Colin Newton is interviewed as part of a podcast on Restorative Justice as part of ‘The Emotional Curriculum Podcast’.
Here at Inclusive Solutions we believe that our education system should be fully inclusive of all learners in their local community mainstream settings with the supports they deserve and need. There should be an end to segregation of children and young people in special education and alternative provision settings. All educational opportunities should be of the highest quality for all young people whatever their identity or difference.
We fully endorse the manifesto of the Alliance for Inclusive Education which focuses on realising the rights of ALL disabled people to mainstream education with all necessary supports and adjustments within an inclusive education system. It sets out six demands, which would move us from the present situation to a fully inclusive education system.
Hostage negotiation and meeting social and emotional needs – Pastoral teacher – ex police hostage negotiator talks about the links between our work on fresh approaches to behaviour and relationships in schools with his own experiences as a hostage negotiator. Full of golden nuggets for educators! Building the golden bridge – saving face – building trust quickly, reciprocal relationships leading to change and much more!
Fresh approaches to behaviour and relationships – Suffolk – This inclusive input was delivered by Colin Newton and Claire Darwin PEP of Suffolk CC. Well received by all those present from across the education sectors 0-24.
Tom Kohler has spent 40 years connecting citizens of Savannah, Georgia to one another. As Co-ordinator and Executive Director of Chatham-Savannah Citizen Advocacy has introduced people who have an established place in community to people with disabilities who have found themselves placed on the margins of community life. Together these people explore how their relationship can change their lives, and impact the life of their community. In this video Tom shares skills that can be developed for this connecting work. For more information on Savannah’s Citizen Advocacy go to: https://www.savannahcitizenadvocacy.org
Elliot and Colin Newton facilitate PATH for City of London – focused on co production, networking and partnerships for all children with SEND they work with
Colin Newton with Claire Darwin PEP of Suffolk EPs provide training on the Keys to Inclusion in Suffolk
The BREXIT STONE SEEKS A PERMANENT HOME
On the morning of 24th June 2016 a poem called BREXIT was born out of a raw emotional response to the EU referendum result. The poem does not take any side but hints at something disturbing.
Subsequently, ‘Carving through Borders’, a stone-carving collective from Shropshire and mid-Wales, chiselled these prophetic words into a slab of Cambrian Sandstone by way of articulating protest. The stone stands nearly six foot high and, coming in at nearly a quarter ton, is a weighty epitaph to UK stability and prospects for our continued peaceful existence.
Now this Stone needs a home where it can be seen freely by as many people as possible so that it can continue to give voice to the ongoing debate. It is there to give the message that we are better together than apart.
On Saturday 12th October, 12-3pm, The Brexit Stone will be officially launched at Carving Through Borders, Upper House, Knucklas, Knighton, Powys, LD7 1PN. Drinks, nibbles, throat pastilles available. Contact us via www.carvingthroughborders.eu for further information.
A warm welcome to all,
School team and community still recovering from the Grenfell Tower tragedy. The MAP was facilitated by Colin and Derek – the story was told, the future planned. Amazing levels of resilience, energy and enthusiasm to get it right. Such work always strengthens inclusive education for all. MAP is a process that features large in our inclusive education training and broader training on inclusion.
PATH facilitated by Colin and Derek of Inclusive Solutions to launch new academic year. Whole staff present and children’s views incorporated. The PATH process is one which we feature in our inclusive education training as well as on nearly all our inclusive education courses as it is so person centred. Seely school is a flagship fro UK inclusive education – an inspiration to all!
Year 6 Peer Mediators all completed their training today with flying colours! 6 sessions – now they are off to do the real thing! This was rich peer support training and we have now created a powerful peer support training programme well worthy of sharing with others! The benefits to inclusive education and even to autism inclusion in mainstream schools cannot be underestimated.
Colin Newton describes his positive experience this week of setting up a Circle around a young man with Downs in year 11 of a mainstream school.
#circlesoffriends #allmeansall #inclusiveeducation
Colin and Elliot Newton with Derek Wilson provided Keys to Inclusion training to 200 Primary teaching staff at JAMES MONTGOMERY ACADEMY
Seely Primary school Peer Mediators are half way through their training with Inclusive Solutions. ‘Listening Lion’ being introduced and fabulous listening skills on display!
Personal view on value of Person Centred Planning – Claire Darwin – Principal Educational Psychologist Suffolk
Read this personal view on the value of Person Centred Planning written by our valued associate Claire Darwin – Principal Educational Psychologist of Suffolk.
Rich training day in Warwickshire for staff and parents of secondary age young people with Downs Syndrome. Colin and Derek offered training on inclusion and the Circle of Friends approach. UPS OF DOWNS – very impressive campaigning group – speaking up for the right to life, inclusive education – as well as the tremendous value of citizens with Downs in our communities and families.
Connie Lyle-O’Brien and John O’Brien explore the complexity of choice for people with developmental disabilities in the absence of a breadth of experience, and a strong network of relationships.
Let’s stop asking what’s wrong with you and instead ask what’s happened to you?
Narrative approaches were initially developed by Australian, Michael White, and New Zealander, David Epston. These are still optimistic possibilities at a time of great negativity, exclusion and segregation in the UK and elsewhere.
Colin and Louis Newton carried out person centred planning with 10 year old with complex needs about to make secondary transfer from inclusive primary school. Big concerns he would not stay in the room for the full 2 hour PATH – but he did!
Apologies first of all but this post is all about me! As a full-time wheelchair user with cerebral palsy it is essential that I manage the effects of my disability effectively. I realise that I have been extremely fortunate to receive considerable support from a very large group of people; Family, friends, contacts etc. who have enabled me to achieve quite a lot so far including two degrees and the foundation of a consultancy business.
Colin and Derek provided a one day in depth introduction to Person Centred Planning for Babcock Educational Psychologists and the SEN team of Devon
Thinking ahead is the name of the game here! The practical reality is that a successful, career minded individuals who have to manage additional considerations, always need to think two or three steps ahead of everyone else. They often do in fact.
The UK exclusion figures are now even worse than ever (School exclusion rates in London double the national average, 12 January 2019). The most recent figures from the DfE reveal that 7,720 young people were permanently excluded from schools in 2016-17. Of these, more than half, were in year 9 or above. Children eligible for free school meals were more than four times more likely to be excluded than those not eligible, children with special educational needs more than six times more likely than those not, and there were disproportionate numbers from certain ethnic heritages among those excluded.
While it may seem obvious that being inclusive is important, whether legally or holding a firm belief around doing good in society, there is often one perspective which gets overlooked; the business case.
Colin and Jacqui Newton provided NEPS – the national Irish educational psychologist service Person Centred Planning training
We all know times of vulnerability, however we defend ourselves from these feelings with our thoughts and behaviour. Some of us try to be hard or tough with all around them, others hurt ourselves with words or actions. Vulnerability is not always obvious and certainly hard to navigate around someone you really care about. Errors in thinking in face of such vulnerability can easily occur as a direct result of painful, traumatic experiences especially those experienced in the early years of life. Building on the ideas of Karen Treisman we have created a compass to help with navigating this complex terrain.
‘Final gratitude to Suffolk. To the younger boys, the lost ones, who never seem to find their way home.’ – Midwinter by Fiona Melrose
Writing as a boy who grew up in Suffolk and who never lost his home even though he moved some way away – these words are striking. I learned much about love, family, faith and belonging in Suffolk – lessons never forgotten.
Should we try and get rid of anxiety? Freud noticed the protective function of anxiety as an indication of danger. He distinguished it from shock, the encounter with a violence or sexuality that we had not been prepared for.
