Category Archives: Education

The journey through the Education system as a parent with children with Special needs, and what I have learnt along the way.

EHCP Phase Transfer Review Year 10

Education, , ,

Throughout their education there are several points in time where an EHCP Phase Transfer Review is held. These are when the child or young person generally changes provision. They can be points where the EHCP is looked back at too. Year 10 is an important EHCP phase transfer review as it is when post 16 provision is named.

draft education, health & care plan

The following information I have written from my experience with a SENDIASS information session. A lot more was said and the below many not be an accurate account. It is however, correct to the best of my belief, and I wished to share what I discovered with people who were unable to attend. Please ensure you are fully informed before making decisions relating to your child or young person’s EHCP.

Considering Post 16 with an EHCP

Did you know that at Post-16 there is no legal obligation to provide an education in the UK! Also that in Year 9 there is a legal requirement to incorporate a discussion about preparation to adulthood. That the phase transfer review for post 16 is ideally done in the middle of year 10. That ideally you want it to take place before the November in year 11.

ehcp phase transfer review for post 16

Section I of the EHCP

Section I is where the name of the school or other institution to be attended by the young person is named. It will be where the needs in the EHCP can be met. So in order to get the place that you believe is best suited for your child then it needs to be proved that other places cannot meet need as set out in the EHCP. For post 16 this should be in place on the final EHCP by March 31st of Year 11.

Common Problems

Unfortunately it appears there are some common problems – such as:

  • not knowing which setting the young person will attend (why the process needs to be started in Year 10 ideally)
  • the new setting not offering what the young person needs (again ensuring research and that it is in the EHCP)
  • problems with transport not being sorted (making sure it is known how they will get there, it will not automatically be sorted)
school bus
  • assuming that they would be able to move up to post 16 in their current setting (especially in a special school)
  • being told that they would not get a special post 16 setting as they are currently in mainstream (obviously not true)
  • settings refusing the child based on academic grades. They can’t once they’ve been named in I without a really good reason)

What this Means as a Parent

You need to be proactive. This means making sure the EHCP is watertight; finding evidence to support that provision is or isn’t suitable in terms of meeting their needs. It also means discovering what options are available.

Post 16 Options

Some schools/institutions are better than others at informing parents but it cannot be left to them.  You may find that there are “What’s Next?” meetings. Ask around and see if anywhere local offers support, or if there are other parents you could ask.

If there are places that you want, or even ones you definitely don’t, invite them to the Year 10 EHCP Phase Transfer Review – to either help ensure they are able to meet the young person’s needs, or put them off if you do not want them.

Problems with the EHCP Annual Review

Annual reviews can end up being a bit of a time for a catch up, as opposed to ensuring that the EHCP is up to date. They are usually time limited and a lot of time can be wasted. Or parents may feel overwhelmed, uncomfortable or rushed for time. They may be told that there is plenty of time to discuss things or what usually happens for a child with an EHCP in that setting.

About me on EHCP

But each EHCP is individual and you need to start getting things in place to ensure that the needs are recorded for the right provision. The latter of which can still be changed with further annual reviews (including an emergency one whilst at post 16 if the young person changes their mind).

Tackling the EHCP Annual Review

The really important sections to discuss are B, E and F. In fact Section A (which is about the views, interests and aspirations of the young person and their parents) can actually be left and added in at a later date. Make sure they are just the needs – writing any problems you feel have not been dealt with in a separate note.

Section B

Section B of the EHCP is the young person’s special educational needs. All of them should be set out here. If they are set out in B then provision must be provided in F. The LEA must ensure provision is made for everything in F. This needs to be what their barriers are to education. This should not state who reported/said anything just stating facts.

Needing ear defenders due to sensory needs in section b of the ehcp phase transfer review

If needs be ask for their needs to be reassessed – like from an educational psychologist if it has been a while. Even if it is unlikely that they will provide this. If they have been discharged from services, such as Teaching Advisory, they can be asked for a report or letter to support the young person in their phase transfer review.

Section E

Section E is the outcomes for the young person. Here you need to think about the targets for the next step. All current provision should be specified and quantified in this section.

Is there anything else you feel a parent or carer needs to know about the Phase Transfer Review moving onto Post 16? What have your experiences been like?

