![SPECIAL NEEDS Katherine Lyddon Diocesan Children’s Work Adviser [email_address] www.exeterccyp.org](https://image.slidesharecdn.com/specialneedsforconnectingyou-110817112414-phpapp01/85/Special-Needs-CORE-1-320.jpg)
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Special Needs CORE
- 1. SPECIAL NEEDS Katherine Lyddon Diocesan Children’s Work Adviser [email_address] www.exeterccyp.org
- 2. Aim To develop a knowledge and understanding of children with disabilities and explore ways to make all activities accessible, inclusive and welcoming. More Core Skills
- 3. More Core Skills How might it feel if…..
- 4. More Core Skills 1. What were the emotions you experienced? 2. What were the frustrations you experienced? 3. Which is easier, being a helper or being helped?
- 5. I’m special
- 8. 1. What might be particularly helpful to children with this need? 2. What may be unhelpful? 3. What extra resources would be useful? 4. What sort of learning activities might be effective? More Core Skills
- 9. Audit More Core Skills
- 10. Worship More Core Skills
- 11. P R O C L A I M I N G I N S P I R I N G E Q U I P P I N G E N A B L I N G Resources http://www.scriptureunion.org.uk/alicel en:able part of SU website –to be developed this year http://www.scriptureunion.org.uk/SU_Core/Light/WebResources/TrainingResources/theGRIDtraining/43732.id - active listening www.throughtheroof.org –working with churches for inclusion and disability awareness www.cafamily.org.uk- information and family support www.deafchristian.org.uk – signs and other resources www.kerith.co.uk - an inclusive church www.prospects.org.uk –helping those with learning difficulties know God
- 12. Resources Resources www.schoolswork.co.uk – anger management, self harming information www.aspergerfoundation.org.uk information sheets www.barnabasinchurches.org.uk downloadable special needs training -£3 www.drc-gb.org Disability Rights Commission info re D Discr Act www.bslbible.org.uk project to put the bible into sign language www.easyenglish.info - easy to read bible resources www.widgit.com – symbols for understanding www.joyfellowship.bc.ca – church with lots of good links www.engagetoday.org.uk - engaging with families with additional needs
- 14. P R O C L A I M I N G I N S P I R I N G E Q U I P P I N G E N A B L I N G
- 15. P R O C L A I M I N G I N S P I R I N G E Q U I P P I N G E N A B L I N G
- 16. P R O C L A I M I N G I N S P I R I N G E Q U I P P I N G E N A B L I N G
Hinweis der Redaktion
- Materials needed: Intro- nothing Aims – sheets/pens How might you feel – Blindfold, Goggles with vaseline over them, Earplugs or headphones, Strap the thumbs to the palms of the hand , Place tape or strips of plaster so that there is still some movement of the fingers, Strap an arm to the body with a bandage (think about which arm to choose), Strap a bandage around the legs and knees or arms and elbows, quite firmly, to restrict movement, Big gardening gloves, craft activity (scissors, glue, pens, paper), drink/biscuits, pens, paper. I’m special – flower paper or plain paper + pens Conditions – photocopy of sheets CORE + Scripture union strategies Audit – copies of audit Worship – bunch of flowers, candle, matches. Timings: Introduce self -2 minute Aims/outcomes – 3 minutes How might you feel if… - 15 minutes Discussion – 5 minutes I’m special – 3 minutes Impairment/disability – 2 minutes Different conditions – 15 minutes (5 to read, 10 to feed back) Audit – 5 minutes Worship – 5 minutes 55 minutes
- Aim and Learning Objectives – 3 minutes Evaluations starting point. On a scale 0-5 (0=unconfident, 5 = very confident) rate yourself against the following learning outcomes. To gain an overview of some of the different needs people may have. To develop an awareness of issues and difficulties faced by children with disabilities. To reflect on current practice and working environments. To explore ways to enable a child to participate fully in activities.
