:08:51.049 --> 00:08:53.029 kind of working on like five or six different 00:08:53.029 --> 00:08:55.750 ways of assessing. But they are so different. 00:08:55.850 --> 00:09:00.690 I don't feel it's right to. Communication and 00:09:00.690 --> 00:09:05.289 speech, for example, just because one is a really 00:09:05.289 --> 00:09:08.389 good communicator using words, one is like a 00:09:08.389 --> 00:09:12.860 gestalt stage three speaker, and one is... non 00:09:12.860 --> 00:09:15.539 -speaking I don't it's I could have created my 00:09:15.539 --> 00:09:17.299 own scale but actually I'm not going to say they're 00:09:17.299 --> 00:09:20.440 on stage one right if I do xyz they're going 00:09:20.440 --> 00:09:22.960 to be here yeah because it's not because isn't 00:09:22.960 --> 00:09:25.500 it yeah yeah and you almost I would need I was 00:09:25.500 --> 00:09:27.919 trying to make 12 different ways to assess or 00:09:27.919 --> 00:09:30.960 I was bringing welcome I was I was any kind of 00:09:30.960 --> 00:09:33.799 way and so I kind of just settled on all the 00:09:33.799 --> 00:09:35.860 little ways we're assessing I'm trying not to 00:09:35.860 --> 00:09:37.879 trying to put them all into one group because 00:09:37.879 --> 00:09:39.279 they're not and they're not going to have the 00:09:39.279 --> 00:09:42.330 same outcomes exactly and ultimately like the 00:09:42.330 --> 00:09:45.110 targets are the speech and language targets or 00:09:45.110 --> 00:09:47.549 the targets are their individual educational 00:09:47.549 --> 00:09:51.169 plan or their um educational health care targets 00:09:51.169 --> 00:09:53.750 like you don't actually need any more targets 00:09:53.750 --> 00:09:55.730 than that like that already is the priority and 00:09:55.730 --> 00:09:58.309 it's trying to get your head into that mindset 00:09:58.309 --> 00:10:01.570 isn't it of like my only legal requirement is 00:10:01.570 --> 00:10:04.629 to meet the eacp like that is it and it's like 00:10:04.629 --> 00:10:07.309 which can be interesting well yeah that's another 00:10:07.309 --> 00:10:09.970 thing do use your reviews wisely in that first 00:10:09.970 --> 00:10:11.970 year of having a child often you have to like 00:10:11.970 --> 00:10:14.090 rewrite the whole thing yeah i've had some awful 00:10:14.090 --> 00:10:17.169 targets on them our previous ones like eye contact 00:10:17.169 --> 00:10:20.429 and all sorts so yeah sometimes like we do it 00:10:20.429 --> 00:10:23.360 all but once you're happy with like what you're 00:10:23.360 --> 00:10:25.820 working with and yeah that is the target isn't 00:10:25.820 --> 00:10:28.399 it so you know that that is what matters and 00:10:28.399 --> 00:10:31.500 that is so beautiful as well for those people 00:10:31.500 --> 00:10:33.899 that are listening to this mainstream teachers 00:10:33.899 --> 00:10:36.340 because we do have a few and thinking oh this 00:10:36.340 --> 00:10:39.059 sounds interesting I'm thinking about making 00:10:39.059 --> 00:10:42.279 a shift what would be your advice to them one 00:10:42.279 --> 00:10:44.799 when they're thinking about whether they want 00:10:44.799 --> 00:10:46.440 to make the shift but then also people maybe 00:10:46.440 --> 00:10:49.159 that are also in where you were a couple of years 00:10:49.159 --> 00:10:51.539 ago starting this new thing or last year starting 00:10:51.539 --> 00:10:54.039 this new thing what is what's your advice for 00:10:54.039 --> 00:10:56.200 those people too I suppose there's two groups 00:10:56.200 --> 00:10:59.700 there I would well I did it a little bit at the 00:10:59.700 --> 00:11:01.919 beginning before we had any children but I wish 00:11:01.919 --> 00:11:05.000 I did more of it just go and visit where you 00:11:05.000 --> 00:11:07.340 can