Should we really be asking: What function does anxiety have?
Local Authorities across the UK are rocking out of control with too many EHCP requests to be processed. EHCP is the over used currency for extra special provision in mainstream or special education and everyone knows it… including deeply concerned parents and carers. The currency is rapidly losing value. Maintaining quality, hitting targets having sufficient personnel to process – the whole system is badly creaking. Ask anyone in any Local Authority concerned with special educational needs. All of this is a terrible distraction from the real business of supporting inclusive education.
What does it really take for a headteacher to fully believe in inclusion?
I asked a very inclusive headteacher who is too modest to be named – but she runs one of the most inclusive Primaries in the UK – dubbed outstanding for inclusive practice from none other than Richard Reiser.
How To Make Your Aging Parents Feel Comfortable With Carers
In time, your parents will need to face the reality that they can’t perform what their young bodies could usually do, and this could make them feel unstable and uneasy. With the help of a carer, it would certainly make things easier for you and for your parents to adjust. Sometimes, however, they might feel uncomfortable with the carer. Here’s how to make your aging parents feel comfortable with carers:
How Life Coaching Can Help Young Teens Get Back On Track
The world that teenagers live in today is much more complicated than many years back. There seems to be so much pressure from everywhere around them to live seemingly perfect lives. If you don’t wear the latest fashionable clothing, you get bullied. If you don’t drive the nicest car, you can’t get the girls. If your social media posts don’t show that you wake up looking like a superstar, or that you are on a beach holiday, you don’t fit in.
Colin and Derek ran a short but intense training session on person centred planning for a group of school staff. Listen to the feedback.
How often do we feel stuck when trying to include a child or young person? This gets more pressing when their behaviour really presses everyone’s buttons! So often we will reach out to experts – advisors, therapists, psychologists and other service land people. They of course are full of great advice…
What we still in 2019 forget to do is – ask our best and ever-present resource – free at the point of delivery – ask the children!
If there was one word I would get rid of forever – it would be that word ‘normal’ – Glasgow dad – parent of disabled child
Why do some people just love others not to be ‘normal’ – to be broken, bad, mad, wrong?
Profound malfunctions, subversive behaviour, the pathological can so easily be located in others who are different. Differences emerging from disability, culture, gender, sexuality, behaviour and reputation.
These apostles of abnormality, these ways of approaching others in thoughts and actions are close bed fellows with the forces of segregation and exclusion. Some of us are paid to be such apostles, others are just drawn to such ways through life experiences.
Who belongs with us? Surely not them? There must be a better more special or secure place for them to go and be incarcerated, treated, fixed or cured? Many people of all ages are ‘othered.’
Colin and Derek returned to Malta this Easter to provide 3 days of training for a large gathering of Erasmus participants on the themes of Attachment, trauma and self discovery. Wonderful engagement from participants from Latvia, Lithuania, Spain, Rumania and Malta.
He won’t sit still that long!
How often do we hear those words when we describe a PATH or a MAP meeting likely to last up to 2 hours? This is particularly true of young people labelled with Autistic spectrum conditions (ASC), or attention deficit hyperactivity difficulties (ADHD) but often applied to those with social disadvantage, hyper-vigilant, learning or behaviour challenges. Often, they are boys but not always.
Previous meeting experiences and observations of the focus child in classrooms and other challenging situations lead those who know him best to suggest he has a short attention span and an inability to sit through a planning session.
Colin and Derek facilitated a visioning and goal setting session with the staff of all the Manchester Hospital schools. This diverse team are involved in the education of children and young people who are terminally ill, have mental health needs, brain injury and so on.
We cannot afford the luxury of despair
Person centred planning using group facilitated processes such as MAP and PATH were originally created in North America and Canada by Jack Pearpoint, Marsha Forest, John O’Brien and colleagues. These planning processes have an amazing way of and eliciting honest exchanges and mobilising hope in the most difficult and challenging of situations. We at Inclusive Solutions after learning and facilitating such processes for over 20 years are still feeling the privilege of trusting a way of working that can truly engender hope and honesty. What other processes can really be relied upon to do this with any degree of success? How does this come about? What are we learning?
Colin and Derek provided training on Keys to Inclusion for SEN team of Kensington, Chelsea and Westminster. Powerful and moving session. Inclusion is not a neutral subject and SEN decisions certainly are not.
Review of PCP Together book
Aimed at the practitioner, this resource is a must have for those wishing to run and be involved with Person-Centred Planning. The resource covers a wide range of PCP approaches, including MAPS, PATHs and One-Page Profiles, amongst others. Each is brought to life with examples, practical ideas and beautifully vibrant illustrations that engage the reader from start to finish. Useful as both a practical resource as well as a reference book, it will prove invaluable to anyone interested in PCP. This will certainly be a key resource on our programme and a must have resource for all other training programmes and practitioners who wish to adopt a person-centred approach to planning and assessment.
Dr Nick Hammond, Programme Director, Doctorate in Educational Psychology, University of East Anglia (UEA)
‘Person Centred Planning Together’ Book reviewed positively in Educational Psychology in Practice – this month!
Colin and Derek provided 2 days on person centred planning with families using the MAPs process. Family Intervention Intensive and Support teams from Nottinghamshire really engaged with and embraced this way of respectful and inclusive working with families.
Colin and Elliot Newton facilitate PATH process in West Sussex for young woman with complex needs of the world. Listen to mums reflections on a PATH for her daughter moving into the world of the young adult and beyond…
Great group of educators gathered to learn about person centred planning from Colin and Elliot Newton in November. Real passion to do things differently!
Elliot and Colin Newton facilitated a training day for nearly 100 staff on Person Centred Planning for children in care.
Circle of Friends, Keys to Inclusion and Fresh Approaches to Behaviour were well received in Prague in late October. Wonderful people passionate about making the Czech Republic schools and communities more inclusive. Hosted by the wonderful Pavla of Rytmus!
Colin and Derek co facilitated a MAP for a school staff still moving on from the tragic events of The Grenfell Tower fire. Amazing acts of kindness were remembered – ‘I had never seen such human kindness’ was one comment from the executive headteacher. The event was a powerful exploration of the past story, painful events and a wonderfully bright view of future possibilities. A story of resilience and a way of dealing with the unknown… we were deeply impressed.
Colin together with Beth and Claire Darwin respectively ran two workshops on creating inclusive community for the homeless in Ipswich. The sessions were rich and real – listen to the thoughtful feedback.
Rotherham Virtual School – PATH facilitated by Colin and Elliot Newton. Listen to the feedback from the Virtual School Heads and other senior members of the team. Passionate visioning for getting it right for looked after children and young people in Rotherham. We were well impressed!
Circle of Friends @Ningbo International School ( NBIS) Established January 2018 for Year 3 boy, R. Children named circle ‘Magical Friends’ and have met weekly on Friday lunchtimes. The children have tried really hard to keep to the strategies they decided on to help R and have become very good at noticing R’s positive behaviours. We have talked about a plan to close the circle before the end of term so that it doesn’t just fade away because of the holidays.
Colin and Jacqui Newton completed training for Peer Mediators at Seely this month. 23 stars now going out to playground to change lives, solve problems and to listen!
Colin and Derek facilitated a day with a lovely staff at St Peters on ‘Keys to Inclusion’.
In Honour of Jimmy Mac: Disability Rights Activist
My name is Peter and I am undertaking a 100 Bench Challenge in memory of disability rights activist, Jimmy McIntosh.
Colin and Louis Newton flew North to facilitate a PATH for a young person in a secure setting. Listen to Social Workers reflections on process. We used the PATH process to replace traditional PEP/Annual Review meeting. Big decisions were made with great engagement all round!
