This week at our ‘Boy Raised’ book club we met ‘James’, a six year old who was severely abused for almost all of his life by his adoptive mother. It transpired that she suffered from Munchausen syndrome by proxy, or Factitious Disorder Imposed on Another (FDIA), and all of her children were swiftly removed followingContinue reading “The risk of misdiagnosing distress & three key questions that educators must ask – a reflection on Chapter 9 of ‘Boy Raised as a Dog’”
Category Archives: Special Needs
SEMH Provision – who is it really for? A reflection on Chapter 5 of ‘Boy who was Raised as a Dog’
It was really lovely to see familiar faces as well as a new one (good to finally meet you Mark Goodwin!) during this period of social distancing. The pleasing symmetry of Dr. Perry’s book, about the importance of human connection, being the inspiration for our get-together was not lost on any of us. It’s fairContinue reading “SEMH Provision – who is it really for? A reflection on Chapter 5 of ‘Boy who was Raised as a Dog’”
Practical strategies for adults working 1:1 with insecurely attached pupils.
These strategies are taken in large part from Louise Bomber’s ‘What About Me?’ Whilst the book is specifically about attachment difficulties and how to help pupils overcome these within caring schools, it is important to note that the strategies can be applied more widely. In particular, many of the approaches will benefit pupils on theContinue reading “Practical strategies for adults working 1:1 with insecurely attached pupils.”
Three reasons why every school should support No Pens Day
In his government commissioned review of services for young people with communication difficulties, John Bercow made a powerful case for early intervention by highlighting the “multiple risks” that children face when their communication needs are not met. These include “lower educational attainment, behaviour problems, emotional and psychological difficulties, poorer employment prospects, challenges to mental health and,Continue reading “Three reasons why every school should support No Pens Day”
Helping vulnerable pupils cope with managed moves, or other transitions
Most Local Authorities have Fair Access panels or similar collaborative arrangements through which troubled and troubling pupils are afforded the opportunity of a ‘fresh start’ when things are going badly in their current school. Some may be referred to the LA’s PRU through this process whilst others will transfer to neighbouring schools. Parents and pupilContinue reading “Helping vulnerable pupils cope with managed moves, or other transitions”
Punished for being born with a difficulty, common practice
The latest annual DfE statistical release on exclusions, which reported an increase for the second consecutive year, divided opinion. Whilst many were alarmed by the rise from 5,795 permanent exclusions in 2014/15 to 6,685 in 2015/16, others felt that, at thirty-five pupils a day, there should be no real cause for concern. “Equivalent to aContinue reading “Punished for being born with a difficulty, common practice”
Attachment Aware Schools: The Meet and Greet
The Sutton Trust Research finding that 40% of today’s children don’t benefit from good enough parenting to ‘succeed in life’ has major implications for the way we do things in school. Especially the way we do behaviour. It’s interesting to note that the study found that boys’ behaviour is more adversely affected by early parenting, orContinue reading “Attachment Aware Schools: The Meet and Greet”
Differentiated Behaviour Management. An inclusion essential
If ‘no excuses’ means that inappropriate, disrespectful, risky behaviour must always be squarely addressed, then nobody would take issue with it. If, on the other hand, it means that such behaviour must always be addressed in the same way, according to an inflexible ‘do this-get that’ policy, then the approach is not compatible with inclusion.Continue reading “Differentiated Behaviour Management. An inclusion essential”
Inclusion. Children do get it.
When my eldest daughter was in Year 4, a new boy joined her class who had difficulty managing his behaviour. He’d call out, bounce out of his seat, huff and puff over his work, lose his temper sometimes. Meg saw his frustration just as, I’m quite sure, her classmates and the teacher did. She didn’tContinue reading “Inclusion. Children do get it.”
In defence of the ‘Velcro TA’
The factors affecting the capacity for learning are related to the capacity for relationship. In order to enable such children to improve access to learning, one has to pay particular attention to processes of relationship. (Greenlalgh, 1994) Swiss electrical engineer George de Mestral invented his first touch fastener in 1941 when he returned from aContinue reading “In defence of the ‘Velcro TA’”
Mary Meredith 