This article looks at the gvernment report from October 2010 which expresses that:
"Almost one in four primary school boys have special educational needs, with many suffering from behavioural and emotional problems."
and that "Boys of primary age are almost twice as likely to have special educational needs (SEN) compared with girls".
The report shows that as the chirldren move on into secondary scool they become "three times more likely to have SEN" Alongside this, the report also shows that the types of SEN are likely to have, varies between genders with "Girls with SEN statements were more than twice as likely to have profound or multiple learning difficulties or hearing problems compared with boys."
Source
Monday 7 March 2011
"Wrongly Labelled"
An article (Source Article Here) looking at one parents experiences of the testing process related the being identified as having SEN.
She comments throughout on how her child became "anxious and withdrawn" before going through the process of repeated tests and visits to therapists etc. The parents says that after the first bout of tests there was " More assessment, more labelling, more worry" and goes on to question the effect of what this whole process could have on a child. When she believes that all her child needed was "nothing more than kindness and understanding from an experienced teacher".
If this parent has noted that there was a continuation of labelling etc on her child, what effect does this have on the child and also the other children within a school? If a child is labelled as having SEN what effect could this have on the other students that they are expected to interact with and work alongisde? The key to the social exclusion related with Special Needs?
A second article which also supports this argument can be found here
She comments throughout on how her child became "anxious and withdrawn" before going through the process of repeated tests and visits to therapists etc. The parents says that after the first bout of tests there was " More assessment, more labelling, more worry" and goes on to question the effect of what this whole process could have on a child. When she believes that all her child needed was "nothing more than kindness and understanding from an experienced teacher".
If this parent has noted that there was a continuation of labelling etc on her child, what effect does this have on the child and also the other children within a school? If a child is labelled as having SEN what effect could this have on the other students that they are expected to interact with and work alongisde? The key to the social exclusion related with Special Needs?
A second article which also supports this argument can be found here
SEN (Special Educational Needs)
Three recent articles on the Guardian Newspaper's website have unveiled new developments within the care of children with SEN and the ways in which schools and families can work together to help those children. Especially those with more social issues rather than medical issues.
The first and second arcticles (Source Article here and here) looks at the ways in which those with SEN are classified and 'labelled' and the recent government green paper aimed to provide better pastoral care for those that require it allowing for better care for those with more severe needs as well as those with 'lesser' needs.
The article also reports that there has been an increase in the amount of children diagnosed with SEN in recent years, which is believed to be primarily due to the developments within the diagnosis processes.
One of the primary quotes of the article
"One of the really successful things about this work is that you separate out which kids have a significant special educational need, something diagnosable, and which are kids not making enough progress for a variety of reasons. We would have had kids in the past on the SEN register who were two years behind in their reading age. The reason they're two years behind is because their attendance was only 50%. They haven't really got a special need – they need to be at school more."
The way the headmaster (Paul Green) talks about being able to "separate out which kids have a significant special educational need" is a concerning point, as if these children are seperated from the main stream it has the potential to cause further problems, assuming they are being literally seperated out. These problems may include bullying from their fellow schoolmates, a problem which is explored by the second article.
The third article (Source Article here) explores bullying of disabled pupils within mainstream education systems.
With "570,000 disabled children in England, of which 100,000 are severely disabled" and estimates of "8 out of 10" experiencing bullying it is clear that there is a major problem with the inclusion of these pupils with disability or SEN within mainstream education.
One of the main suggestions within the article is that "schools should use music and drama to help SEN children and the whole school understand the issues" this shows that there is a need within mainstream education systems for forms of music therapy or interaction between all members of the school system regardless of SEN or not. This is further supported by "Children with SEN (special educational needs) and disabilities are often more isolated, have difficulty understanding the social context of bullying and might be especially afraid of "grassing" on bullies".
If there is bullying and feeling of exclusion in the same area surely the problems could potentially be linked?
If people are feeling excluded and unable to interact with others within the school they will be pushed further and further from mainstream society?
So overall these articles show that there is a definate need for intervention within the mainstream school system to help those without SEN to understand and interact with those with SEN allowing for a better experience for all members of the school community.
The first and second arcticles (Source Article here and here) looks at the ways in which those with SEN are classified and 'labelled' and the recent government green paper aimed to provide better pastoral care for those that require it allowing for better care for those with more severe needs as well as those with 'lesser' needs.
The article also reports that there has been an increase in the amount of children diagnosed with SEN in recent years, which is believed to be primarily due to the developments within the diagnosis processes.
One of the primary quotes of the article
"One of the really successful things about this work is that you separate out which kids have a significant special educational need, something diagnosable, and which are kids not making enough progress for a variety of reasons. We would have had kids in the past on the SEN register who were two years behind in their reading age. The reason they're two years behind is because their attendance was only 50%. They haven't really got a special need – they need to be at school more."
The way the headmaster (Paul Green) talks about being able to "separate out which kids have a significant special educational need" is a concerning point, as if these children are seperated from the main stream it has the potential to cause further problems, assuming they are being literally seperated out. These problems may include bullying from their fellow schoolmates, a problem which is explored by the second article.
The third article (Source Article here) explores bullying of disabled pupils within mainstream education systems.
With "570,000 disabled children in England, of which 100,000 are severely disabled" and estimates of "8 out of 10" experiencing bullying it is clear that there is a major problem with the inclusion of these pupils with disability or SEN within mainstream education.
One of the main suggestions within the article is that "schools should use music and drama to help SEN children and the whole school understand the issues" this shows that there is a need within mainstream education systems for forms of music therapy or interaction between all members of the school system regardless of SEN or not. This is further supported by "Children with SEN (special educational needs) and disabilities are often more isolated, have difficulty understanding the social context of bullying and might be especially afraid of "grassing" on bullies".
If there is bullying and feeling of exclusion in the same area surely the problems could potentially be linked?
If people are feeling excluded and unable to interact with others within the school they will be pushed further and further from mainstream society?
So overall these articles show that there is a definate need for intervention within the mainstream school system to help those without SEN to understand and interact with those with SEN allowing for a better experience for all members of the school community.
Tuesday 1 March 2011
DJM Music
A U.K. supplier of musical equipment with a section of instruments specialised for use within music therapy.
Many of these instruments are standard instruments or collections of instruments attached to a large brightly coloured wooden stand, which seems to limit the use that some users would be able to achieve from the products (see images below).
Many of these instruments are standard instruments or collections of instruments attached to a large brightly coloured wooden stand, which seems to limit the use that some users would be able to achieve from the products (see images below).
These 'sound stations' are widely available from specialist music therapy suppliers along with a wider range of instruments mounted on specially made 'stations'. However, considering the intended purpose for these 'stations' they seem to offer limited effect and usability, as the range of instruments cramped into the relatively small space is likely to confuse and irritate the user ( who is likely to already be prone to sudden outbursts following minor agitation).
Alongside these problems of access and usability these 'stations' look rather childish, which whilst it is suitable for the younger range of of potential users (Such as children with ASD) it is possible that older people which may be going through music therapy (Such as patients with Dementia etc) may find this frustrating and almost embarrassing that they are essentially playing with a toy.
'Therapeutic Music - Not music therapy'
Increasingly popular are the use of 'therapeutic music' cd's to help calm people and relieve stress through the use of soft gentle music, this is primarily through the use of the music as a relaxation or meditation aid.
www.acoustictherapy.com describe acoustic therapy (therapeutic music) as:
www.acoustictherapy.com describe acoustic therapy (therapeutic music) as:
" Acoustitherapy is the use of sound, music and musical interventions in order to restore, maintain, and improve emotional, physical, psychological, and spiritual health."
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