Peer Mediation Training for Year 5s at Seely Primary in Nottingham. The 6th year of this successful training. There has been a big impact on behaviour and relationships across the school. As Year 6s these young people are legendary!
My voice is a hot air balloon flying too high for you to hear.
My voice is a room where everyone hugs.
My voice is a candle you can hold in the night.
My voice is a joyful trumpet in an orchestra of sad instruments.
My voice is a single swallow in an empty sky.
My voice is a mouse nibbling on the tired cheese of your conversation.
by Maresa Keith
Colin and Derek provided an intense day’s training on creating Restorative Solutions when behaviour is challenging. The day supported participants to be able to offer training in secondary schools on challenging behaviour and Restorative Justice. There was great interest in Relationship Policy creation.
Listen to feedback from one of Social Workers on refresher training on Circle of Adults process – in depth problem solving and reflection around complex casework. Well values process in Nottinghamshire for peer supervision and planning.
Claire Darwin PEP of Suffolk and Colin Newton provided 2 days intense training on Chairing meetings for Nottinghamshire colleagues. Listen to their feedback on the benefits.
2 day intense skill training on person centred planning using PATH with a range of service leads, SENCOs and parents from Solihull.
The Principles of the Children and Families Act: Embedded Practice or Neglected Words?
In 2014, The Children and Families Act brought in legislation and principles that underpin the current SEND Code of Practice. Yet reports from Local Area SEND inspections and third sector organisations suggest that these principles are not implemented consistently nationally. Let us remind ourselves of the nature of these principles by clicking on this link… Principles CoP Apr 18
The document was written by Zena Martin, Educational Consultant, Inclusive Learning North.
What Do You Want Your Poetry To Feel?
I want my poetry to connect.
I want it to change perceptions.
I want it to be a hand to hold.
I want it to comfort the lost.
I want it to shake things up.
I want it to reach out and touch the sky.
I want it to dance through the rain.
I want it to sing in a quiet room.
I want it to get in your face
and make you listen.
a lovely poem by Maresa MacKeith
You can read more of Maresa’s poems and other great poetry from books available in our store…
Read about Molly’s PATH by clicking the following link…
Molly’s mom, who wrote this piece, is Angie Northwood who started her Inclusion path as a parent when Molly attended the Sophie Centre (an inclusive pre-school). She swiftly took up the mantle of Inclusion Warrior in Lambeth for 15 years, becoming the Inclusion Co-Ordinator firstly before discovering and joining Parents for Inclusion (a real life saver) and went to train as an Inclusion Facilitator with them. She worked for Pi for many years, also a magnificent place of great learning and support. She then worked for the Early Years Development and Childcare Partnership, during which time she developed and managed the Inclusion Team and continued to work in partnership with Pi, the Alliance for Inclusive Education and Inclusive Solutions.
Colin Newton and Derek Wilson provided ‘Keys to Inclusion’ training input as part of – SENCO Awards Accredited Training – Nottingham Trent Uni. This hearts and minds input was welcomed as it brought tears, reflection and laughter in equal measure… Listen to SENCOs reflecting on the impact.
Brandon Aughton – a long standing Community Circle member – gets to visit and influence the EU Parliament in Brussels
Brandon went to the EU to attend a meeting about how we can make voting more accessible to disabled people, especially people who have learning disabilities. This is what he had to say about the trip…
Gardening can be accessible for everyone. There is a good range of adaptive tools and equipment to help you or someone else carry on gardening. To read this blog article and get ideas on things you can do to continue enjoying your garden… click here.
The benefits of learning how to chair meetings effectively highlighted by this participant at the end of workshop run by Colin Newton working with Zena Martin in Warrington with Inclusion Forum North.
Feedback from problem presenter in West Sussex Intensive Planning Team member reflecting on the experience. This was a VERY challenging, stuck situation too.
Listen to feedback about intense one dayer in West Sussex for a range of professionals and parents…
Colin Newton and Zena Martin working with Inclusion Forum North on meeting emotional needs deeply…
We work with children or young people recovering from brain damage, accidents or longer term disability including those with challenging behaviour, or social and communication issues.
Such young people will include those who are highly at risk of residential placement out of county:
• Have become marginalised or lonely
• Have social and communication needs
• Experience severe social anxieties
• Present emotional and behavioural needs that challenge
• Have become highly vulnerable and isolated
• Experience high levels of anxiety in ordinary community settings
• Are not in education or employment or training/apprenticeships (NEETs)
• Experience the impact of disabling attitudes and have severe and complex impairments
Inclusive Solutions are one of the UK’s leading professional facilitators of social and educational inclusion and provide training for groups of teachers, parents, families and social workers – aiming to make services better and improve the lives of vulnerable people by increasing the quality of the Person Centred Planning that is provided.
Further Info can be found in this document – THerapeutic services to prevent out county placement
This training is aimed at developing Person Centred Planning – for Local Authority or Multi Academy Trust.
Finding a new person centred way of approaching Personal Education Plan Meetings with children in care in Suffolk. Featuring – Matthew Cook, Virtual School Head, Suffolk together with Colin Newton of Inclusive Solutions and Claire Darwin of Schools Choice.
Inclusive Solutions offer a one day introduction to underlying values and practicalities of approach in schools – 100 people
2 Day skill training for 30 participants to learn PATH planning skills
1 day follow up after 3 months to problem solve issues and celebrate what achieved.
Inclusive educational psychologists, Marnie Aston and Colin Newton of Inclusive Solutions spent last Thursday in Wolverhampton with Robert Hart, PEP and the Inclusion Support Service. We were introducing Person Centred Planning and creating a PATH for the development of person centred planning across Wolverhampton.
- Person Centred Planning: https://inclusive-solutions.com/person-centred-planning/
- Restorative Justice: https://inclusive-solutions.com/training/restorative-justice/
- Circle of Adults – in depth problem solving https://inclusive-solutions.com/training/circles-of-adults/
- Circle of Friends https://inclusive-solutions.com/training/circle-of-friends-training/
- Full Training days menu: https://inclusive-solutions.com/training/full-training-list/
1. Problem Solving Tools
Training in Solution Circles, Circles of Adults, Insights and Solutions – processes.
Sessional advice, assessment and support to students, staff and parents across the school and AP. Written Psychological reports if needed.
Could include facilitation of complex problem solving processes using ‘Circles of Adults’ and ‘Insights and Solutions.’ https://inclusive-solutions.com/problemsolving.asp
2. Supporting individual families and young people to develop their own vision and plans.
Inclusion Facilitation programme for isolated young people in stuck situations as follow up to person centred planning work. Co facilitation, demonstration and direct training with key staff to use PATH/MAP with individuals and families. Person centred planning as part of EHCP processes or as alternative approaches.
3. Use of Person Centred Planning Tools
4. Community Circle development
Co – leadership, co – facilitation and training of Community Circle processes and principles. To actively involve intergenerational family members including grandparents plus key staff.
This powerful inclusive process of exchange of wants/needs and offers would be a unique but relevant offering in this context.https://inclusive-solutions.com/circles/community-circles/
5. Training the Trainers – developing training skills of staff providing training elsewhere
Provide ‘training the training’ with emphasis on ensuring effective interactive training with graphic, and dramatic elements maximising use of ICT video and music. This would draw on our extensive experience as trainers across the UK.
6. Joint development of new ‘cutting edge’ training packages for use by schools and Early Years settings/Inclusive Solutions (IS)
Joint working with key staff to develop new ideas and training materials e.g. Fresh approaches to challenging behaviour
7. School team hearts and minds training on why inclusion is essential – ‘Keys to Inclusion’
Training co facilitated by experienced trainers.