Eleven Plus, Special Needs and Home Education

Education, , , ,

The grammar school entrance exam, or eleven plus as it is also known by, is difficult for any child. Our son has been home educated for a year and a term before taking the eleven plus, and also has an EHCP for his additional needs. Despite not feeling that the test was right for him here is why we let him take it.

test day identity form for grammar school entrance exam

Special Needs and the Eleven Plus

Quite simply, despite his special needs The Sensory Seeker wanted to take the eleven plus. He wanted to prove that he could do it (he was in the school for four hours) and have the same opportunity to go to the grammar schools that his three brothers did before him. He also wanted his special day – as we reward the hard work with special treats on that day. He wanted to earn his reward like his brothers – and not just been given them.

SEN Help with the Eleven Plus

To have extra help in our area you have to provide the school where you wish them to sit the test any additional evidence as to why and what help that should be provided for them to make it a fair test. I seem to recall the turnaround was pretty tight with applying and submitting this. We waited until we had what we needed to hand in straight away. In our case it was a full copy of his EHCP and a letter from Explore Learning just further stating why they believed he required a smaller room and extra time. They awarded him 25% extra time (whether he got it or not we do not know) and a room with just the other children who needed extra time. This actually meant that they were probably the children most likely to cause a disturbance though to be fair, and there was a boy upset and kept messing with his zip.

Child sleeping

The Run up to the Eleven Plus

We paid for him to sit one mock exam to give him a feel of what the eleven plus exam would be like. We only did one because it would be different from him – as the mocks have more children and wouldn’t give the extra time, or know about his needs. The emphasis about the eleven plus was mainly focused on the special day. Tests he really fluctuated between getting 25% on tests to getting high eighties! It really has been an emotional roller coaster.

The one thing we have focused on is how proud we are that he has wanted to give it a go – an important lesson for life. Plus it has meant that he has worked towards something in a group (he went to sessions at Explore Learning), it means he has had taken exams, and learned to be under exam conditions.

The Day of the Eleven Plus

I was a bit confused because the drop off and pick up times were the same as all the other children – meaning he either didn’t have his extra time or they had cut short his break. If really needs be I guess this could be grounds for appeal. I doubt very much we will be appealing.

Happy boy with parents at Chiquotos

He went in happy and he came out happy – and that’s all that really matters. Children were allocated colours and his colour was clearly an indicator of his needs and at drop off and pick up the fact that he was this colour seem to be of high importance, so I felt that he had been well looked after. He felt it went well, but then say he answered things in the wrong section. He was so proud of himself saying, “see I told you I could do it!”

Then we had his special day. He had been awake since 4am on the morning of the test and I am surprised that he managed to stay awake until 2am the following day when the decision was made for him to go to bed. We are quite strict on bedtimes and so this was very late indeed for him to stay up as a treat. We had bought him the LEGO he had asked for because he wanted to build it with me and took him out for dinner and desert the places he wanted to go. Plus he generally just played computer games outside of the hours we normally allow.

Minecraft LEGO characters

The Eleven Plus Results

We now have just under a month to wait for the results but I have heard of another school that sounds much more suitable for him, in my opinion. I am going to see if we can look around and convince him that the grammar school he wants to go isn’t his only choice. The wait for the results is less than 4 weeks too – so we shall see.

happy boy with father Christmas and helpers

Home Education and The Sensory Seeker

Education, ,

The Sensory Seeker has been home educated for exactly 7 months today and what a journey. I was, and guess still am, shocked but how little he wants to learn. He seemed so keen and eager at school and was making good progress. I thought when he would stay at home he would be really keen just to learn and have the option to work independently (as that is what his current EHCP says he likes best). I was wrong, he had no desire to learn – to do basic maths, read or well anything. So why I am so convinced that home educating him was the best idea?

Is Home Education the Best Option for The Sensory Seeker?

Well I guess the real icing on the cake was our last parent’s meeting with Explore Learning. We have regular progress reports of how the sensory seeker is doing in terms of the curriculum, showing his individual progress throughout the year he is working at. This is great because if you just look at where he “should be” for his age you can get bogged down in him being “behind” rather than the fact that he’s progressing really well. But he is still behind and we do very little “formal” work so of course (being in the educational system for so long myself) I worry whether I am doing the right thing for him. I asked the question – should I be doing more with him. What I got back was a resounding no! To just keep doing what I am doing!
happy boy with father Christmas and helpersOMG I just cried there and then. My husband really didn’t get it but honestly this last 7 months has made me realise that actually our son is a very vulnerable member of society and I have just been wanting others to make sure he’s ok – but they just do not have the time, resources, and quite frankly the love for him that I have. He was so low in confidence previously that he didn’t feel that he could do anything and now, slowly but surely, it’s growing. He is wanting to do things – enjoying reading, wanting to learn about space – and generally having more of a can-do attitude. This is not only in a group and one-to-one but this elusive independently too.