because just because you've seen one base 00:11:07.340 --> 00:11:09.820 provision doesn't mean you've seen them just 00:11:09.820 --> 00:11:11.220 because you've been to one specialist school 00:11:11.220 --> 00:11:13.519 doesn't mean you've seen and I think the more 00:11:13.519 --> 00:11:15.639 I saw the more people I networked with the more 00:11:15.639 --> 00:11:17.679 I not even for me knowing what to do because 00:11:17.679 --> 00:11:20.039 I did I know what to do we're teachers we're 00:11:20.039 --> 00:11:22.460 trained we're caring people we know how to meet 00:11:22.460 --> 00:11:24.519 the needs of children we know how to find out 00:11:24.519 --> 00:11:26.519 how to meet the needs of children but I think 00:11:26.519 --> 00:11:29.080 for my own peace of mind seeing other people 00:11:29.080 --> 00:11:30.840 and seeing actually that we've they've all made 00:11:30.840 --> 00:11:33.049 their own way and it's okay to be flexible in 00:11:33.049 --> 00:11:37.149 that way I has really benefited me and I think 00:11:37.149 --> 00:11:40.250 um just getting to go and see them because you 00:11:40.250 --> 00:11:42.169 think they don't exist you think they're special 00:11:42.169 --> 00:11:45.570 or like exclusive and hidden but like like you've 00:11:45.570 --> 00:11:47.649 you're one I'm one they're popping up they're 00:11:47.649 --> 00:11:49.129 popping up everywhere I don't think they're going 00:11:49.129 --> 00:11:52.659 to go anywhere no not that's why I started my 00:11:52.659 --> 00:11:54.740 account actually because they did feel so exclusive 00:11:54.740 --> 00:11:56.980 and hidden and that they were all behind a locked 00:11:56.980 --> 00:11:59.759 door because of the children's safety and we 00:11:59.759 --> 00:12:02.919 were doing such gorgeous work and I love my job 00:12:02.919 --> 00:12:06.120 so much with we're really experts what we do 00:12:06.120 --> 00:12:08.820 and my team are and I just wanted to celebrate 00:12:08.820 --> 00:12:10.919 that honestly like I wanted other people to see 00:12:10.919 --> 00:12:13.179 it and just because of the nature and anxiety 00:12:13.179 --> 00:12:16.759 of my children We weren't able to do that as 00:12:16.759 --> 00:12:18.919 well as I wanted to. So that is why I started 00:12:18.919 --> 00:12:21.600 this. I just wanted to shout out, like we aren't 00:12:21.600 --> 00:12:24.299 an institution. This is love. Like this is teaching 00:12:24.299 --> 00:12:28.200 at its absolute highest quality, best level teaching. 00:12:28.600 --> 00:12:32.620 Like this is it. Like learn from us. We're experts. 00:12:32.840 --> 00:12:34.700 That's kind of like what my account was about. 00:12:34.879 --> 00:12:37.139 And I'm really pleased that it's coming across 00:12:37.139 --> 00:12:40.299 the right people like yourself of like. inspiring 00:12:40.299 --> 00:12:42.100 other creators because it's not for everybody 00:12:42.100 --> 00:12:44.980 and I respect it if it's not for you that's absolutely 00:12:44.980 --> 00:12:48.100 fine but if you have got that kind of creative 00:12:48.100 --> 00:12:51.320 inkling that desire for send you're seeing these 00:12:51.320 --> 00:12:53.460 send kids in mainstream and something in your 00:12:53.460 --> 00:12:55.700 gut is telling you that you kind of want to do 00:12:55.700 --> 00:12:57.220 something a little bit more creative a little 00:12:57.220 --> 00:12:59.360 bit out there test the waters a little bit then 00:12:59.360 --> 00:13:01.799 yeah go and see your local specialist provisions 00:13:01.799 --> 00:13:04.419 your local provisions talk to your head teacher 00:13:04.419 --> 00:13:06.840 about possibly starting a resource space and 00:13:06.840 --> 00:13:09.320 give it a go because genuinely what is the worst 00:13:09.320 --> 00:13:10.759 that