8. Support to parents of disabled/SEN children
Training aimed at Parents of disabled children: Likely areas of focus would be: movement differences/understanding autism/challenging behaviour/problem solving/boys needs
9. Peer Support: Peer mentoring scheme
Anti-bullying training – peer mediator training
10. Peer Support: Creating ‘Circle of Friends’ around high profile students
Support and training to create Circles. Training for wider group of staff and modelling of set up and facilitation processes.
Use of Circle of friends as inclusive tool around high profile disabled or challenging pupil. Facilitate setting up of Circle.
11. – Inclusive Educational Psychologist Consultancy re complex situations and students – Support and Supervision
Direct Ed Psychologist input – assessment – consultation – training. Structured support and supervision sessions – as either group or individual. Sessional advice, assessment and support to students, staff and parents. Written Psychological reports if needed.
12. Restorative Justice and Interventions
Training and system development work around restorative conversations and conferences.
13. Behaviour and Relationship Training/Including Children with Autism
Training for staff and families on understanding and including children/adults with autism.
Training for staff and families on understanding and including children and young people with the most challenging behaviour
This is an article on A Reflective Checklist for any Child Mental Health Professionals Who Prescribe Psychotropic Medicines by Dave Traxson. Reflective Checklist Rerun + New Intro
Jacqui Newton – (Co Headteacher – Seely Primary School, Nottingham) and Colin Newton of Inclusive Solutions spent last Tuesday in Brighton with the team at Downs Infants school creating a MAP.
Q and A with Heidi Evans – Acting Lead Educational Psychologist/Uwch Seicolegydd AddysgHaverfordwest / HwlfforddPembrokeshire / Sir BenfroWe asked Heidi three questions about the impact of person centred planning training from Inclusive Solutions in Pembrokeshire and really appreciated her responses …· What impact has person-centred planning training and Inclusion Facilitation had on the ability of your staff to enable Disabled young people to be involved in decision making in their lives and to have more choice & control ?The person centred planning training was inspirational. It reminded education professionals about the reason they wanted to work with children in the first place and therefore ignited a renewed enthusiasm for their work in general. It also gave them a a new set of skills to enable them to channel this enthusiasm and work with pupils in a way which feels much more pupil centred.· What support/additional support might your staff need to ensure they have the skills and confidence to take a person-centred planning approach with all the Disabled young people and their families with whom they work?In Pembrokeshire we ensured that we had a team of Champions who could sustain the enthusiasm and provide our school with direct support in implementing PCP and becoming more person centred in their general approaches. Our next vision is to create Person Centred Schools so may need some help and support around that in the future…· What person centred planning are you offering families in your LA and what impact is this approach having on families?We are using PCP as the underpinning of the statutory reform so are encouraging schools and families to engage in developing Individual Development Plans which by their =very nature are Person Centred and in order to develop one a person centred planning/review meeting has to take place. Currently we are using the PATH and supporting schools in developing their usual review meetings with ones that follow a person centred approach.
Tara Flood – (Director Alliance for Inclusion) and Colin Newton of Inclusive Solutions spent last Saturday in Dunblane with the Scottish Partners in Policy Making – a group of disabled self advocates and parents of disabled children – teaching them about the Keys to Inclusion
NOTTINGHAM COMMUNITY CIRCLE
The Nottingham Community Circle is from 7:45pm for 8pm start till 9:15pm
Come and join us!!
Second Wednesday in every month…
This week Wednesday – 10th December 2018!
New Year Special!!
St Judes Church hall
405 Woodborough Rd, Nottingham NG3 5HE
As human beings we are wonderfully diverse and creative – capable of so much love and self-sacrifice. Yet, so easily, we can be divided, abusive or even worse. Prejudice, fear and poverty push so many people to the edges of our community: disabled people, refugees, those who are oppressed because of their race, sexuality or beliefs are marginalised and disconnected from each other. Even those who seem to have the power or the money seem to be living lives that are so shallow: cut off from their neighbours, not involved in their communities and detached from a democratic systems that seem farcically removed from real life.
Often we have confronted these challenges with a call to civil rights, demanding the inclusion of the excluded and calling on the principles of justice. This is right, but insufficient. The changes we need are just about inclusion in the mainstream, they also demand the transformation of the mainstream. We don’t want people to just fit into society; we want to live in the kind of welcoming communities where everyone already fits, where gifts are valued, where contribution is expected and supported.
The ideal of inclusion offers us one way of thinking about the kinds of communities we need. But for inclusion to be real then the people in those communities, all of us, need to act differently. We need to be different people – or perhaps better – we need to learn how to act differently. Communities are just another word for us.
Traditions of thought and religion around the world vary and there are different words to describe how we should live together in community. But in the Western tradition one word stands out above all the others – citizenship.
Being a true citizen has nothing to do with having a passport; it means living your life as if you are a member of the community and as if you share in the responsibility for ensuring that others are welcomed into it. As John O’Brien puts it:
Citizens are people who can say “I belong to this place and it’s people and I am willing to act from responsibility for my belonging.” (Citizenship and Person-Centred Work p. 110)
Let us spend a day sharing three levels of team problem solving with you!
Solution Circles – thats 20 minutes
Insight and Solution Circles – well thats going to take 45 minutes
Circle of Adults – now we are going really deep – 1 hour 30 minutes
Call us now to book a day for your team….
For the full details – CLICK HERE
Fresh One is a one-day training course for people who have a family member, or work with someone, with autism
Friday 2nd February 2018
10.00 AM – 4.00 PM
HOW IS IT DIFFERENT? – It is fundamentally important that we are clear about how the IF approach to support and planning differs from our more usual approaches. Making this distinction is not totally straightforward despite the fact that IF is a very different way of working with young people. A very large part of the challenge here has to do with moving from a needs or deficit model of disability to a human rights focussed and person centred model of disability. A perceived failure to make this shift is what was behind the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) Committee’s strong criticisms, in August 2017, of the lack of progress being made towards greater inclusion within UK educational settings. This particular observation relates to Article 24 of the Convention that sees access to inclusive education as one of the supporting pillars of a good life for disabled people.
Colin and Elliot Newton together with Reva Stewart provided a series of workshops and keynotes for students at Auchmuty High School along with 150 disabled, carer and professional adults – on building Circles of Friends and Community Circles
Looked After Children in Suffolk – a radically Person Centred approach to PEP meetings – 2 days of training led by Colin Newton – @IncSols and Rachel Wilson of Schools Choice.
Great engagement and passion around this work was striking. PATH was particularly welcomed by those working with Asylum seeking children as such a visual approach.
Click here to read about and watch videos on our work with West Sussex County Council. This is a very thorough and interesting insight into the workings of person centred planning, with a focus on the PATH process.
“Lucy Wyndham studied architecture at university and worked in the construction industry for over a decade before taking a step back to raise her family and take up her passion for writing.”
Merton –Marsha Douglas and Colin Newton provided a 2 day skills input to SEND and Social Care teams from Merton. The input was well received and brought out the importance of pupil involvement in planning for their futures.
Cheshire West and Chester Educational Psychologists and Children in Care Virtual School Teams were provided with 2 days from Colin and Elliot Newton on Person Centred Planning and Inclusion Facilitation.
Derek Wilson and Colin Newton work with over 200 Educational Psychologists from across Scotland at their National Conference – Their keynote was ‘What to do if we do not use the medical model’ and a they ran a workshop on Circle of Adults. Both were very well received – Most tweeted words from the keynote were: ‘If we group children based on a shared diagnosis, we need to count what we are taking away not just what we’re providing.’