Is what you are told at School the Truth?

I am finding my love for school becoming less and less to be honest. I am not suggesting that school’s lie but are they really able to focus on your child to let you know exactly what is going on for them? Are they really going to say that they were getting to the end of their tether because they really needed your child to do x, y or z and they were just having none of it?! That they are alone at playtime or that the other children use them when they have no-one else to play with? The Sensory Seeker is struggling a bit lately (it is the build up to Christmas) and he is spinning more, jumping and TALKING A LOT!

alone at playtimeHe has even said he cannot help but keep talking. When he isn’t talking, or making other sounds with his mouth, he is tapping something – just to have some sort of noise. I wonder how that would be panning out if he were at school; would he HAVE to be quiet, or would it just have to all spill out when he gets home? Is that really the best way for him to learn?

What now for The Sensory Seeker’s Education

I have received a letter about The Sensory Seeker’s Secondary Transfer and I really am not sure what I want to do. Currently I see no suitable school for him (well where we can afford at least) where I believe they will nurture him in a way he needs and deserves.  There’s always been so much emphasis on the academic (and I DO struggle to get him to understand when he doesn’t get it) that I never really stopped to truly think about what’s important. I have already talked about this a couple of months ago but really is hard to get my head around. His older brother is going back to school next September and this will create a whole new dynamic.boy leant over drawing

alone at playtime

Home Education – Re-evaluating wants for the future

Education, ,

When our youngest son was starting school with SEN I worried whether he would eat, go to the toilet and make friends. These were my main concerns, this is what I thought initially was important. Overall I was worried about what I could do to make sure my son was just like everyone else. I made sure that before our son started school he had a statement of special educational needs (which changed to an EHCP). This was to make sure he would get the most amount of help to be like his peers and be liked by his peers. But here’s the thing, after one term of home education I have realised that is not what I want anymore.Sensory Processing Disorder and Mainstream School

I feel I was so fixated with the short term that I never stopped to consider the future. What do I really want for my child with additional needs in the long term? Initially I worried that he didn’t quite get things like other children; for instance what happened if he stripped off his clothes and tried to walk around school half naked?! Or what if someone laughed at him for having a toileting accident? What if they laughed at him and called him names? No what I considered was important is that there was help to make sure he didn’t do these things, that he blended in with everyone else. But now I see things much more clearly. Now I want him to be confident and happy with who he is. To learn to ignore those who are mean to him for not being a carbon copy of themselves, and to seek out those who are tolerant and have acceptance. Those who want to learn about his difficulties and support him, but not want to change him. That they will see beyond his additional needs and see the kindness in his heart. To find friends, real friends, who don’t just want to know him when there’s no-one else around.

alone at playtimeHome Education has been such a blessing for The Sensory Seeker – with five birthday party invites in his first term! As for food, previously I was worrying about whether he would eat, but now I want him to be able to think about being able to source what he wants: For example, I love how he is gaining in confidence learning to peel vegetables, which will be a great skill for the rest of his life. I have already written about how being home educated really taps into his sensory needs – doing what he wants when he needs it. But never before had I truly stopped and thought about what he really needs. Honestly it isn’t to be able to catch up with his peers – who cares if he can pass his SATs or not? It doesn’t really matter. What matters is that he can learn to live a happy life! Take care of himself and not let others drag him down. Being home educated is doing his confidence so much good. No longer being compared to others and judged – just trying his best; finding out what he is good at. Then practising both what he is and isn’t good at to improve, but knowing that his effort is what is enough, what is important.

 

Have you pulled a child with Special Educational Needs out of the education system? Has it made you change the way you feel about everything?

 

 

boy swinging on monkey bars

Home Education and Sensory Processing Disorder

Education, , ,

Yesterday was the day that we started our first proper day of home educating The Sensory Seeker. I have been considering home education for a good half a year for his older sibling but the more I thought about school the more I was not happy how it was affecting The Sensory Seeker. They continued to not only ignore but tell me that his sensory needs did not exist.boy swinging on monkey bars

Yesterday after the boys having an early start to learning (honestly they didn’t even want to put the television on they just wanted to start with education!) we went to the school and handed in the deregistration letter. This was also an opportunity to let friends who did not already know know and say goodbye (they will be keeping in touch with those they want of course).

