SUPPORT GUIDE Supporting Members with Additional Needs

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SUPPORT GUIDE

Supporting Members with

Additional Needs

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YFC Centre, 10th Street, Stoneleigh Park, Kenilworth, CV82LG Paper number: AN-05-13 version 1

t:02476 857 200 f:02476 857 229 e:post@nfyfc.org.uk Page number: 2 of 18

National Federation of Young Farmers' Clubs

"Fun, Learning and Achievement"

National Federation of Young Farmers' Clubs

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OBJECTIVES

This support guide will help you to:

 Understand the many additional needs, often known as Special Educational Needs (SEN) that members may have

 Gain knowledge about behaviours associated with various conditions

 Learn different strategies to enable these members to be fully included in club activities

The guide will help to give you an awareness of a range of difficulties some of your members may be experiencing in the club environment, in social gatherings or out and about. By gaining awareness you will then be able to support your members on a more individual basis and create a more inclusive environment for everyone to enjoy.

If you feel you would like more training on this subject or would like help with anything please contact us at NFYFC 02476 857200. There is also a very good E-Learning module produced by www.kids.org.uk The link is Creating an Attitude of Inclusion

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WHAT ARE ADDITIONAL NEEDS?

Children and young people with additional needs is a broad term that refers to those young people whose experiences and characteristics may affect their capacity to thrive, and who require additional support in order to achieve their potential. A small proportion of young people will require an intervention by statutory agencies, such as social care. Many young people with additional learning needs will have been assessed and given a statement of special educational needs and are then linked to social care who can review their needs along with the school and then offer support to parents, such as locating suitable activities for the child and respite care.

Some children have needs or disabilities that affect their ability to learn. For example:

 Behavioural/social (e.g. difficulty making friends)

 Reading and writing (e.g. dyslexia)

 Understanding things

 Concentrating (e.g. Attention Deficit Hyperactivity Disorder)

 Physical needs or impairments

Young people with additional needs may include the following:

 Physical, sensory or developmental disability

 Learning disabilities

 Language difficulties

 Communication disabilities

 Specific behavioural or psychological disorders

 Health problems including any disabling condition which needs treatment over a long period of time.

A Health & Wellbeing Guide is available for supporting members who are experiencing emotional problems i.e. due to family break up or family illness, death etc

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National Federation of Young Farmers' Clubs

WHAT ARE AUTISM SPECTRUM CONDITIONS?

What is the Autistic Spectrum?

Autism is not a single disorder, but a spectrum of closely-related disorders with a shared core of symptoms. Every individual on the autism spectrum is affected to some degree with social skills, empathy, communication, and flexible behaviour. But the level of disability and the combination of symptoms varies from person to person. Two young people with the same diagnosis may appear different when it comes to their behaviours and abilities. Some are able to live independently; others will require a lifetime of specialist support.

Autistic spectrum conditions are lifelong development difficulties that affect how a person makes sense of the world, how they process information and how they relate to other people. ‘Autism Spectrum Conditions’ is an umbrella term for common difficulties in social interaction, communication and a range of activities. It covers the following conditions:

Autism

Asperger’s Condition Rett’s Syndrome

Childhood Disintegrative

The following conditions are closely linked with the autism spectrum and may share the same core symptoms. For example half of children with dyslexia have ADHD symptoms and more than half of dyspraxics have dyslexic problems1. We are going to take a look at the three most common conditions later in this guide.

Dyslexia Dyspraxia

Attention Deficit Hyperactivity Disorder (ADHD)

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National Federation of Young Farmers' Clubs

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WHAT IS AUTISM?

Autism is a neurological (brain) development disability that affects an individual’s social interaction, their ability to communicate and restricts their behaviour. Four out of five people with a diagnosis is male2. Autism affects how information is processed in the brain. People from all nationalities and cultural, religious and social backgrounds can have autism. All people with autism can benefit from a timely diagnosis and access to appropriate services and support.

The exact cause of autism is still being investigated. However, research suggests that a mixture of factors – the person’s genetic make up and the environment may account for changes in brain development causing the condition.

Further information can be found at the National Autistic Society www.autism.org.uk

People with Autism may have difficulties with social communication, social interaction and imagination activities. In order to support you to identify this and engage these members to participate fully we have included a table of behavioural characteristics and support strategies.

Let’s look at the areas where individuals may have difficulties:

 Social Communication

 Social Interaction

 Reliance on Routines

 Sensory Sensitivity

We will look at each one individually over the next few pages.

The following pages contain tables that discuss various behavioural characteristics. Club Officers may find this useful in recognising some behaviour and be able to use the suggested strategies to support those members displaying them.

2

http://www.dwp.gov.uk/publications/specialist-guides/medical-conditions/a-z-of-medical-conditions/autistic-spectrum-disorder/

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National Federation of Young Farmers' Clubs

SOCIAL COMMUNICATION

The Autism Spectrum Condition is a complex condition which can involve impairment of all modes of communication including understanding of facial expressions, tone of voice, body language and speech. People with this condition sometimes find it difficult to express themselves emotionally and socially. These characteristics and support strategies may help you to work with young people with additional needs.

Characteristics

Support Strategies

Individual often appears selectively deaf, not listening or ignoring the speaker

It may be useful to start each sentence with the individuals preferred name

Individuals seem to take a long time to understand, respond or answer questions or instructions

Try to give plenty of thinking time, try to use short sentences, and try to use visual objects or pictures to support your words.