Inspiring feedback from a mum about the work and encouragement from the Inclusive Solutions team…
You helped me when my son was struggling at school and fighting for his statement to be appropriate to his needs without excluding him from mainstream school. I wrote a couple of articles for you in the past that were published for many years on your website. I thought that I would write to thank you for the huge difference you made to us, knowing that people believed in inclusive solutions in the same way that we did.
I was told that my son would not talk, he talked. I was told that my son may not walk well, he walks well. I was told that my son had a profound disability and that he needed specialist schooling. He went to mainstream school. I was told at every stage of college life that he would not cope and achieve his qualifications. He has coped and achieved his qualifications. I was told that I was being overly optimistic when I said that my son would live independently, have a partner and a family. My son is now 20 years old and is learning to be independent, he can cook with limited supervision, put dishes in the dishwasher, clean, use the washing machine and the lawn mower. He is learning independent travel programmes and he can now go to visit his girlfriend without support. He is learning more responsibilities as a result of the constant promotion of his independence and refusal to remove him from his community and society. Always believe that things can improve as long as there is family, community and society to support development and achievement.
Click here for useful checklist for building strategies around sensory sensitivities for children and young people with autism.
Colin Newton and Lucy Power Training lead for Thera provided 60 Thera Managers and Coordinators from East Anglia Thera a day on ‘Good Conversations’ teaching the leadership about the power of welcoming, listening, long view, team ‘hats’, trust, perceptual positioning and deeper understanding of the self and others.
Colin and Elliot Newton spent two days working across schools in Pembrokeshire, from Fishguard to Pembroke Dock, providing training on Person Centred Planning. Wonderful motivation and inclusive action planning and a warm Welsh welcome for us.
Colin and Derek spent 2 days in June in West Sussex teaching MAP and PATH planning processes to a range of educators from across the county. Wonderful engagement in these inclusive processes. Listen to the feedback and watch the action.
Colin Newton and Derek Wilson present ‘Keys to Inclusion’ training for support staff at Greenwood Academies Support Conference in Peterborough. The group were very engaged and positive about the input and we look forward for our return.
Erica Francis enjoys creating rich job-orientated lesson plans and other educational resources.
Starting a business as a disabled person isn’t all that different from starting a business without one, it just requires some extra thought and additional knowledge of your own strengths and weaknesses. Here are some things you shouldn’t forget when starting your own business.
Don’t forget to do your (market) research
It may seem like your business mission and your overall model is obvious – you’re going to make a business out of what you’re good at. Whether you’re an artist or an accountant, a marketer or a musician – why wouldn’t you simply turn what you know and love into a business?
While it’s important to have passion for your new business, it’s equally important to do your research beforehand and make sure you’re setting up shop with a winning idea.
The major questions to ask yourself in regard to any business idea are: Is the market already saturated? Is there demand for my product/service? Will I be able to offer something to stand above my competition? Am I an expert in what I’m providing?
It’s smart to build your new business on a foundation of your existing skills, but you also have to be confident that you have something to offer the world. Just because you’re passionate about something, it doesn’t necessarily equate to business success.
Don’t forget to think about your own limitations
It’s not weakness to be realistic about your own limitations – in fact, it’s just smart business. If you are in a wheelchair, rely on a service dog, or suffer from visual impairment, for example, there are some business that may cause you more headaches than others. Running a business is about doing something you are a) able to do consistently and b) love to do all the time. Make sure your business idea meets this simple criteria.
Many disabled persons find that running a mostly online business gives them greater flexibility than running a traditional brick and mortar business. If you’re selling goods or professional services, there’s a good chance you can do most of that from home, online. If you’re looking to start a consulting business, freelance your services, or tutor, you can definitely do this from home with the help of video technology.
Don’t forget to take care of your mind and body
Starting a business is stressful. It’s tough on both your mind and body. For those who may be suffering from physical disabilities that lead to chronic pain, it’s incredibly important that you frequently stop to take stock of your health throughout the process.
Eating right and getting enough exercise are the top two ways to keep both your mind and body sharp through this stressful time. After that, you must make sure that you’re getting enough sleep. Lack of sleep has a proven negative effect on about every system in your body.
One thing that all aspiring entrepreneurs should consider is how they fit relaxation into the busy days. When your body and mind are inundated with heavy levels of stress, you become an easy target for depression, anxiety, chronic pain, and even drug and alcohol addiction. Practicing daily relaxation exercises like yoga, meditation, and focused breathing is a great way to keep yourself from getting burned out. Creating a business from scratch is a marathon, not a sprint. You need to prepare for the long haul, and keeping yourself healthy, active, and relaxed is the only way to do that.
Your options for starting a new business aren’t necessarily limited by your disability, you may just have to think about things in a different way. It’s important to go into a business where you feel comfortable and 100% able to perform the day in and day out duties required of any small business owner. With enough time devoted to planning, this shouldn’t be an issue.
Photo Credit: Pixabay.com
Colin Newton, Lucy Power and Tracey Harrison toured the South West 24th-25th of April launching a new approach to leadership communications- Good Conversations! Wonderful engagement- lots of laughter, tears and deep insights.
Colin has spent last 3 months working in Suffolk on a new person centred approach to Personal Education Plans for children in care – this is going down really well with Education, Social Care, young people and their carers. Call if you want to know more about the work.
0115 955 6045
Nottinghamshire teachers from Rushcliffe, Arnold and Clifton receive training on fresh approaches to behaviour and relationships from Colin and Derek of Inclusive Solutions – listen to what they say. Feb 2017.
Social Inclusion Facilitation in St Georges, Ruskington – facilitated by Colin Newton and Louis Newton of Inclusive Solutions – attended by care and support workers, case manager, Learning Mentors, SENCO, Teaching Assistants and teachers learning skills of social inclusion facilitation and Circle building.
Marsha Douglas and Colin Newton delivered Person Centred Planning Training in Merton, London – listen to the feedback.
Hartlepool Educators and Social Care Colleagues celebrate Person Centred Planning work done through MAP process facilitated by Colin and Claire Darwin.
In addition to the human rights and principled imperative for inclusive education, there is a powerful educational, social, and economic case to be made. Indeed, the OHCHR Thematic Study of the Rights of Persons with Disabilities (2013) has affirmed that only inclusive education can provide both quality education and social development for persons with disabilities, arguing that it is the most appropriate modality for States to guarantee universality and non-discrimination in the right to education.[i]
- The educational case: The focus on inclusive education in individual educational planning and cooperative learning strengthens teachers’ competences. Research also highlights that supporting children with disabilities, regardless of their age, in inclusive environments leads to an improvement in the quality of education as it becomes more person-centred and focused on achieving good learning outcomes for all children, including those with a diverse range of abilities. Children with disabilities, for example, have greater overall gains in academic outcomes and behaviours in inclusive environments than their peers with similar disabilities in segregated classrooms.[ii] Furthermore, when teachers are educated to include children with disabilities, the level and standard of learning for children with both with and without disabilities increases.[iii]
- The social case: Inclusive education contributes to the creation of a culture of diversity, participation and involvement into community life for persons with and without disabilities, teachers and others in the school environment as well as the wider society. Through experience of learning and playing together, all learners, together with their parents, families and caregivers, are encouraged to learn tolerance, acceptance of difference and respect for diversity, leading to eliminating stigmatization and exclusion. Inclusive education also provides learners with disabilities with greater independence, social skills, and opportunities to become productive members of their communities and exercise their rights to participate and become involved in their societies.