could happen it could be the best decision 00:13:10.759 --> 00:13:20.019 you've ever made right people are gonna want 00:13:20.019 --> 00:13:22.379 to know how to get hold of you especially for 00:13:22.379 --> 00:13:24.159 the lesson plans but for everything else you 00:13:24.159 --> 00:13:27.120 offer so you do you it's magic moves isn't it 00:13:27.120 --> 00:13:29.220 that you do it's a movement -based program for 00:13:29.220 --> 00:13:31.639 schools and a six -month program for parents 00:13:31.639 --> 00:13:34.179 do you want to talk about that a little bit yes 00:13:34.179 --> 00:13:37.100 um yeah so my school's program is called magic 00:13:37.100 --> 00:13:41.059 moves it's a movement program so it's essentially 00:13:41.059 --> 00:13:46.379 40 weeks of movement videos that uh tell a story 00:13:46.379 --> 00:13:49.639 so each week is a different story so maybe week 00:13:49.639 --> 00:13:52.659 one might be jungle theme week two might be under 00:13:52.659 --> 00:13:55.940 the sea or whatever and each day builds upon 00:13:55.940 --> 00:13:59.580 the story every video is only about five minutes 00:13:59.580 --> 00:14:02.080 long so it's about five minutes a day it's really 00:14:02.080 --> 00:14:04.980 great for a movement break and all the movements 00:14:04.980 --> 00:14:08.419 are those early developmental movements plus 00:14:08.419 --> 00:14:12.220 proprioceptive input plus interoception as well 00:14:12.220 --> 00:14:14.799 so it helps children tune into themselves so 00:14:14.799 --> 00:14:17.200 it's essentially a program that I pulled together 00:14:17.200 --> 00:14:21.100 because I it was everything I want to kind of 00:14:21.100 --> 00:14:24.519 see happen in schools that I say over and over 00:14:24.519 --> 00:14:26.980 and over again and I thought actually why couldn't 00:14:26.980 --> 00:14:29.600 I bring this all together and do it in a really 00:14:29.600 --> 00:14:32.700 fun story -based way it's a pre -recorded thing 00:14:32.700 --> 00:14:34.659 you could either play on your whiteboard or play 00:14:34.659 --> 00:14:39.100 at home whenever you need that really rich well 00:14:39.100 --> 00:14:42.320 put together movement break yeah or movement 00:14:42.320 --> 00:14:45.120 movement um it'd be a really good thing to play 00:14:45.120 --> 00:14:48.200 that's awesome I love the sound of that you've 00:14:48.200 --> 00:14:50.480 also got calm the chaos as well can you tell 00:14:50.480 --> 00:14:53.179 us a little bit yes sure in fact actually before 00:14:53.179 --> 00:14:55.399 i talk about calm the chaos i might just say 00:14:55.399 --> 00:14:59.080 on that you can also add other bits so i i also 00:14:59.080 --> 00:15:02.259 do sensory champion training so i like training 00:15:02.259 --> 00:15:05.600 kind of one or two or a few staff in a school 00:15:05.600 --> 00:15:09.629 to be almost sensory champions so they are kind 00:15:09.629 --> 00:15:11.490 of the sensory lead for that school and it's 00:15:11.490 --> 00:15:13.490 quite an intensive training that I do with them 00:15:13.490 --> 00:15:15.769 and intensive support and they have a lot of 00:15:15.769 --> 00:15:18.789 access to me and it helps filter down those kind 00:15:18.789 --> 00:15:20.710 of sensory bits throughout the whole school. 00:15:20.909 --> 00:15:23.330 It really adds it then in the whole school. Yeah 00:15:23.330 --> 00:15:26.269 absolutely and I think it's quite a empowering 00:15:26.269 --> 00:15:28.990 role for a member of staff to have as well especially 00:15:28.990 --> 00:15:31.389 when you start seeing the kind of impact of it. 00:15:32.110 --> 00:15:34.509 And I'm sure every headteacher or SENCO listening 00:15:34.509 --> 00:15:36.690 to this can immediately think of somebody in 00:15:36.690 --> 00:15:38.250 their school that would be a great advocate, 00:15:38.370 --> 00:15:40.610 that's already a great advocate, really harness 00:15:40.610 --> 00:15:44.330 that interest and really boost out the skills 00:15:44.330 --> 00:15:47.730 in you to get everybody else levelled up, I suppose. 