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Jane Peters (HI), Berkshire Sensory Consortium
Jane Peters works as the Service Development Co-ordinator for the Berkshire Sensory Consortium Service. She qualified from Manchester University as a Teacher of the Deaf in 1988 and has worked in a number of Hearing Impaired Resource Bases before joining the Peripatetic Service as a Teacher of the Deaf in 1992 and then as a Team Leader in 1995. She works across the age range of deaf children 0-19years.
Gillian Coles (HI), Head of Service Berkshire Sensory Consortium
Gillian Coles was appointed Head of Sensory Consortium Service (SCS) in September 2003. The Sensory Consortium Service is an Education service working with children and young people aged 0-19yrs who have a hearing, visual or multi-sensory impairment. The Service, which was set up in 1998, works in all the Unitary Authorities, which were formerly Berkshire: West Berkshire, Reading, Wokingham, Bracknell, Windsor and Maidenhead and Slough. The Service works in close partnership with families, schools, Health, Social Care and Voluntary organisations. Gillian qualified as a teacher in 1977 at Bognor Regis. Her teaching has included work in the Yemen as well as a Primary Teacher and peripatetic teacher for Children with Literacy difficulties in the UK. Gillian qualified with a Special Needs Diploma (Reading University 1994) and Masters in Education (Visual Impairment) with Birmingham University in 1996 She was lucky enough to be working with a blind pupil in a mainstream secondary school during her training. This experience had a significant impact upon her inclusion philosophy. She instigated Local Authority research, which led to a Sensory Resource being established at a Local Authority Special school for children with complex needs. She also began a Parent group, which has subsequently been replaced by much more sophisticated provision structures for parents. She developed and ran an accredited course for Teaching Assistants working with children with a visual impairment as well as a Visual Impairment BTec course which is runs in conjunction with a Hearing impairment courses at a Specialist school for the Deaf. She is delighted to have had the opportunity to have been asked to help develop the on-line course. Although primarily for professionals working in education she hopes it will be widely used by anyone who wishes to extend the learning opportunities and good experiences for children and young people with a visual impairment.
Paula Scott (HI), Berkshire Sensory Consortium
Paula Scott was appointed Co-ordinator for the Visual Impairment Team in the Sensory Consortium Service in 2003. The Sensory Consortium Service is an Education service working with children and young people aged 0-19yrs who have a hearing, visual or multi-sensory impairment. The Service, which was set up in 1998, works in all the Unitary Authorities, which were formerly Berkshire: West Berkshire, Reading, Wokingham, Bracknell, Windsor and Maidenhead and Slough. The Service works in close partnership with families, schools, Health, Social Care and Voluntary organisations. Paula qualified as a teacher in 1979 at Bulmershe College, Reading. After qualifying she spent one year working in a hospital school as a nursing assistant with Autistic children and then from 1980-1994 worked in special schools with pupils who had a range of learning disabilities. She took at year off in 1983 and travelled to Australia. She qualified as a Teacher of the Visually Impaired in 1992 (Birmingham University) whilst working with pupils with complex profiles. Paula joined the service in 1994. She has an additional qualification in teaching children with Special Needs (Bulmershe College Diploma in Professional Studies in Education- Special Needs 1988) and had wide experience of working with those with special and complex needs across all age ranges before joining the Service. She has worked as a Pre-School Teacher Counsellor, and is experienced in working with children and their families in the Early Years, helping to establish a pre-school group for VI children.Paula is a tutor on an accredited BTec course for Teaching Assistants working with children with a visual impairment as well as a Visual Impairment which is runs in conjunction with a Hearing impairment courses at a Specialist school for the Deaf. She has also been a tutor on the RNIB Partners in learning Course for Teaching Assistants working in Special Schools. She has a particular interest in the inclusion of blind children in both mainstream and special schools. Paula completed a Mobility specialist course with Open College Network in 2005. Paula was very pleased to be asked to help to write the online course for Visual Impairment – the entire VI team contributed to the content of the course and she sees it as a valuable tool to empower all those involved with the education of children with visual impairment.
natSIP (MSI),
The National Sensory Impairment Partnership (NatSIP) emerged from earlier (2000) Government strategies to create Regional Partnerships for children with low-incidence disability. In the South East Partnership (SERSEN), a working group for Sensory Impairment (SI) was formed and the benefits of joint working across 19 Local Authority (LA) specialist services and schools became apparent. This was recognised by the Department for Children, Schools and Families (DCSF). In 2008, when the Regional Partnerships came to an end, the DCSF funded the South East Sensory Impaired Partnership (SESIP) to take forward the joint working agenda for children with SI nationally.Renamed as the National Sensory Impairment Partnership (to reflect the greatly increased reach of the activity) the partnership was further resourced by the DCSF in 2009 with an objective to improve outcomes for children and young people with sensory impairment.
