A breakthrough communication game for young people who use signing to support their communication. The superhero ‘Boris’ guides users through games that introduce new signs, in vocational contexts in which they might be used and allows students to practice and improve their ability to make the sign correctly using the sign recognition system helping them focus on improving their signing vocabulary and the clarity of their signing.
I CAN Talk 8 highlights the need to improve the communication skills of young people to help them find and retain jobs. These ‘soft skills’ are more important now than ever as the coalition government outline public spending cuts and the job market contracts.
Less structured parts of the school day can be difficult for autistic children and young people to cope with. Here is guidance on how you can help them to cope better with break and lunch time, exams, homework and changes to the school day.
Since its inception, NGN has been using the Boxall Profile
(a powerful assessment tool developed in the 1970s by
Marjorie Boxall) to measure pupils’ SEBD. By making the
Boxall Profile available online in 2015 the organisation was
able to gather anonymised data from more than 4,715
children and young people in 2015/2016, providing a
snapshot of the SEBD levels experienced by children
and young people and faced by teachers throughout
the UK. This is the Nurture Portrait 2016.
This session looks at medical and mental health problems in children that may be easily masked, or missed, particularly where these can be dangerous if not discovered.
This toolkit aims to raise awareness amongst school and college staff of the range of validated tools that are available to help measure subjective mental wellbeing amongst the student population. This, in turn, will help school and college leaders make use of school and college level data to identify the mental wellbeing needs of students and determine how best to address these.
This resource is intended to be used as part of the wider Inspiring Equality in Education programme tackling homophobic, biphoic and transphobic bullying. It may be that you want to work with staff in your school or college to come up with your own list – or to use this list as part of a staff training exercise.
Caroline is the school's specialist teacher for students with Autism. She has set up a breakfast club, morning support programme to ensure that changes are communicated, children's anxieties are assessed early and their day can proceed without incident. She runs a QZ (Quiet Zone) club to provide a daily space which allows social time to be successful, friendship groups formed and issues resolved for the afternoon.
Schools are on the frontline when it comes to supporting children and young people's mental wellbeing. Staff working in schools are ideally placed to recognise and respond to early signs of mental health difficulties in children and young people. The below series of films, featuring some of the Centre's child mental health experts, aim to provide help and guidance to teachers on a range of issues including low mood, anxiety and self-harm.
This is be an ongoing series of films.
Children with epilepsy are at greater risk of learning and behavioural difficulties than
children without epilepsy. However, these difficulties are often missed because of the
pressing medical needs of epilepsy.
The current guidelines for the management of epilepsy in children focus primarily on the
medical needs of the child. The purpose of this study was to identify the prevalence and
nature of learning and behavioural difficulties in school-aged children with the condition.