00:15:48.110 --> 00:15:51.129 Absolutely. And what's lovely about that is we 00:15:51.129 --> 00:15:54.419 also have a monthly. Q &A session for all the 00:15:54.419 --> 00:15:56.879 sensory champions. So all the staff from the 00:15:56.879 --> 00:15:59.500 different schools can come together and talk 00:15:59.500 --> 00:16:01.460 about what they're doing in their school. And 00:16:01.460 --> 00:16:03.460 it's a really nice kind of networking opportunity 00:16:03.460 --> 00:16:07.919 as well. So that's been really lovely. And then 00:16:07.919 --> 00:16:10.720 I've got my parent program, which is Calm the 00:16:10.720 --> 00:16:14.500 Chaos. So it's a six month, quite intensive support 00:16:14.500 --> 00:16:18.379 package. Again, because working in previous roles, 00:16:18.539 --> 00:16:21.690 I was never able to give families. the level 00:16:21.690 --> 00:16:24.750 of support that they needed and the kind of long 00:16:24.750 --> 00:16:27.590 period of time that they needed to embed things 00:16:27.590 --> 00:16:30.210 and just to have someone there for them so i've 00:16:30.210 --> 00:16:32.909 developed that so i can kind of feel a bit like 00:16:32.909 --> 00:16:35.090 a family member to them and they can just rely 00:16:35.090 --> 00:16:39.899 on me when they need me yeah absolutely and I'm 00:16:39.899 --> 00:16:42.860 with them every step of the way and so in that 00:16:42.860 --> 00:16:45.820 you've got some coaching with me you've got training 00:16:45.820 --> 00:16:48.220 videos based on your child's needs you've got 00:16:48.220 --> 00:16:51.080 sensory screenings you've got support for the 00:16:51.080 --> 00:16:54.700 school you've got the movement videos um there's 00:16:54.700 --> 00:16:57.580 a lot in it And it's quite an intensive package, 00:16:57.679 --> 00:17:00.779 but it's really wanted it to just feel like a 00:17:00.779 --> 00:17:03.600 hug for a family. And it's to support the whole 00:17:03.600 --> 00:17:06.180 family. And I can help with multiple children. 00:17:06.259 --> 00:17:08.779 I can even help adults understand their own sensory 00:17:08.779 --> 00:17:12.920 needs. So those are my two main packages, really. 00:17:13.220 --> 00:17:15.859 They sound incredible. And it's so what's needed. 00:17:15.960 --> 00:17:19.000 Like I said, I'm in Cornwall and getting access 00:17:19.000 --> 00:17:22.480 to anybody is so, so difficult. That's if you 00:17:22.480 --> 00:17:26.720 know what you're even after. and it's so difficult 00:17:26.720 --> 00:17:30.079 to even know who you need in the therapy kind 00:17:30.079 --> 00:17:33.420 of world. So that sounds amazing. And I would 00:17:33.420 --> 00:17:35.839 say from my experience of working with a load 00:17:35.839 --> 00:17:39.599 of different experts, regulation is first. So 00:17:39.599 --> 00:17:42.619 if you're struggling with any other areas, behaviour, 00:17:43.019 --> 00:17:46.359 communication, whatever it is, eating, everything, 00:17:46.480 --> 00:17:50.019 all comes back down to regulation. So I would 00:17:50.019 --> 00:17:52.809 say I would advocate that. It's a really good 00:17:52.809 --> 00:17:55.289 place to start a funeral, I'm sure. Yeah, 100%. 00:17:55.289 --> 00:17:58.490 Regulation before everything. I will die on that 00:17:58.490 --> 00:18:00.710 hill. I mean... Everyone will expect you to say 00:18:00.710 --> 00:18:01.910 that because you're an occupational therapist. 