In this practical workshop session we will explore ways of including young people of all ages who experience anxiety some of whom may well be on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well as promoting innovative approaches to inclusion through the design of best practice.
This is a workshop focused on getting the welcome right for children who are starting for the first time at a new school when we know the welcome will be difficult. Perhaps they have been excluded from elsewhere, they are new to this culture, they have complex needs or they are just very different or highly anxious?
This training is aimed at developing the skills and knowledge of a core group of trainers who would in turn be able to offer a further level of accessibility training across a Local Authority area or region in line with recent legislative changes. Inclusion or the ‘presumption toward mainstream’ would be explored at both the level of values and practical implications.
Whatever your position in the team, good communications skills are vital. They are at the centre of every work place interaction and can make a real difference to your work environment. Here’s a worthwhile day to increase your skills in this area. These skills will not only help your personal growth but they will increase job satisfaction and in turn relationships with adults and children.
There is growing interest nationally from Educational Psychology Services in the use of person centred tools to support complex planning and transition work. We have recently worked with Psychology teams (and other Children’s Services support staff) in the London Borough of Brent, North East Lincolnshire, Warwickshire and in East Lothian providing an introductory day on person centred planning approaches as described below.
This workshop explores strategic Local Authority responses to inclusive education. We will work together on leading ideas such as creating ‘Inclusion Facilitation Teams’, radical changes to support service working practices and other ideas crucial to increasing inclusion in school systems.
How can we interrupt the isolation of disabled, challenging and other ‘different’ children and adults? This is our lead workshop/training day and is both a values primer and a practical guide to successful strategies for developing inclusive practice in educational and non educational settings for children and young people of all ages. This is practical plus being a ‘hearts and minds’ day.
Some leaders are less effective because they move straight into managing and implementing new ideas without going through the crucial first steps of creating a shared vision and involving the community who will be affected by these new ideas. Some leaders can be unsure how to create and share their vision with their immediate team or their wider organisation.
To facilitate a group, family, team or organisation in thinking together around a given challenge or issue here is an opportunity to experience for real the person centred, futures planning tool – MAP (Pearpoint, Forest et. al. 1989). This is a process not a training day. Let us facilitate your planning and refocus your story whilst strengthening you and your group.
Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationships and strengthens trust and inclusion within the team. In creating a shared vision, groups of people build a sense of commitment together. They develop images of ‘the future we want to create together’, along with the values that will be important in getting there and the goals they want to see achieved along the way.
Learn how to facilitate a family, a work team or an organisation to think together around their preferred future or about particular challenge or issue. Education, Health and Care Planning in a truly Person Centred way. Here is an opportunity to experience first hand the person centred, futures planning tool – PATH (Pearpoint, Forest et. al. 1989). This will be an event with lots of hands-on participation.
Following the new SEN Code of Practice 2014 this course will provide participants with an introduction to person centred planning and approaches, including examples of best practice in using person centred approaches in schools. This work is directly relevant to EHCP development.The course will explore the underlying values of person centred approaches, provide an introduction to the person centred planning tools and link this to national policy and guidance.
This training is aimed at developing Person Centred Planning – for Local Authority, School or Multi Academy Trust professional teams.
Parents and carers can also participate in this training.
All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans.
Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. Using the PATH or MAP processes of group facilitation and the creating of a large wall sized graphic we will provide a School Improvement Plan to be proud of!
This training explores a powerful way of capture what communities have to tell about what they have learned about dealing with hard times. This narrative approach to strengthening community work is being used in a range of communities around the world and is relevant to strengthening schools, parents, community groups, organisations in the UK and elsewhere.
Many leaders and managers working on the front line of inclusion lack emotional support from Local Authority staff or anyone else despite the challenging nature of their work. There is a massive need for active listening, containment and opportunities to problem solve and reflect confidentially with someone trusted.
Come backstage! – This day will explore the processes underlying our inclusive training. We are often asked how we do what we do on our training days and in response we have put together this new training day. If you are looking to reinvigorate your approach to training this is the day for you.
One of the most frequent telephone queries we receive at Inclusive Solutions is from parents whose disabled son or daughter is about to make the transition from Primary to Secondary School. Typically there is a tale to be told of LA planning procedures that are too little and too late, and a severe lack of confidence from all parties that the transition will be successful. Little wonder that transfers from mainstream to special schools continue to peak at Year 7!
This is a practical ‘non-medical’ day for front line practitioners working with children and young people who have experienced serious trauma in their life. We work to strengthen understanding of children who have faced issues of trauma emerging from abuse, violence, loss and family breakdown.
There is no power for change greater than a community discovering what it cares about Margaret Wheatley Turning to One Another (2002). Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together.
This day is relevant to anyone involved in the task of developing an Inclusion Policy. How to create a real policy built around shared vision with true community commitment. Participate in this very practical workshop to take your first very real steps forward. The day gives those present opportunities to reflect on their attitudes and practice in relation to the inclusion of pupils who are different and the policy and practice which currently exist.