Sense (MSI),
Sense is the leading national charity that supports and campaigns for children and adults who are deafblind. We provide expert advice and information as well as specialist services to deafblind people, their families, carers and the professionals who work with them. We also support people who have sensory impairments with additional disabilities
Jane Peters (VI), Berkshire Sensory Consortium
Jane Peters works as the Service Development Co-ordinator for the Berkshire Sensory Consortium Service. She qualified from Manchester University as a Teacher of the Deaf in 1988 and has worked in a number of Hearing Impaired Resource Bases before joining the Peripatetic Service as a Teacher of the Deaf in 1992 and then as a Team Leader in 1995. She works across the age range of deaf children 0-19years.
Gillian Coles (VI), Head of Service Berkshire Sensory Consortium
Gillian Coles was appointed Head of Sensory Consortium Service (SCS) in September 2003. The Sensory Consortium Service is an Education service working with children and young people aged 0-19yrs who have a hearing, visual or multi-sensory impairment. The Service, which was set up in 1998, works in all the Unitary Authorities, which were formerly Berkshire: West Berkshire, Reading, Wokingham, Bracknell, Windsor and Maidenhead and Slough. The Service works in close partnership with families, schools, Health, Social Care and Voluntary organisations. Gillian qualified as a teacher in 1977 at Bognor Regis. Her teaching has included work in the Yemen as well as a Primary Teacher and peripatetic teacher for Children with Literacy difficulties in the UK. Gillian qualified with a Special Needs Diploma (Reading University 1994) and Masters in Education (Visual Impairment) with Birmingham University in 1996 She was lucky enough to be working with a blind pupil in a mainstream secondary school during her training. This experience had a significant impact upon her inclusion philosophy. She instigated Local Authority research, which led to a Sensory Resource being established at a Local Authority Special school for children with complex needs. She also began a Parent group, which has subsequently been replaced by much more sophisticated provision structures for parents. She developed and ran an accredited course for Teaching Assistants working with children with a visual impairment as well as a Visual Impairment BTec course which is runs in conjunction with a Hearing impairment courses at a Specialist school for the Deaf. She is delighted to have had the opportunity to have been asked to help develop the on-line course. Although primarily for professionals working in education she hopes it will be widely used by anyone who wishes to extend the learning opportunities and good experiences for children and young people with a visual impairment.
Paula Scott (VI), Berkshire Sensory Consortium
Paula Scott was appointed Co-ordinator for the Visual Impairment Team in the Sensory Consortium Service in 2003. The Sensory Consortium Service is an Education service working with children and young people aged 0-19yrs who have a hearing, visual or multi-sensory impairment. The Service, which was set up in 1998, works in all the Unitary Authorities, which were formerly Berkshire: West Berkshire, Reading, Wokingham, Bracknell, Windsor and Maidenhead and Slough. The Service works in close partnership with families, schools, Health, Social Care and Voluntary organisations. Paula qualified as a teacher in 1979 at Bulmershe College, Reading. After qualifying she spent one year working in a hospital school as a nursing assistant with Autistic children and then from 1980-1994 worked in special schools with pupils who had a range of learning disabilities. She took at year off in 1983 and travelled to Australia. She qualified as a Teacher of the Visually Impaired in 1992 (Birmingham University) whilst working with pupils with complex profiles. Paula joined the service in 1994. She has an additional qualification in teaching children with Special Needs (Bulmershe College Diploma in Professional Studies in Education- Special Needs 1988) and had wide experience of working with those with special and complex needs across all age ranges before joining the Service. She has worked as a Pre-School Teacher Counsellor, and is experienced in working with children and their families in the Early Years, helping to establish a pre-school group for VI children.Paula is a tutor on an accredited BTec course for Teaching Assistants working with children with a visual impairment as well as a Visual Impairment which is runs in conjunction with a Hearing impairment courses at a Specialist school for the Deaf. She has also been a tutor on the RNIB Partners in learning Course for Teaching Assistants working in Special Schools. She has a particular interest in the inclusion of blind children in both mainstream and special schools. Paula completed a Mobility specialist course with Open College Network in 2005. Paula was very pleased to be asked to help to write the online course for Visual Impairment – the entire VI team contributed to the content of the course and she sees it as a valuable tool to empower all those involved with the education of children with visual impairment.