00:18:02.210 --> 00:18:04.130 Occupational therapists say that. So I'm just 00:18:04.130 --> 00:18:06.470 going to put my thing as well. I agree. I'm a 00:18:06.470 --> 00:18:08.750 special education teacher. I teach lots of different 00:18:08.750 --> 00:18:10.769 things. I speak to lots of different people. 00:18:10.809 --> 00:18:13.710 And I agree with you that regulation is key. 00:18:13.849 --> 00:18:16.269 It has to come first. It really, really does. 00:18:16.450 --> 00:18:19.049 Without that, you can't hope you could have the 00:18:19.049 --> 00:18:20.869 best systems in the world. You can have the best 00:18:20.869 --> 00:18:23.529 communication, iPad and training and expertise 00:18:23.529 --> 00:18:27.630 in the world. It will not support as well as 00:18:27.630 --> 00:18:30.380 it can do. your children are regulated so yeah 00:18:30.380 --> 00:18:37.819 i definitely i would die on that hill too so 00:18:37.819 --> 00:18:41.279 for those that haven't heard of rise therapy 00:18:41.279 --> 00:18:46.359 it's a four -step system of and led by the learners 00:18:46.359 --> 00:18:49.519 and so the pace is led by the learners and you 00:18:49.519 --> 00:18:51.839 moving from step to step is led by the learners 00:18:51.839 --> 00:18:54.619 too and if you only if they're only ready for 00:18:54.619 --> 00:18:57.680 step one and you just do step one That's also 00:18:57.680 --> 00:19:00.339 good. And that was the fundamentals of this neurofaring 00:19:00.339 --> 00:19:02.079 practice. Remember, we're listening to them. 00:19:02.220 --> 00:19:04.500 We're helping them to understand their bodies 00:19:04.500 --> 00:19:06.579 and when they need to move on and when they don't. 00:19:06.579 --> 00:19:09.799 So step one is all about regulation and reconnection. 00:19:09.819 --> 00:19:12.720 So it's all about connecting after anything that's 00:19:12.720 --> 00:19:14.579 broken down, any broken promises that have happened 00:19:14.579 --> 00:19:16.380 all throughout the day. We break promises all 00:19:16.380 --> 00:19:19.900 the time as practitioners. Even if we don't know 00:19:19.900 --> 00:19:21.799 we have, you know, a learner might have been 00:19:21.799 --> 00:19:23.920 expecting a certain snack and then it's not in 00:19:23.920 --> 00:19:25.759 their lunchbox. So we've broken that promise, 00:19:25.900 --> 00:19:28.220 you know. Maybe we've made a change to the timetable. 00:19:28.220 --> 00:19:29.779 Maybe the photographer's in the hall and the 00:19:29.779 --> 00:19:31.740 PE can't happen. Maybe it's raining, so we have 00:19:31.740 --> 00:19:33.700 outdoor play. All of those kind of broken promises 00:19:33.700 --> 00:19:36.599 throughout the day. So step one's all about reconnecting, 00:19:36.599 --> 00:19:41.019 co -regulation, and yeah, regulating together 00:19:41.019 --> 00:19:42.400 and connecting together in a beautiful, intensive 00:19:42.400 --> 00:19:44.559 interaction kind of way, if you know that term. 00:19:44.700 --> 00:19:47.759 And then step two, if they're ready, is about 00:19:47.759 --> 00:19:52.319 a lead adult stepping away. and inviting them 00:19:52.319 --> 00:19:56.140 into a group type scenario so it will be highly 00:19:56.140 --> 00:19:59.000 visual highly motivating and the idea is that 00:19:59.000 --> 00:20:01.799 we want the learners to notice this and come 00:20:01.799 --> 00:20:05.130 on over on their own terms or not come over on 00:20:05.130 --> 00:20:07.549 their own terms. And that is honoured also if 00:20:07.549 --> 00:20:11.029 they want to stay in step one or they can observe, 00:20:11.250 --> 00:20:13.250 they can come on over. And the idea is when they 00:20:13.250 --> 00:20:16.049 do come over, we start steps three right away. 00:20:16.150 --> 00:20:18.150 They get right into the action straight away. 00:20:18.369 --> 00:20:20.289 We've had learners to jump straight into the 00:20:20.289 --> 00:20:23.470 tough trays. We've had learners sprinkling things, 00:20:23.690 --> 00:20:25.490 banging things. They're in the action straight 00:20:25.490 --> 00:20:28.049 away. They don't have to wait. They want to explore. 