- The economic case: educating persons with disabilities is a positive investment, reducing poverty and exclusion from active participation in the economy. Opportunities for quality inclusive education will lead to reduced current and future dependence, and reduced caring responsibilities
[i] A/HRC/25/29 para 3
[ii]MacArthur, J. (2009). Learning Better Together: Working Towards Inclusive Education in New Zealand Schools. http:// www.ihc.org.nz/wp-content/uploads/learning-better-together.pdf; Wang, MC and Baker, ET (1985-1986). Mainstreaming programs: Design features and effects. Journal of Special Education, 19, 503-521.
[iii] Mitchell, D. (2010). Education that Fits: Review of international trends in the education of students with special educational needs. Christchurch: University of Canterbury. http://www.educationcounts.govt.nz/__data/assets/pdf_file/0016/86011/ Mitchell-Review-Final.pdf
Had you noticed this paragraph (25) in the UN General Comment on the Right to Inclusive Education?
It’s the section where they are noting what they perceive to be some of the barriers that are impeding access for persons with a disability to inclusive education(they mean mainstream or what they call ‘regular learning environments’).
IT”S OFFICIAL- standardised testing is the wrong thing to do if you want inclusion – time for a bonfire of all the tests – the UN says they ‘must be replaced’ – how ‘official’ do you need it to be?
“Curricula must be conceived, designed and applied to meet and adjust to the requirements of every student, and providing appropriate educational responses. Standardised assessments must be replaced by flexible and multiple forms of assessments and recognition of individual progress towards broad goals that provide alternative routes for learning.”
In paras 16 they amplify this when they caution against what they call a ‘deficit’ approach:
The education of persons with disabilities too often focuses on a deficit approach, on their actual or perceived impairment and limiting opportunities to pre-defined and negative assumptions of their potential. States parties must support the creation of opportunities to build on the unique strengths and talents of each individual with a disability.
And in para 18 they caution against excluding anyone because of the degree of their impairment:
Paragraph 2 (a) prohibits the exclusion of persons with disabilities from the general education system, including any legislative or regulatory provisions that limit their inclusion on the basis of their impairment or its “degree”, such as by conditioning their inclusion “to the extent of the potential of the individual”, or by alleging a disproportionate and undue burden to evade the obligation to provide reasonable accommodation. General education means all regular learning environments and the education department. Direct exclusion would be to classify certain students as ‘non-educable’, and thereby ineligible for access to education. Non-direct exclusion would be the requirement to pass a common test as a condition for school entry without reasonable accommodations and support.
Finally this part (Para 10c)of their definition of what they mean by inclusive education is brilliant
(inclusive education is to be understood as) …”the primary means by which persons with disabilities can lift themselves out of poverty, obtain the means to participate fully in their communities, and be safeguarded from exploitation. It is also the primary means through which to achieve inclusive societies.’
Inclusive education can be understood as:
- a fundamental human right of all persons with disabilities.
- a means to achieve the full realisation of the right to education and an indispensable means of realizing other human rights.[i]
- a principle that values the well-being of all students, respects their inherent dignity and acknowledges their needs and their ability to make a contribution to society.
- a process that necessitates a continuing and pro-active commitment to the elimination of barriers impeding the right to education, together with changes to culture, policy and practice of regular schools to accommodate all students.
General Comment no. 4
The right to inclusive education
UN General Comment on the Right to Inclusive Education
Nottingham Trent University – SENCO accredited training on ‘Keys to Inclusion’ 18th November – led by Colin and Derek. 80 SENCOs reached many ‘Keys to Inclusion’ books sold. Great engagement, insights and good practice ideas abounded – along with laughter and tears.
Person Centred Planning in Wales – facilitated by Colin Newton and Jo Mitchell of Inclusive Solutions – attended by Educational Psychologists from Rhondda Cynon Taf & Merthyr Tydfil Educational Psychology Services. A thoughtful and insightful gathering embraced the work of person centred planning as EPs.
Facilitated by Colin Newton and Claire Darwin of Inclusive Solutions – attended by Social Care, Educators, Educational Psychologists, NHS and Voluntary sector colleagues.
Including people with Autism, Creating Circles of Friends and Building Community Circles – facilitated by Colin Newton and Derek Wilson of Inclusive Solutions – attended by Parents, Support workers, disabled people, Social Care, Educators, NHS and Voluntary sector friends and colleagues.
Including People With Autism:
Building Community Circles:
Creating Circles of Friends:
Convention on the Rights
2 September 2016
Advance unedited version
Committee on the Rights of Persons with Disabilities – General comment No. 4 (2016)
Article 24: Right to inclusive education
1 Historically viewed as welfare recipients, persons with disabilities are now recognised under international law as right-holders, with a claim to the right to education without discrimination and on the basis of equal opportunities. The United Nations Convention on the Rights of the Child (CRC, 1989), the World Declaration on Education for All (1990), the United Nations Standard Rules on Equalization of Opportunities for Persons with Disabilities (1993), and the Salamanca Declaration and Framework for Action (1994) all embody measures testifying to the growing awareness and understanding of the right of persons with disabilities to education.
UN Convention 2016 urges States to achieve a transfer of resources from segregated to inclusive environments
Convention on the Rights
2 September 2016
Advance unedited version
Inclusive education is central to achieving high quality education for all learners, including those with disabilities, and for the development of inclusive, peaceful and fair societies.
States must consult with and actively involve persons with disabilities, including children with disabilities, through their representative organisations (OPDs), in all aspects of planning, implementation, monitoring and evaluation of inclusive education policies. Persons with disabilities and, when appropriate, their families, must be recognised as partners and not merely recipients of education.
The right to inclusive education encompasses a transformation in culture, policy and practice in all formal and informal educational environments to accommodate the differing requirements and identities of individual students, together with a commitment to remove the barriers that impede that possibility.
The Committee urges States parties to achieve a transfer of resources from segregated to inclusive environments. States parties should develop a funding model that allocates resources and incentives for inclusive educational environments to provide the necessary support to persons with disabilities.
Please come and join us at this conference!
How Can We Promote Inclusion by Facilitating
Friendship and Assistance for Disabled People?
A free conference for Gloucestershire
on Thursday 29 September 2016
9.30am – 3.00pm
The Pavilion, Hatherley Lane, Cheltenham GL51 6PN
Welcome to this collection of poems, published by Inclusive Solutions, by members of the group that named itself ‘Quiet Riot’. The punning title is typical of their work. Asked about the common threads binding this collection together, Maresa MacKeith, one of the poets collected here, shared her insights on what drives the poetry of Quiet Riot:
- A desire to be heard
- A love of language
- A longing for connection
- At times, a frustration with a world that is too quick and too loud
- Having a lot to say, but not always with the space to say it
In Control have organised three fantastic workshops in partnership with Derek Wilson and Colin Newton from Inclusive Solutions on the following days:
Jonathan Bryan was trapped in silence for seven years and now used his eyes to communicate.
Jonathan Bryan was starved of oxygen in the womb after a car crash
He was diagnosed with cerebral palsy and dismissed as a ‘lost cause’
But his mother has helped him to communicate through a spelling board
Colin and Derek together with Tara Flood director of the Alliance for Inclusive Education.
Circles of Adults Article
Adult Circles of Support:
Reflecting and Problem Solving Around
Emotional Needs and Behaviour
By Colin Newton and Derek Wilson
When in doubt build a team!