Understanding and managing behaviour
Bernard Allen, Educational Consultant
Bernard Allen. In 1998 he set up his own company, Steaming-Training, to enable him to pursue his renewed interest in applied psychology. Since 2002 he has worked full time as an educational consultant, trainer and publisher. Bernard has written, illustrated and produced a range of training materials, videos, books and articles on positive behaviour management. He has advised the Department for Education and Skills and lectured in schools and universities throughout the UK.
Understanding Autistic Spectrum Disorders
Hugh Clench, Director Onlineinset.net Ltd.
Hugh is an educationalist with a wide variety of experience, and is currently director of OnlineInset Ltd and of OnlineTraining Ltd, National Parent Patrnership Network, and to overseas clients including New South Wales and the Northern Territories in Australia. Until March 2008 he was Regional Facilitator for Development in Children’s Services for the South Central Region covering 13 UK local authorities. His role was to work across the region to try to bring about greater consistency in services and provision made for pupils with special needs, disabled children and other vulnerable groups, and one way of achieving this was through the development of online training. He has served on a number of national policy making committees in the UK, and has had a national lead on a number of initiatives, including various benchmarking exercises and, most recently, the development of Quality Standards for SEN Support and Outreach Services. He began his career as a teacher in both primary and secondary schools in inner London before commencing training as an educational psychologist in 1978. This led to a post in teacher training for the next seven years at West Sussex Institute of Higher Education in Chichester, specializing in postgraduate training for serving teachers of children with special needs working in both mainstream and special schools. He joined East Sussex in 1987 as an educational psychologist, becoming a senior in 1995. Local government reorganisation led to promotion as Head of SEN in Brighton and Hove in 1997, where he remained until taking up his post as Regional Facilitator in March 2000. He has pursued professional interests in information technology, in-service training and working with parents, establishing several parent support schemes. He is the author of EPIC (Everyday Problems in Childhood), a set of open learning materials for parents of pre school children which have been used throughout the UK and overseas, most notably in Malaysia and Singapore. He has held a number of voluntary positions, and is currently chair of the trustees of Amaze, a charity providing independent parent partnership services in Brighton and Hove where he lives with his wife Jenny, and occasionally with his 3 grown up children.
Motor Co-ordination Difficulties
Ian Male, Consultant Paediatrician
Ian is a consultant community paediatrician working in Mid Sussex and Brighton. His clinical caseload includes children with a number of neurodevelopmental disorders including dyspraxia and autistic spectrum disorder. His research interests include how to make best use of modern communication methods, eg IT, in educating parents, schools and other professionals about the difficulties affecting their children. He is also interested in safeguarding children in sport and how to make sport more available for children with special needs. Working with the local council, this has lead to the creation of a football club for children with poor coordination
Adrian Dighe, Consultant Paediatrician
ADRIAN DIGHE is a Community Paediatrician who has worked in Kent and West Sussex.
He brings 20 years experience of child development and disability to the specialty of community paediatrics. He has a special interest in children with autism and children with motor learning difficulties. Adrian first developed an interest in dyspraxia while working in Kent and has written articles and lectured widely in schools on the subject. He also set up a dedicated clinic in Chatham working with a physiotherapist and specialist learning support teacher, and co-authored with an educational psychologist a chapter on dyspraxia in a text book for teachers.