What I learnt on my first day of Home Education with our son who has Sensory Processing Disorder

I was shocked as I guess somehow the school had convinced me that The Sensory Seeker had progressed so well that his senses were not getting in the way of his education. I am not sure if it is because I had more time to pick up on them or that it really is due to the different environment but I immediately saw how beneficial home education is going to be for him in terms of managing his sensory diet.

  1. The most notable thing is definitely that The Sensory Seeker has different times when he is receptive to learning. On certain occasions throughout the day I knew that there was just no point because he was not in the right frame of mind. What would they do in this instance at school? Punish him? I just let him play/cuddle etc on contrast at other times he was really raring to focus and wanted to learn – and this also did not fit in the 9-3 school day.
  2. Leading on from this there were definite times when he needed a hug or back/hair rubs. It helps calm him when being anxious or upset, or sometimes overwhelmed. It is all a new routine which he will find more difficult at first as change is hard for him. Home education I think will be better in this sense because there won’t be changes of going back to school and then holidays all the time.
  3. The Sensory Seeker sometimes required something to fiddle with. I have to admit whilst reading him a story it was distracting for me as he flicked a toy dressing up tiara and did feel as if he was not listening. But I know he was and it was actually helping him to concentrate. In fact he even started to read the story himself without being promoted (also showing that he was listening as he knew where we were). At school when I have talked about things to fiddle with or chew it has been all about him fitting in socially so not looking different to others (when they have even agreed with me that he may need this).reading harry potter as part of home education
  4. The Sensory Seeker can move when he needs. This means he can get the proprioception and vestibular input he requires. We are lucky enough to have a large trampoline in the back garden as well as living locally to a park. We also wish him to learn how to ride a bicycle and he has taken to this really well over the holidays so this is a great way to break up any more formal learning when he requires it. This also includes going to the toilet without missing any play time (I hated that and am sure that is what led to him not drinking all day whilst at school!!)
  5. I think this goes for any home educated child but following The Sensory Seeker’s interests really help with his more limited focus, concentration and attention.
  6. He can wear what he feels comfortable in (or not wear as the case may be). Although he has been conditioned to the fact that you tuck your t-shirt in (which looks silly at times) because that was the “rule” at school.
  7. No need to just be quiet. If the Sensory Seeker needs to make noise or express himself he can – he is not stifled about it being the right time/place/content (if he wants to talk about his special interest then he can!). In contrast there is quiet time for learning without all the noise from everyone else.

mother and 2 sons using snapchat

This was my experience after just one day – most of which was seen as play time. The Sensory Seeker already seemed so much happier and definitely closer to me (in one day!). He also made a friend! I would love to know of your experiences of home educating a child or children with Sensory Processing Disorder.

boy reading to cure sensory processing

We are all on the Sensory Spectrum: The My Plan Review

Education, Personal Posts, , ,

If you are looking for a perfectly well formed blog post about a My Plan review then you’ve come to the wrong place as I am fuming, and writing this from a VERY emotional place. You see the thing is this is not the first child I have had to fight for and well I got subdued into a false sense of security as his last school was really good – this one is rubbish and so is the SENCO.

boy reading to cure sensory processing
Photo by Ben White on Unsplash

So why I am I so annoyed about the My Plan meeting that myself and my child got invited to – well there really was no point us being there – apart from to talk at us and tell us we are wrong. The Sensory Seeker’s My Plan for this term targets three areas of what he should be achieving for his year group (whether he still needs to be able to accomplish things from previous years is neither here nor there and there was even a comment about worrying about SATs in Year 6!!!). Anyway back to these 3 targets: They all overlap into basically the same thing – reading and understanding, being able to communicate in a way that’s understood and being able to write in a way that’s understood. Each one with a target date that has passed!!!

I was told that the reason for the new deadline (which it wasn’t clear when that was) is because that is what the class are working on currently – so it made sense to move it. I asked what help The Sensory Seeker was getting to reach these goals: Of course the answer is NOTHING. Of course I wasn’t fed that information but instead was told how the whole class are being taught – how it is being explained, modelled, blah, blah, blah; but not a single thing as to how my son, who clearly isn’t getting it, is being helped further. On looking at the sheet it says an adult at home (and at school) will read and ask questions about the reading; that an adult will correct him when he doesn’t speak grammatically correct and that he will say a sentence before writing it out. The latter of which already becomes apparent is a problem as he misses words out when talking (hence the target before about communication).alone at playtime

