1. Managing the whole child in the classroom - a rationale and practical guidance (with additional data on provision at 16+ & 18+) Professor Amanda Kirby Dyscovery Centre University of Wales, Newport

3. How do we see children today?

6. Young people may present in different ways

8. ADHD Dyslexia Asperger's Syndrome DCD ODD Conduct disorder Specific language impairment Pragmatic language impairment Dyspraxia

9. Autism friendly schools Dyslexia friendly schools Lots of initiatives………………

10. Fixed thinking

11. Behaviour SEN SERVICES

12. Children

14. How often do we see a “pure” child with ONLY one difficulty ? The rule…. …… Or the exception

15. Start from any point and you will end up seeing overlap

22. Take 50 children with Dyspraxia (DCD)

23. ADHD AND Oppositional Defiant Disorder 40% Tics 11% Conduct Disorder 14% ADHD alone 31% Anxiety Disorder 34% MTA Cooperative Group. Arch Gen Psychiatry 1999; 56:1088–1096 Mood disorders

24. ADHD + DCD Impact of combination

26. DCD sample ADHD sample N=30 40% combined N=58 34% combined

27. * Significant difference with DCD alone- compared to all other groups on total difficulties, conduct, and hyperactivity ( p<0.01) * * * *

28. Start from a different point Behaviour…predicting the future

31. We sometimes see behaviour and don’t look what’s beneath it Frustrated Angry Withdrawn Fidgety

34. Parents Confused

35. Keiran 3y 7m, HV 18m, P 4y, P 4y, SLT 4y, EP 4y, OT 4y, OT 4y, SEN 5y, SLT 5y, OT 6y, GP 6y, EP 6y, EP 7y, P 7y, Physio 7y, SLT 7y, CP 7y, OT 7y SLT 8y, SLT 8y, SLT 8y, SLT 8y, EP 8y, OT 8y, OT 9y, SLT (Feeding) 9y, Physio 9y, EP 10y, OT 10y, OT 10y, EP 8y, SEN Tribunal Education HEALTH

36. There is a need for a common pathway

39. SPOT THE DIFFERENCE

40. Context is key Playing football in the UK Reading in the jungle

44. WE ARE ALL SHADES OF GREY

48. Looking for the Sticky kids

52. Need to start to support in school first

55. General good practice approaches Group approaches Specific tailored approaches

60. DCD Dyslexia ADHD Behaviour and social difficulties DAMP

61. 80% full 75% full Get help … called Dyslexia, ADHD etc Don’t get help…

62. Get help … called Dyslexia, Asperger's Syndrome? Don’t get help called ADHD or SLI Same level of difficulty- different diagnosis

63. 2 difficulties filling the bucket Behaviour Language BUT ONLY TRYING TO SWITCH OFF 1 TAP

64. Need to consider an individual map

66. If this approach is not working Then check out symptoms and signs BUT be aware of the overlap

72. Changes in views in emerging adulthood

76. Greater interaction without potential support

77. Additional new skills required

78. Misinterpretation of new information

79. increased risk of mental health disorders CUMULATIVE EFFECT Time pressures, new and varying work rules Social interaction Social isolation New people to interface travel and living ILS

80. Young person Agency e.g. employer/FE/HE Parent OUT OF THE LOOP

83. Key factor: CHOICE cured of “Dyschoolia”

104. 0 years 10 years 18 years 20 years Delay in progression towards adulthood Interaction Parental support Peer interaction ASD/DCD etc. Typically developing Individual

108. After school choices

115. Going to university

118. Diagnosis at 15 years New assessment and report Individual pays for it Apply for DSA if full time… not available for short courses Access Centre…. Another town Meet student support services…delay in provision for a term after starting… Processes complex

124. To diagnose or not??

131. General issues

132. Falling through the gaps

138. Health Condition ( disorder/disease ) Interaction of Concepts ICF 2001 Environmental Factors Personal Factors Body function&structure (Impairment ) Activities (Limitation) Participation (Restriction)

149. Perseverance is not a long race; it is many short races one after another. Walter Elliott

152. Training events across the UK and train the trainers packs for over 800 employers and vol. sector organisations Targeted at those working with post 14 e.g. The FA , Police, Sports centres,

154. Who is the keyworker?

155. Barriers to effective inter-agency working Conflicting policies, procedures, priorities and funding streams Lack of understanding about roles and responsibilities Lack of co-ordination Different organisational cultures Communication difficulties Professional ‘silos’ Separate systems History

160. Thank you [email_address] www.dyscovery.co.uk