Circles of Adults are based on this idea. The more complex the problem the more diverse the team needs to be if understanding and relationships with challenging young people are to be at their best. We developed this approach in the face of intractable behaviour problems in schools, a rising tide of exclusions from school and a deep instinctive attitude that a high number of pupils ‘ just don’t belong here’. Building on earlier attempts to develop group work and mutual support among teachers this model has evolved in which regular meetings are held between a concerned circle of adults, as diverse a group as possible. In these groups emotions are shared, personal feelings and reactions explored as well as deeper understandings of individual young people and what they bring, gained. Aspects of the system which help and hinder are explored, and detailed problem solving is engaged in. These groups are powerful and do make a difference.
Problems with IQ and Psychometric Assessment
When diagnosing a child’s learning difficulties, the IQ test and other forms of Psychometric Assessment continue to be used across the UK and elsewhere as an indication of a child’s ‘intelligence’ and continue to be a key factor in special school placement.
Jacqui & Colin carry out some Person Centred Planning Training with Donaldson’s Transitions team in Scotland.
Wonderful group of passionate educators. The group really appreciated our range of teaching styles. There was even a Sarajevo TV film crew recording us for live TV.
We have received excellent written feedback from participants. They filled in “short survey” which included their perception about the implementation of the training. They liked the most group activities, interaction, videos and practical examples. Colin and Julia were scored as excellent (5+) trainers! Some comments: “Everything was perfect, interesting, useful, interactive…..,” “Everything was important to me, it was a therapy, fuel for further actions”, “In this world of distrust, you “made ghosts walk”- you performed the impossible!
The following is an exert from Josephine Feeney’s book ‘A year with my son.’
A Year With My Son
That day, the sky was an unbroken tablecloth of blue. Underneath it, we cycled across the chalky plateau-land of Normandy. I wanted to be alone: to muse on my thoughts; to gaze out at the endless fields of wheat, corn and barley; to feel the cool breeze on my face; to push the pedals and forget about everything. This was our holiday: I wanted to feel free and happy.
Josephine Feeney has written the following about her son Finn and about how an Inclusive Solutions conference made the scales disappear from her eyes…
Graham Cunningham, the Head of the school sent a lovely message…
‘Many thanks for the work Derek and yourself put into working with my staff and governors yesterday. It has certainly provided some clear ideas to develop and build on as we move forward as a school.’
The article is accessible by clicking on the link below and is from: International Journal for Direct Support Professionals, Service, Support and Success, Volume 5 – Issue 5 May 1, 2016. By: Céline Parent.
Subscribe by sending an email to email@example.com
They are accepting submissions. Email article ideas to either the address above or to firstname.lastname@example.org
Fantastic day had with parents and professionals in Millom, Cumbria. Jacqui & Colin of Inclusive Solutions provided a powerful day on Person Centred Planning. A PATH was demonstrated on a dad present with fine contributions from his wife and daughters.
Educational Psychologists and Inclusion and Behaviour workers from Ealing & Hillingdon London worked with Colin & Marina Costa of Inclusive Solutions to learn about Solution Circles & Circles of Adults. Some painful stories were shared, along with tales of deep resilience and building trust against the odds. Skills and processes were appreciated and learning begun…
Person Centered Planning Training run by Derek & Colin for the wonderful passionate parents of the Hampshire Parent Carer Network
Join us for this FREE planning day on the 17th June in Horsham and let’s work together (young people, parents, carers & professionals) towards a Positive & Possible future where … Good Transition…Getting a Job, training or apprenticeship…Independent living…Being part of your Community…. Staying Healthy….Having friends….Being safe…. REALLY happens!
Click on the link below for further info and how to book a place…
Community Circles are another way of intentionally building of relationships and are by their very nature inclusive, person centred and respectful. In 2007 we at Inclusive Solutions (Newton and Wilson 2011) began to create community gatherings in Nottinghamshire that were based on full inclusion principles. All were welcome to explore how all could get sufficient meaning, friendship and money in their lives.
Circle of Adults was devised and developed by Colin and Derek over a number of years (Newton and Wilson, 2006). It represents a lengthier but deeper approach to team reflection and problem solving as contrasting with Solution Circles (Inclusion Press, 2016) and Insights and Solution Circles (Inclusive Solutions , 2016). Many experience this kind of problem solving as person centred even though strictly speaking it more often a team who is stuck with an individual and who need to problem solve deeply away from the person to develop deeper strategies based on richer insights.
I have come home from work today feeling so inspired by your training and support I just wanted to let you know how well everything is going.
Where next for inclusion? – from rhetoric to rights
15 April 2016
UCL Institute of Education
I’ve recently been reading Jeanette Winterson’s autobiography “Why Be Happy When You Can Be Normal”- she was adopted into a very strange and unhappy family situation in Accrington in the 1960s. You’ll remember she wrote a famous screenplay/book about her childhood called ‘Oranges are not the Only Fruit’.
Lovely group of Educational Psychologists in Kent, given Circles of Adults training facilitated by Colin and Derek. Here’s their feedback.
Working with wonderful parents and professionals with big hearts in Blyth, during our ‘Including Young People with Autism’ training.
Sponsored by Banardos.
We created a very positive PATH with Herons Dale Primary school which is an SEN hub for West Sussex. The headteacher took a little convincing that working like this was going to work. She was convinced by the end as you can hear. Marina Costa and Colin Newton were facilitating. January 2016.
Candle Team: ‘We are a not-for-profit communication aid centre which supports communication and learning needs of children and adults who need Alternative and Augmentative Communication and Assistive Technology. We work with families, schools, residential homes and local community groups. We offer assessments, advice and training as well as ongoing support.
Our particular specialist areas are implementing and developing communication systems, supporting severely disabled students to access the mainstream curriculum and sustained involvement and networking with families and disability rights groups. We also have a commitment to a person centred approach’. Turn we into they….
Colin and Elliot Newton facilitated the planning for Candle – January 2016 – in Grantham.
We provided our training ‘Keys to Inclusion’ to an energetic group – Partners in Policy Making – Scotland.
We had a wonderful session with a
powerful and diverse gathering in Dunblane!
Parents, disabled people and professionals all becoming deeply empowered.
Great work Jaynie Mitchell and team!
Colin and Jacqui Newton provide training on creating Circles of Friends in Kiev, Ukraine. Wonderful people – wonderful two days. We will be back to provide more advanced training and mentoring.
West Sussex Person Centred Planning – Skill Training
Colin and Derek – working with parents and professionals developing PCP skills.
Great group making the world more inclusive.
About friends and different friends…
British psychologists Colin Newton and Derek Wilson, founders of the organisation “Inclusive solutions”, claim that inclusion cannot be realised without training children – classmates of children with disabilities.
This guide is one of a series written by the Equality and Human Rights Commission to explain what you must do to meet the requirements of equality law. These guides will support the introduction of the Equality Act 2010. This Act brings together lots of different equality laws, many of which we have had for a long time. By doing this, the Act makes equality law simpler and easier to understand.
Report by Louis Newton
Firstly Colin and I went to Arun’s house to carry out some person centred planning creating a PATH for him. Arun is 19 years old and has a brain injury. The process went very well and Arun was very positive about the PATH process and in a way I feel this kick-started Arun into following his dreams. During the PATH process Arun highlighted his main interests and also what he would like to be in the future. Part of Arun’s dreams at that time was to have his own Business and also be a professional singer. The main aims for Inclusive Solutions was to work with Arun and his family to give him a better life, as when we initially met Arun he was in quite a bad place.
THE SECRET TEACHER GOT IT WRONG: A RESPONSE TO “I AM ALL FOR INCLUSION IN PRINCIPLE, BUT IT DOESN’T ALWAYS WORK”
By Cátia Malaquias
This is a response to the article published on 23 May 2015 by The Guardian: “Secret teacher: I am all for inclusion in principle, but it doesn’t always work“.