Then it happens. The incident where The Sensory Seeker missed lunch time play to finish work (because the rest of the class had) is brought up. The TA is proudly showing how much better he did than in the class. So I take breath and DARE to mention again my concerns that his SENSORY PROCESSING DISORDER is being IGNORED!!!!! I do it in a polite way and suggest that there’s a possibility that the classroom was different when everyone is out playing than when full of children. I suggest it may be noisy, more visually distracting – I don’t know I am not there and I am not the SENCO. Of course the first thing that is mentioned is that it ISN’T noisy – even when The Sensory Seeker tells them that it is! And THEN they tell me that ALL kids are distracted! All they did do was joke to my son about wearing headphones (which would have been a good call if they weren’t laughing when they said it, besides WE have tried them and they do not adjust the sound right for him). How I did not just get up and walk out I do not know. If my son hadn’t have been there I may have done. In fact now I wish I had grabbed my son and said this is a waste of time and I am taking him out!!!

So there we have it all my son’s problems will be solved if he just reads more! These Sensory Issues I am just making an issue of because we ALL HAVE THEM! Our other son is on a school trip until the end of half term, I may see if I have calmed down any more by then as to what I wish to do next.

special needs and the eleven plus

Special Needs and the Eleven Plus

Education, Personal Posts, , , , ,

The eleven plus and special educational needs can be a bit of a minefield. With our oldest he should have got into a certain school but on the day did not do as well on the eleven plus tests as we expected for his capabilities. He had no provisions made for his Asperger’s Syndrome (I have since heard of others having a separate room and longer time), not even to become more familiar with the building.

special needs and the eleven plus

But he was always a very able child and “grammar school material”  and we knew that the eleven plus would put no added pressure on him. But the time is getting closer that The Sensory Seeker needs to think about high school and he assumes that he will take the eleven plus following in the footsteps of (what will be) all three of his older brothers. The trouble is he has a Global Developmental Delay and his Sensory Processing Disorder also makes it harder to learn new things. So the question is what to do?

Do we let our son with Special Needs take the Eleven Plus?

Do we let The Sensory Seeker sit the eleven plus tests, in an environment that is most likely going to be difficult for him, so that we have given him the chance and opportunity just like all our other sons? Or do we make the decision that the test/school would not be suitable for him. Which will knock his confidence more – trying and not succeeding, or not been given a chance in the first place? I mean he is a bright lad and he may even surprise us! He has a few years to go yet and may even close the gap and catch up with his peers. He works so hard. Or when the time gets closer he may just be happy to move up to the local comprehensive school – which he is familiar with because of after school activities and will know lots of people there/going up. Oh how it would be wonderful if they never had to grow up!

alone at playtime

Of course I have been suggested another option of paying for him to be tutored (which I haven’t done with any of my other sons), but then I really would be worried that the work would be too hard once he passed the eleven plus entrance exam. That then he’d end up switching schools anyway and then find it even harder to settle as the new boy. Other people have suggested this would be just filling the gaps in his knowledge where the education system has failed him.

Has anyone else been through anything similar? Any thoughts please?

Sensory Processing Disorder and Mainstream School

Sensory Processing Disorder and Mainstream School

Education

Children with Sensory Processing Disorder may end up attending a mainstream school. This could be for many number of reasons including the lack of availability of special schools, not meeting the criteria for special schools or just wanting them to attend a mainstream school. You may want to just send the child who has sensory difficulties to the local mainstream school so that they mix locally with their peers or you may want to consider what they will offer in terms of help and support.

Sensory Processing Disorder and Mainstream School

Sensory Processing Disorder and Mainstream School things to consider:

I was really nervous about The Sensory Seeker starting at a mainstream school but actually I think it was the best thing for him. He is now going into year 2 and doing really well. I believe this is down to the support of the school.

  1. A school that cares..

For me it was very important for me (as well as my child) to know that the school would talk to me before my son attended, to help alleviate any fears. Unfortunately the primary school my other 2 boys were at did not care and said lots of negative things about my child (and my parenting). It was then that I looked for alternatives (for ALL of them).

  1. A school that understands.

The school that my boys moved to had a good understanding of Sensory Processing disorder and offered suggestions on how they could help. I don’t think the school needs to have previous experience (which they did) but they DO need to listen. I think this is especially important as individuals have different Sensory Diets and therefore will be affected differently.

  1. A school that supports.

I feel that we have been really lucky and the Head Teacher/SENCO has been really supportive. She works long & hard, knows her stuff, researches what she does not know, asks for our input, is always approachable – and found the money required for full time support as needed for our Sensory Seeker. She even has helped with suggestions to help support him out of school.