00:20:28.109 --> 00:20:29.690 We've got their engagement. We're going to validate 00:20:29.690 --> 00:20:33.430 that and celebrate that. Step three is... about 00:20:33.430 --> 00:20:36.980 being alone together so playing in all of our 00:20:36.980 --> 00:20:39.839 own beautiful ways but alongside each other because 00:20:39.839 --> 00:20:42.559 that's how collaboration starts that's how social 00:20:42.559 --> 00:20:44.700 interaction starts and we have seen some really 00:20:44.700 --> 00:20:47.759 lovely interactions happening on their own terms 00:20:47.759 --> 00:20:50.059 which is really exciting and meanwhile the adults 00:20:50.059 --> 00:20:52.720 are kind of validating all of the communication 00:20:52.720 --> 00:20:56.559 they see all the attempts all of the social play 00:20:56.559 --> 00:20:58.640 attempts all of their play styles and all of 00:20:58.640 --> 00:21:00.880 those things everything's safe we are validating 00:21:00.880 --> 00:21:03.220 and modeling back at them and then step four 00:21:03.690 --> 00:21:05.470 When we're ready, when the learners are kind 00:21:05.470 --> 00:21:08.109 of feeling like they've had enough and you can 00:21:08.109 --> 00:21:11.369 see that they're starting to disengage, maybe 00:21:11.369 --> 00:21:13.829 wander off, maybe, you know, finish playing. 00:21:14.069 --> 00:21:16.930 It's time for step four, which is ending. A whole 00:21:16.930 --> 00:21:19.630 section on its own, all about the ending of a 00:21:19.630 --> 00:21:22.069 loved activity, transitioning out of it and what 00:21:22.069 --> 00:21:25.890 that looks like. So it looks like making a game 00:21:25.890 --> 00:21:28.349 out of tidying up a little bit Mary Poppins style. 00:21:28.569 --> 00:21:30.730 Find the game in the tidying up so it's less 00:21:30.730 --> 00:21:33.269 triggering and less dysregulating for our learners. 00:21:33.390 --> 00:21:35.609 And also that they can see that it's visually 00:21:35.609 --> 00:21:38.670 and slowly in their own time coming to an end. 00:21:38.769 --> 00:21:41.210 We get rid of the visual clutter and they can 00:21:41.210 --> 00:21:44.089 see that, you know, they can pace it out that 00:21:44.089 --> 00:21:46.829 the ending doesn't happen straight. away and 00:21:46.829 --> 00:21:49.150 we go and get on with something else just as 00:21:49.150 --> 00:21:51.490 even more exciting over the other women and they 00:21:51.490 --> 00:21:53.670 can join again something that we noticed was 00:21:53.670 --> 00:21:57.890 I only wanted to create this as a afternoon communication 00:21:57.890 --> 00:22:01.630 group offer activity lesson to replace some of 00:22:01.630 --> 00:22:03.690 the more compliance -based practices that I was 00:22:03.690 --> 00:22:06.690 using before but actually what's happened is 00:22:06.690 --> 00:22:09.190 it isn't a lone session at all it's actually 00:22:09.190 --> 00:22:13.130 now kind of bled into everything we do so even 00:22:13.130 --> 00:22:15.970 when my learner to go to the toilet for example 00:22:15.970 --> 00:22:19.029 we are using a rise race approach to do that 00:22:19.029 --> 00:22:20.930 we're thinking okay we need to connect first 00:22:20.930 --> 00:22:22.809 before we ask them to do this really tricky activity 00:22:22.809 --> 00:22:25.490 for them how can we make the activity as fun 00:22:25.490 --> 00:22:27.930 and affirming as possible and validating for 00:22:27.930 --> 00:22:30.150 them and their needs and then how can we finish 00:22:30.150 --> 00:22:33.869 this activity in a really positive and learner 