- ‘ How might you feel if….’ – 15 minutes Choose from the following exercises and activities, enabling people to experience some of the difficulties and so become more aware of them. Blindfold Goggles with vaseline over them. Earplugs or headphones Strap the thumbs to the palms of the hand Place tape or strips of plaster so that there is still some movement of the fingers. Strap an arm to the body with a bandage (think about which arm to choose). Strap a bandage around the legs and knees or arms and elbows, quite firmly, to restrict movement. Big gardening gloves Complete a simple craft activity, colouring or cutting – have equipped put in different parts of the room so movement is needed. OR Feed one another If time, Go outside and encounter a variety of obstacles such as steps, changes of floor covering or different surfaces, open spaces and cluttered areas. Dependency – 3 minutes Most participants will not, since childhood, have encountered a situation in which they need help to perform personal physical activities. This is something quite sensitive and any activities chosen for the group should be optional and presented sympathetically. In pairs, take it in turns to feed one another a simple meal and drink. Cereal and juice might be best. The person being fed is not to talk or help in any way. Take a variety of items of clothing and, in pairs, take it in turns to dress one another. The person being dressed is not to talk or help in any way unless asked to do so. Communication – 3 minutes Some people have difficulty with verbal communication or find difficulty in receiving and following instructions. Others have impaired understanding of communication. Try this exercise as a way of glimpsing some of the feelings and frustrations involved in what may be an everyday difficulty for many people. Divide into pairs. Each person needs a pen or pencil and a piece of paper. Each pair sits back to back and decides who will draw and who will give instructions. The person giving instructions draws a simple picture or shape on their paper, keeping it hidden from the other person. They then give only verbal instructions to the other person so that they can draw it, but without naming the shape or saying what the picture is. When they think they have finished, they compare drawings to see how successful their communication has been and what similarities, if any, there are between the two pictures. Change roles and repeat the exercise.
- Discuss – 5 minutes Emotions, frustrations, which is easier, helper or being helped?
- Starter 1 –I am special – 3 minutes On a piece of paper, draw five things that are distinctive about you. For each item, describe one or two things that other people can do to enable that attribute to be a positive quality, or to help you make the most of it. How can others help you be the distinctive person God wants you to be? Discuss this question: ‘In what way are the things you have ‘special needs?’ Starter 3 Practical experience – 5 minutes What special needs do members of the group have experience of… Personally? In their children’s groups? In their churches? Share the experiences and your feelings about them.
- CORE 2 – Developing awareness – 2 minutes It is important to think about different impairments and the issues that surround them, and about some of the difficulties that children with special needs, and their families might encounter. This enables us to recognise how we help or exclude different people. While children may have an ‘impairment’, it is only their environment that may ‘disable’ them. The terms have been defined by some disabled people in the following ways: Also, think about how you can find out what sort of help a child needs. Remember always to ask first if a child seems to need help; sometimes it may just be time that is needed.
- These are the most common Handouts – brief overview of each Would you have expected others on this slide ? Learning difficulty –academic Learning disability sometimes Learning Difference – brain function – not necessarily any academic impairment- always assume ability Challenging behaviour – could be anywhere
- CORE 1 – 15 minutes (5 to discuss, 5 to report back) – Gaining an overview See pages 42-47 for a basic description of the following conditions. Please note that these are some of the more common conditions – the list is not exhaustive. Dyspraxia Down’s syndrome Autistic spectrum disorder Visual impairment Hearing impairment Cerebral palsy Divide the group into small groups, each taking one of the special needs descriptions. Discuss the following questions: Alternatively, participants may wish to give a little time to share their experience. How might these issues affect you as children's workers or helpers, or as church members in general. This module is good for collecting general information, it is equally important to know the individual child and form good relationships with parents or carers, so that you can benefit from the detailed knowledge of the people who know the child best. Talk to other adults in your congregation or known to you who have impairments and who may help you gain more understanding of a child’s needs.