Sensory Processing Disorder and Mainstream School

Each of the Senses and Problems in Mainstream School

Auditory – how are the classrooms laid out? Is their provision if the child needs extra noise stimulation, or somewhere quiet? Will the teachers shout? How to they handle undesirable behaviour? Will the individual be told off, or just praised for desirable behaviour?

Visual Sense – What are the displays like? Is there too much or not enough stimulation around?

Proprioception & Vestibular Sense – Is there playground equipment? Are there rules? Do the school have any gross motor skills programmes? Will they ensure the child is supported during PE lessons? Does the school have stairs? Will there be additional support with toileting and eating (not stuffing too much food into their mouth so that they choke) and/or getting food all over the place. That the right amount of stimulation is provided so that they do not appear too rough on others.

Tactile – that they have enough input through touch and are given clear rules and guidelines about touching others (without feeling that they are being told off). Help with food (again) to take into account any texture problems as they can be very particular about things touching or the sensations from the food. Help dealing with not getting covered in things (food, paint, mud etc) if a tactile sensory seeker. Also helping to develop peer relationships and explaining why the individual is standing too close/trying to touch/covering themselves in food. Will the school allow the child to bring in sensory aids such as a weighted blanket and/or chewy toy?

Olfactory – Is food cooked on the premises? Are there any other obvious smells? Can the child bring in a hankie or something else with fragrance?

Other Posts you may find of interest:

Obviously I have written this post with my very limited experience of our own Sensory Seeker who seems to be quite mild and coping really well. I would love to hear feedback and suggestions for other parents of children with Sensory Processing Disorder in the comments below. Thank you.

Logan Osborne: Man with Autism Graduates with Masters Degree

Education, , ,

Logan Osborne: Man with Autism Graduates with Masters Degree

It shouldn’t be a big deal that a man has graduated with a Masters degree but I am sure that anyone touched by autism will know how much of a battle it can be. Their little habits, rituals, anxieties and lack of health care and social skills make it all the more difficult for them.  Any parents would be proud that their child has a first degree, so to go on to gain a Masters is even more impressive. I have written previously about my oldest son who has Asperger’s Syndrome going to University and so it is really reassuring to hear of the success of Logan Osborne.

Logan Osborne Autistic Msc StudentLogan Osborne first gained a BSc(Hons) Geography at University of Brighton in 2013. Now he has an MSc in Geographical Information Systems and Environmental Management and is looking for a job in geographical information systems.

Logan’s parents want to give some comfort to others that with the right support anything can be achieved. They say that the University of Brighton’s Disability and Dyslexia team gave Logan excellent support. Logan said that he felt that he could always talk things over with them, including checking his work, if he needed help.

If you or your child is thinking of going to University and have a disability then it should be declared in order to obtain the right support.

The Disability and Dyslexia team at the University of Brighton provides one-to-one mentoring and specialist study support, advice and help with applying for funding. Contact: disability@brighton.ac.uk 01273 643799.

real life measuring

Real Life Measuring

Education, , ,

One of the ways of helping bring Maths to life is by making your very own Skeleton. This exercise was beneficial to The Sensory Seeker because it was a very concrete activity. By that I mean he had a visual way of processing the information – as opposed to an abstract idea in his  head.

Real Life Measuring

real life measuringFirst we measured different things – our hands, a chair, the table. We measured them using our hands. We compared how different sized hands (mine Vs the children’s) needed a different number of them for the measurement of the different objects. We then moved onto tape measures (soft and hard), rulers etc and talked about cms and inches.

This was a fun way to introduce measuring and was much better at holding The Sensory Seeker’s Interest.

 

 

Measuring Yourself to Make a Life-Sized Skeleton

real life measuringreal life measuringThe following week we made a life sized skeleton. We did this by taking different measurements on the body and then drew the same size for each part on a piece of paper. We then cut it out and attached it together. It was good to demonstrate how something the size of The Sensory Seeker could be put together from the smaller parts. It also gave him a better understanding of his bone structure – as well as things like fine motor practice (drawing and cutting), number sequencing, attention, instructions etc. We used blue tac and a biro to make holes for the split pins.

I think it was also good for self-esteem as now we have a bony version of The Sensory Seeker proudly hanging on the back of our kitchen door. It also fits in very nicely with our Pirate theme – which really began when we spent the night in a Pirate room at Legoland Windsor.