00:22:33.869 --> 00:22:36.730 play and it's kind of it's led into everything 00:22:36.730 --> 00:22:39.089 really so we call it rise sessions but actually 00:22:39.089 --> 00:22:41.470 it seems to be like a rise system more than that 00:22:41.470 --> 00:22:45.269 because it really is in the best neurofirming 00:22:45.269 --> 00:22:48.069 practice. And I'm incredibly proud of it and 00:22:48.069 --> 00:22:50.369 we've seen some amazing results. I went to a 00:22:50.369 --> 00:22:53.730 school just last week and I'd never met the learners 00:22:53.730 --> 00:22:56.970 before. They were early years, absolutely gorgeous. 00:22:57.230 --> 00:23:00.000 I think I was 10. early years autistic children 00:23:00.000 --> 00:23:02.599 non -speaking that I'd never met before and ran 00:23:02.599 --> 00:23:05.819 a RISE session and every single one of them joined 00:23:05.819 --> 00:23:08.759 it when they don't normally. We had some beautiful 00:23:08.759 --> 00:23:12.680 spoken and AAC communication and we finished 00:23:12.680 --> 00:23:15.480 the activity regulated and having had a really 00:23:15.480 --> 00:23:17.900 great time and that would just never happen in 00:23:17.900 --> 00:23:20.279 a brand new class that I'd never met before with 00:23:20.279 --> 00:23:22.500 other practices that I've used in the past which 00:23:22.500 --> 00:23:25.240 just shows that the learners were heard, they 00:23:25.240 --> 00:23:27.910 were invested, they wanted to be there. And all 00:23:27.910 --> 00:23:29.930 of a sudden there was no behaviours because they 00:23:29.930 --> 00:23:32.769 wanted to be there. And often crisis behaviours 00:23:32.769 --> 00:23:34.470 and hurting behaviours come from two things, 00:23:34.509 --> 00:23:37.190 either not feeling heard and understood and things 00:23:37.190 --> 00:23:39.970 feeling triggering for them. and then being made 00:23:39.970 --> 00:23:43.529 to do it or a sense of not um dysregulation as 00:23:43.529 --> 00:23:45.930 in the sensory wise and i feel like rise listens 00:23:45.930 --> 00:23:48.109 to their sensory needs and regulation all the 00:23:48.109 --> 00:23:49.769 way through and it also helps them to feel heard 00:23:49.769 --> 00:23:52.470 so we just we're just not seeing as much of that 00:23:52.470 --> 00:23:55.450 um spiking behavior yeah i don't know what you've 00:23:55.450 --> 00:23:58.869 found yes so i've really liked it's exactly what 00:23:58.869 --> 00:24:01.569 you said about like some of those i guess key 00:24:01.569 --> 00:24:04.190 principles as well like that connection with 00:24:04.190 --> 00:24:07.769 the child and i think having that time to regulate 00:24:07.769 --> 00:24:10.009 at the beginning learning it kind of reminds 00:24:10.009 --> 00:24:13.950 me of the there's like a triangle model the Taylor 00:24:13.950 --> 00:24:16.670 Trott pyramid of learning you know where it starts 00:24:16.670 --> 00:24:19.089 with the central nervous system then it's like 00:24:19.089 --> 00:24:21.869 sensory systems the auditory and visual processing 00:24:21.869 --> 00:24:24.829 language then learning it's just so nice to sort 00:24:24.829 --> 00:24:26.529 of it's so funny you mentioned that because that 00:24:26.529 --> 00:24:28.109 is absolutely the fundamentals of everything 00:24:28.109 --> 00:24:29.950 I do if you want to look at it up it's called 00:24:29.950 --> 00:24:32.230 the pyramid of learning and yeah it's so true 00:24:32.230 --> 00:24:35.779 it the sensory system is the basis of all learning 00:24:35.779 --> 00:24:37.319 and then right at the top of this pyramid is 00:24:37.319 --> 00:24:39.599 academic learning there's no way we could get 00:24:39.599 --> 00:24:41.539 to that point without all of these fundamental 00:24:41.539 --> 00:24:42.960 skills learned beforehand