*First published by GLOBI – http://www.globi-observatory.org/the-secret-teacher-got-it-wrong-a-response-to-i-am-all-for-inclusion-in-principle-but-it-doesnt-always-work/
Hi Colin and Derek
I just wanted to say how inspired I have been by the couple of day’s training you delivered this week! I am naturally a positive person but your sessions really fed my soul and I think they have given West Sussex a tool by which to deliver so much more for our families My dream is that West Sussex becomes the County of choice for parent carers to want to live in and that the SEND community shows the wider county community how to live together for the good of all. I dream big, but only when I have had time to really process all that I have heard and learnt!
The purpose of community circles is to bring people from a local community together to share their skills, talents, gifts and resources. This idea is based upon the premise that ALL of us need three things in our lives to make us happy and fulfilled: these are money, friendship and meaning. We believe that everyone needs community, everyone needs to be heard and everyone needs to have fun.
Becoming Visible – Brazil Conference – comparing inclusive and special education policies, practices and research in Brazil and the UK
I have recently returned back from Brazil. I went to São Carlos in the state of São Paulo in March 2015 to present my doctoral research at a conference. The conference was entitled,Becoming visible: comparing inclusive and special education policies, practices and research in Brazil and the UK. It was held over three days and was facilitated by two leading academics, one from Brazil and one from the UK. A team of four academic mentors, two from Brazil and two from the UK provided additional facilitation and led a series of ‘break out’ workshops. The project itself was funded by the British Council, São Paulo Research Foundation (FAPESP) and Newton Fund.
Exploring person-centred planning
To celebrate our one-year anniversary we are delighted to feature our recent conversation with Colin Newton – one of the UK’s leading inclusion pioneers. Colin’s interest in this area was sparked by a lecture tour that he helped to organise in the mid-90s. As part of that programme, he brushed shoulders with two of the world’s foremost inclusion gurus. Since then, he hasn’t looked back – writing and publishing many books on the subject and forming one of the country’s most respected inclusion companies.
You might be interested in a new branch of work that Inclusive Solutions have embarked upon.
We were recently approached by a Care Manager/Legal Firm acting on behalf of a very isolated, disabled young man aged 19 years. His life had become very enclosed and destructive he had lost confidence, social skills and was not accessing education.
Inclusive facilitators will warm to this new way of thinking and working readily; others will take a long time to unlearn the habits of a professional lifetime. Key questions to ask yourself when considering your own practice and how person centred it is must include the following:
WHAT MAKES PERSON-CENTRED PLANNING WITH MAPS AND PATH SO VERY DIFFERENT FROM OUR TRADITIONAL WAYS OF WORKING WITH YOUNG PEOPLE AND THEIR FAMILIES?
“Person-centred planning is an event, not a document”
Pete Ritchie (2002)
The term ‘person-centred planning’ was coined to distinguish this approach to planning from approaches that are framed by what services are typically available – so-called ‘service centred’ approaches. People’s lives are seen to be managed by the service system within service-centred planning, whereas within person-centred planning the individual is given as much choice and control as possible and this includes who comes to the planning meeting, where and when it is held and, crucially, that the young person whose meeting it is – is always present. The questions asked and the conversations that lie at the heart of MAPS and PATH go well beyond the mandate of any support service, school or statutory agency. So MAPS and PATH are not a substitute for an IEP, a Health Plan an ISP or any other type of service plan. What MAPS and PATH do is provide an overall direction for a person’s life, thus enabling particular services to see their role in supporting this. At the centre of PATH and MAPS is a vivid focus on the young person’s dream for the futureand what it would take to be travelling towards this. Bringing this dream into view on the graphic is the first step in in the PATH process. It is followed by a step that works backwards from the dream by asking the group to imagine what positive and possible milestones towards the dream could have been achieved within one year. The remainder of the steps within PATH are about the actions and the people that will be needed to make the desired changes. MAPS also puts the dream centre stage but has a variety of other steps and stages that lead to actions.
This thesis presents the findings of an exploration into the use of PATH (a person-centred planning tool) by Educational Psychologists (EPs) with pupils excluded from school and/or in Pupil Referral Unit (PRU) or Alternative Provision (AP) settings. This group attracts considerable government attention as they are reported to face poor outcomes and reintegration rates from PRU to mainstream school are low.
‘Has music technology made community music more accessible, more relevant and does it provide new aspirations for its providers and users. If so, How?’
Music Technology has been a vital tool in bringing people together since the birth of the gramophone in the early 20th century, which allowed families to gather round and listen to a record before Television was invented.
Hip-hop was a huge movement that was born because of the lack of traditional musical knowledge in the urban areas of New York in the late 70’s. People got access to microphones, drum machines, samplers and turntables and started their own thing, rather than playing guitars like the rest of the nation.
Beat it – provides new aspirations for young disabled people in and around Leeds, by giving them a stage, inviting them to join their band, and teaching them how to play instruments.
The DfE is currently consulting until 18th December consulting on performance descriptors for use in Key Stage 1 and 2. These are flawed with a gap between those achieving P8 and the new category of being below national standards. It also contains the idea that many thousands of pupils with SEN and disability will be labelled as Being Below National Standard or Working Towards National Standard.
I was working with ‘Supporting Ordinary Lives‘ Motherwell Glasgow – a few months ago run by an inspirational team – Donna, Ashleigh, Laura and many others. Their approach to working with disabled adults is deceptively simple. What do you want to have a good life? Let us help you figure it out and achieve it! Families purchase this support and SOL deliver whatever and wherever they can you make a ‘good life’ closer to reality!
Read this paper by the great inclusive educational psychologist David Traxson who saw an inspiring TED TALK by Sir Ken Robinson – “How schools kill creativity,’ which inspired this piece. Thought you would like it.
Colin has been busy this week co facilitating a range of Person Centred Planning events across Suffolk from Woodbridge, Ipswich , Haverhill and Pakefield. He even had a chance to set up a Circle of Friends. Met some amazing people, heard some painful stories as well being blown away by connections and relationships made possible!
By Angel Yuan
Check out this great article on narrative approach being used with challenging young men in towns and cities.
History re-authored: Young men responding to anger, trouble, and hopelessness in urban scool
Stories of trouble, anger and despair have the ability to significantly diminish hope for male youth. However, when young men’s lives are linked together via narrative practices, stories of connection, optimism and social justice can emerge. This paper presents ideas for responding to events involving anger, rage, difficulties and hopelessness for male adolescents in urban schools. Practice-based narrative maps are described in detailed stages, outlining counselling questions to assist in moving towards life preferences. Also documented in this paper is a young man’s story of moving from turmoil to hope while illustrating ways of engaging in both individual and collective narrative practices.
Video Feedback from Czech Republic Circle of Friends training – Vlacary Vary – in May 2014. Final words from participants….
Colin and Derek worked with 60 lovely parents and Professionals in Blyth, Northumberland last week.
Just wanted to give you some feedback on the evaluations from the training day:
Autism – Fresh Approaches to Behaviour
Fresh approaches is a 2-day training course 19/20 November 2014 for people who have a family member, or work with someone, with learning difficulties and autism
or challenging behaviour. Far from being “just another day on behaviour management” the training covers :
At long last Person Centred Planning is being recommended in the UK…
Colin Newton of Inclusive Solutions team worked in Antrim , Northern Ireland introducing extended training around Problem Solving and facilitation of person centred planning with graphics and process.
This work was commissioned by Inclusion and Diversity Service of Northern Ireland.