Since moving to West Sussex Adrian has featured in a very short TV news item produced by a local Dyspraxia parent support group, developed a sports initiative with Mid-Sussex District Council for youngsters with coordination difficulties, led an initiative to develop motor skills acquisition in reception classes in some Mid-Sussex schools and set up an award winning assessment clinic in Haywards Heath where children with suspected motor learning difficulties receive multidisciplinary assessment. Adrian is passionate about helping these children to be better understood in schools and then be helped appropriately. Twenty years on from when he first met these children he finds there is much greater awareness of the condition but still many youngsters suffer unnecessarily, and are identified as having difficulties too late for remediation to have significant impact. He hopes to continue to help school staff to both identify children with these difficulties and introduce beneficial interventions in the classroom. There have been many highly regarded researchers involved in this forum including Cheryl Missiuni, Madeleine Portwood, Sheila Henderson, Amanda Kirby, and Carolyn Dunford. She has worked at a multi-agency level with colleagues in health to devise an intervention programme called Jump Ahead, to support children in school at KS 1 and KS 2, who experience motor co-ordination difficulties. Training continues to be held for local schools once a term. Jump Ahead was developed as a Years programme of graded activities. There are 4 sections, the introductory section provides theoretical background and guidance, with the programme itself comprising three termly stages (colour coded). Each stage incorporates five focus areas with five tasks for each area, providing a total of twenty-five graded activities, which target both areas of gross and fine motor skills. This intervention programme has created much interest both nationally and internationally and a number of training days have been held to train trainers who can then deliver the programme at a local level in their area. Mhairi has spoken at a number of conferences on the Jump Ahead intervention programme, including the SENSSA in York and the inaugural DCD Teachernetwork UK conference in Birmingham. Mhairi Archibald, Advisory Teacher
Mhairi Archibald has been an Advisory Teacher working for the Inclusion Support Team, Children and Young Peoples Service in West Sussex.She has an OCR Diploma (SpLD) and MA(Ed) which focused on Special Educational Needs.Mhairi is involved in a national forum, DCD Teachernet UK led by Nichola Jones, which brings together professionals to focus on research and development for children and young people with motor skills difficulties and those diagnosed with Developmental Co-ordination Disorder (DCD).
Onlineinset.net limited is a non-profit making limited company working in partnership with subscribing organisations. Onlineinset courses support Wave 2 and 3 interventions in school, and as such build on any materials available through the Inclusion Development Programme (IDP) at Wave 1. Subscription courses which are available include:
- Understanding Autistic Spectrum Disorders.
- Inclusion for pupils with Speech, Language and Communication Needs.
- Understanding and Managing Behaviour
- Understanding Hearing Impairment.
- Understanding Visual Impairment.
- Motor Co-ordination Difficulties.
- Dyslexia.
Local Authorities, schools, and other organisations can gain access to the developing range of courses through subscription. All participating organisations will have the opportunity to play a part in the further development of Onlineinset.
Flexibility.
Online training provides a much more flexible form of delivery than traditional courses, allowing participants to study all together in an ICT suite, or from home or elsewhere in their own time and at their own pace, or a mixture of the two. While the course content can be covered in six to nine hours, online forums allow for further discussion and support to be extended over a much longer period, so that the learning which has taken place can be embedded in practice.
Multimedia content
The web-based format means content can be presented in a variety of ways to suit different learners. There are also a number of interactive elements that support and encourage the learning process, including:
- Animations
- Self assessment exercises
- Online quizzes
- Video clips
- Online forums
- Printable resources
Each course has four main elements
- Understanding
- Assessment for learning
- Interventions
- Case studies
Within each course every student will be required to complete three goals and three matching approaches or interventions with a young person in mind.
Instant feedback
Lead tutors from all participating organisations have administrative access over the progress of each student and their tutors as well as immediate feedback statistics and information gathered on course completion. This is complemented by a 90 day follow up for each student, on course completion, to measure change of practice and implementation levels of interventions taken as a result of the training.
Following the end of the National Strategies contract on 31 March 2011 a number of learning resources were updated and adapted to enable users to access the content archived by the National Archives.
Users will need to be aware that the interactive functionality and features previously available on NS Online will not be available on the archived versions. For example the interactive personalised functions, external links and search boxes and navigation will not work in archived versions although individual pages do display prompts.
Interactive Personalised Functions: users will no longer be able to access the interactive Learning Objectives functionality in the Primary and Secondary Frameworks. Also the function to log into or undertake any e-learning modules is no longer available as the technical architecture of the National Archives is unable to support such a function. However, in the NS Online archived snapshot the e-learning courses have been modified into download executables suitable for running locally, provided you have access to a SCORM player (Sharable Content Object Resource Model). External Links: some pages may still display links to external sites; following the closure of NS Online these links have been broken and will not work. This may result in an error message being displayed.
Search & Navigation Functions: users will need to navigate via the National Archive’s menu structure rather than using the search facility displayed on the archived snapshot versions.
Onlineinset.net is not responsible for and has no relationship with the National Archives or the National Strategies.
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