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SEND Resource Toolkit for Practitioners

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SEND Resource Toolkit for Practitioners A guide for people who work alongside or support children & young people who have special educational needs and/or S disability. E N If you desire to make a difference in the world you must be different D from the world, be the change you wish to see. T O O A child or young person has special educational needs and disabilities if they L have a learning difficulty and/or a disability. This means they may need K special health and educational support. I We shorten this to SEND. T Produced by young people from across the North West in partnership with POWAR Participate, Opportunity, Win, Achieve and Respect YOUNG PEOPLES FEELINGS and favourite quotes about special educational needs and/or disability & young people. Not every young person thinks the same, get to know the individual! I don't want to turn a SEND young person into someone who doesn't have SEND. I want to help a SEND young person who struggles become a SEND young person who doesn't struggle. We cannot always build a future for our youth but we can build our youth for the future. Progress isn’t always measured on paper If you desire to make a difference in the world you must be different from the world. Be the change you wish to see! The youth of today are the leaders of tomorrow! Finding joy in work is to discover the fountain of youth T hProducedi s r e s o byu r youngc e w peoplea s c o from- p r o acrossd u c e thed wNorthi t h y o u n g p e o p l e f r o m a c r oWests s tinh epartnership N o r t h Wwithe s t w h o c a m e t o g e t h e r o n l i n e i n t h e s u m m e r o f 2 0 2 0 . T h i s r e s o u r c e w a s c r e a t e d f r o m t h o s e Y o u t h V o i c e s e s s i o n s . What you will find: What is wellness? - page 4 What is Disability hate crime? - page 5 How can young people get involved in projects & services? - page 6 How to support young people- page 7 Residentials & School Trips - page 8 Digital Tips for workers & young people - page 8 Further information & links - page 10 W H A T I S W E L L N E S S ? : WHAT IS WELLNESS? The overall well-being of Diagnostic Overshadow: children and young people. It This is where professionals think that your diagnosis covers is defined in terms of averages all aspects of how you are feeling & reacting to the world. They don't look to see if it differs from your 'normal' of social conditions ‘Know your normal' toolkit is useful to look at and is encountered by children and produced by the organisation Ambitious about autism young people. https://www.ambitiousaboutautism.org.uk/what-we- do/youth-participation/youth-led-toolkits/know-your-normal When asked young people say We asked young people 'what can We asked how they wanted to wellness is: help them with wellness?': include their views: Seeing friends (100%) The support they can offer (75%) Being emotionally well (75% Myself (100%) How the council works (75%) Being physically well (75%) Friends (100%) What the council spends money on Choosing what i want to do (75%) People in hospitals/doctors (75%) (75%) Taking part in fun activities (50%) Family (50%) How to support children and families better (75%) Going to school/college/work(50%) Other adults in their life (50%) What activities/events there are for Seeing family (50%) People at school (0%) young people and their families (75%) *data from a survey that was sent out across the North West to young people accessing SEND support HOW WE WANT SUPPORT "We are individuals - just because we have the "Online friends are just as same diagnosis doesn’t important as real world "Going online and meeting in mean we are the same, friends, networks are groups is great. To be able to and like (or dislike) the important and should be meet people like us, to rant and same things." supported." share tips is great and really useful' THINKING POINTS FOR PRACTITIONERS: Can you find any How can you other resources support wellness about wellness and within young SEND young people? people? W H A T I S D I S A B I L I T Y H A T E C R I M E ? : Explaining a disability hate crime to a young person with SEND: As a group, we found that Hate crime is... some young people did not link -Someone making fun of or teasing you the issues and abuse they had about your disability. suffered as Hate Crime, and -Someone trying to frighten you had in instances been dealt because you have a disability. -Someone hurting you, breaking your with as bullying. things because you have a disability. -Someone tricking you such as taking money, and not paying you back. REMEMBER THAT -Someone making you do things they know are wrong. HATE CRIME IS A CRIME -Someone asking you to do things you It is against the law know ARE wrong. If you tell the police they have to take you seriously The police have to do something about HATE CRIME CAN HAPPEN AT it School Call police on 101 or 999 College Call Crimestoppers anonymously 0800 Work 555 111 Outside Clubs Public transport THINKING POINTS Anywhere FOR PRACTITIONERS: A young person may not view Advice to give young people to deal with it: themselves as disabled. You may You should ask a friend or someone have to talk to them to reassure them you trust for support. that if anyone says or does anything You should share what has happened to to them based on their diagnosis, you. then they can report it as a hate Keep telling until something happens crime, and the police have to take it If you see it, let people know. seriously... it's not just bullying! TELL SOMEONE! H O W C A N Y O U N G P E O P L E G E T I N V O L V E D I N S E R V I C E S ? : Young people feel that they should have a say in both what happens in their lives and also help plan the activities that are on offer for other SEND young people. This right is underpinned by the UN Convention on the Rights of the Child. GETTING YOUNG PEOPLE INVOLVED IN SERVICES: 1/3 Young people That we and other That we and the That we should Privilege stay involved youngP preiovpileege when they feel services we work allow young with make sure became involved in welcomed, and people time to get activities are more activities because there is a reason settled into the inclusive by they were to be there, event before planning ahead and supported to although they starting, as attend activities in letting people may not say much sometimes the the first place by know exactly what at first, workers getting there is as people they trusted they were coming should check that much of an (counsellor, family to, and how they they are ok, in the ordeal/stress as members and can get there! future, they may the event itself. youth workers.) talk more. THINKING POINTS FOR PRACTITIONERS: "coming up with solutions for any "making sure they are "be involved in the creative possible barriers that consistent!" may stop young process, have a friendly people getting atmosphere and the setting involved." is inclusive for all young people." MAKE OUR VOICES COUNT! HOW CAN YOUNG PEOPLE WITH SEND BE SUPPORTED BETTER?: Supporting young people to achieve their full potential is the most important part of youth work. The group felt that practitioners needed some advice to strengthen the support that is offered to young people. "STAFF WHO SUPPORT YOUNG PEOPLE" We need notice if the person supporting them is changing. We benefit from consistency. We need you to have a good understanding of our needs and how best to support us. You should ideally be someone who is fun to talk to. You should have a positive attitude towards disabilities including hidden disabilities. "WHAT STAFF NEED TO KNOW" That not all special needs young people are the same. That we are all different & have our own abilities. That they should have an understanding of me and my circumstances. That we will benefit from meetings away from noise and distractions That we will benefit from you summarising what has been agreed in meetings. THINKING POINTS FOR PRACTITIONERS: "STAFF CAN SHOW ME RESPECT BY": "I DO NOT LIKE IT WHEN STAFF": Getting to know me as an individual. Jump to conclusions/assumptions. Taking time to get to know me. Ask really personal questions, this Building a positive relationship with me. happens if you are in a wheelchair too. Being someone I can go to with problems Talk at you, when they should talk to you. and build trust. Refer to our autism, then talk to us like you we’re younger than we are. Use jargon or abbreviations. It causes confusion. If you are at a meeting with young people be prepared to take notes for the young people.
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