- Take Audit away with you
- Worship - 5 minutes Have available a bunch of flowers, including a variety of different types of flowers. Give each person within the group a single flower from the bunch. As people look at the flower they have been given, ask them to study it in detail. Is the stem smooth or rough? Is it straight or curved? Are there any leaves and, if so, what is the shape? Look at the petals. What shape are they? Are the petals the same colour throughout and, if not, in what way does the colour change? How does the flower feel? How does it smell? As you look at it, can you see any blemishes or imperfections, or parts that are missing or broken? Consider the care with which the flower you are holding was designed and made, the colours, textures, smells and its individuality. In the same way that flowers are all different, so are we. There are often imperfections in us; sometimes parts of us are missing, broken or blemished. The Bible tells us that our worth is above everything else in creation (Matthew 6:26–29). God created us and cares for us; we are made in his image and each one of us is special and individually made. Light a candle and place it in the middle of the group. Invite everyone to lay the piece of paper with his or her ‘I am special’ descriptions (or his or her flower from the bunch) on the floor around the candle. Invite the group to spend some time in quiet reflection, thinking about the qualities that make each person special and individual. Bring to mind the children with whom the group members work, and think about the qualities that make each one of them special and individual. Close with the following prayer. God of all life, who creates us and sustains us with love, thank you for creating each one of us to be special. Thank you for the individual qualities you have given us. Help us to see positive qualities in ourselves and in each other. Help us to see others through your eyes, and especially to care for the children we are thinking about today. Amen
- Mouth words –Christopher has such a brilliant sense of humour. He is profoundly deaf and so I need to talk to him with signs and facial expressions. If he decides not to engage he just shuts his eyes really tight…but then he can’t help himself laughing and peeping to see how others are reacting What sign language do you know ? Good, hello, God , Jesus, It would be excellent if churches used sign language for action songs rather than random actions – look up the signs on the internet www.deafchristian.org.uk or www.britishsignlanguage.com,
- Candy does not see Close your eyes and listen. Could you get a coffee after this session without opening your eyes? Candy has awareness of light and dark many VI people have some vision that is impaired
- Bee Downs syndrome 12.3 million children 0-19 with a LD ( 2001 census) All people with Down’s Syndrome have a degree of learning difficulty – in fact all of us have learning difficulties – let me show you.
- More Learning Disabilities – where the brain function is impaired and there is not necessarily any academic difficulty / learning difficulty. The conditions often have letters – ODD Oppositional Defiance disorder, ADD Attention deficit disorder or again some parents might say Attention Devastation Disorder .. Or else start with dys.. Dyslexia and dyspraxia are the best known and there are 58 dys.. Identified at present Here is Jack again he also has ADHD Attention deficit hyperactivity disorder or, as Fintan O’Regan says Active Determined high curiosity Difference Can be exhausting – an idea is not processed but acted upon instantly – you see someone walking on water- you just jump out of the boat without thinking
- Andy, Tim , Jack Don’t ‘tell’ before moving someone’s wheelchair – ask- if the child does not speak –’I would like to move your chair next to Lucy’s seat, is that okay with you?’ - short sentences with yes / no responses . I ‘ve not met a child yet, no matter how profoundly disabled, without a yes / no response. Always assume some ability. If you get no response , wait patiently until the child decides to communicate with you, make your question simpler, add gesture or signing. Change without warning provokes a threat – which will result in ‘fight or flight’ behaviour. Countdowns, timers, hand signal for counting from 5 down
- Perry, Ryan, Jamie about to kick off – mum trying her hardest I can see you’re upset – tell me about it
- Kylie ‘s Kylies’s mum - suspicious of professionals and ‘do-gooders’ Hannah, oldest and Ella, youngest cp – 4 girls – single mum. I don’t remember what its like not to feel exhausted
- Make a meal, babysit, do the ironing . Ask and make some suggestions. Don’t just say ‘get in touch if I can help at all’ Its hard to ask for help