Individuals may have difficulty responding, understanding or interpreting facial or body gestures and expressions

Try to reduce the amount of expressions you use. Help the individual learn certain gestures that they will require in their social lives. Try to provide direct social skills instruction

Many individuals may take your words literally Try not to use sayings, double meanings and jokes, try not to speak in ‘slang’. Be specific if you give a time limit of 5 minutes you must try to stick to 5 minutes. They may use very little words to express themselves The individual will need augmentative communication

systems. For example sign language, picture cards etc. You can encourage the individual to show you what they want or take you to what they require

Some individuals may use Echolalia where they will repeat what another person has said, possibly over and over again

Try to use simple language, try to avoid using lots of words in the company of an individual on the autistic spectrum. Try to encourage the individual to use words that relate to their environment, for example sentences that fit in with what they are doing or what is happening around them

Individuals may have difficulty expressing their emotions in a typical way

It will help individuals to understand facial expressions of emotions, for example using pictures of happy face, sad face etc, you may be able to teach individuals with photographs and examples of emotions

Individuals may have difficulties in understanding turn taking and changing topics

You may like to try using flash cards, or one sentence, ‘Jenny’s turn to talk’

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National Federation of Young Farmers' Clubs

SOCIAL INTERACTION

For a person on the autistic spectrum there can be poor social timing, inappropriate eye contact, impaired acceptance, or rejection of body contact/excessive physical contact and a lack of awareness or appreciation of other people’s feelings. Some adults on the spectrum do enjoy having other people around them but they tend not to interact or they may interact to meet their own needs i.e. continuously talking about their favourite subject.

Characteristics

Support Strategies

The individual may often appear more interested in objects than people

Try to encourage the individual to share the interest with you. Try to encourage turn taking and sharing Individuals may become attached to a particular

individual in a unique way

Try to ensure the individual gets used to having more than one person within their social environment Individuals may show a lack of understanding or

shared reference with the rest of the group

Try to provide feedback when it does not occur. Become a role model for appropriate behaviour, try to link the situation to another situation to help with understanding

Some individuals may get upset and be difficult to console

Try to be sensitive and follow their plan of preferred style of comforting. Some individuals may wish to discuss, some may wish to be alone, some individuals like company, some like to sing. Try to identify what the individual prefers

Many individuals will have difficulty in anticipating what comes next, they may have little understanding of time and how long things take

Many individuals like to keep to a strict routine, use timetables and pictures to help the individual to follow the club routine. If there is a change in routine use pictures and words to help understanding

Many individuals will have difficulty with change and moving to new environments that they haven’t been to before

Help the individual understand about beginnings and endings by using visual pictures and schedules. Plan moving to new environments in advance, use pictures, books, photos and extra visits if possible to prepare the individual

Individuals may have difficulty learning, understanding and using rules of social interaction. For example greetings, eye contact and answering questions

Try to encourage individuals to follow your role and model appropriate greetings. For example shaking hands, smiling, nodding. Provide direct instructions to the individual at the correct time

Some individuals may not show an understanding of feelings

Use photographs of emotional expressions to support an understanding of empathy

Many individuals will demonstrate high levels of anxious behaviours

Try to find out what strategies keep the individual calm, try to remove the sensitivity and teach individuals relaxation techniques.

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RELIANCE ON ROUTINES

People within the spectrum of autism have a rigidity of thought processes, they can be resistant to change and often have obsessive interests to the exclusion of all other people and things going on in their environment. They may have apparently unreasonable fears, and have no sense of danger, and little or no understanding of the various rules of society. For people with an autistic spectrum condition, the world can seem a very erratic and confusing place, with people, animals and traffic being particularly unpredictable. They often prefer to have a fixed daily routine so they know what is going to happen every day. This routine can extend to always wanting to travel the same way, on the bus, sitting in the same seat.

Rules can also be important: it may be difficult for a person with an autism spectrum condition to take a different approach to something once they have been taught the ‘right’ way to do it. They may also identify and become upset when other people break rules.

Characteristics

Support Strategies

Individuals may be very rigid in their routines, habits and their imaginative play is limited, they may lack creativity, flexibility and impulsiveness

Use the individual’s special interest as a way to encourage flexibility, teach the individual to try new things in small steps and reward the positive behaviour

Individuals may often display repetitive, ritualistic play or behaviour; they may have a limited range of interests/activities

Encourage the individual to try new experiences, expand on their interests in a sensitive way to ensure it is an enjoyable process

Some individuals may demonstrate self-stimulatory or stereotypic behaviours, for example they may like to play in the water at every opportunity, or they may enjoy the feel of fur.

Ask the members to bring appropriate objects that they can use at appropriate times. Teach the individual when and where the behaviour is appropriate. Reduce or increase other stimulation. Use visuals, prompts, cues and behavioural intervention to reduce the frequency of the behaviour.

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National Federation of Young Farmers' Clubs

SENSORY SENSITIVITY

Everyone experiences unpleasant or distracting sensory experiences at some time. Common ones that can be disturbing include fingernails scratching against a chalkboard, itchy clothing, bright lights or very cold foods. No two people are the same. Some people enjoy very light touches on their skin while others are ticklish and cannot tolerate such touching. Some people who have an autistic spectrum condition may not tolerate sounds or hugs, while another is oblivious to sounds and craves hugs. One person may have an explosive and exaggerated reaction to loud noises, while another may not react at all. People who have an autistic spectrum condition will have sensory issues and have difficulty filtering sensory input. Their nervous systems do not know what to block out and what to amplify (allow in). Some people have a hyperactive sensory system and may avoid engaging in activities that involve motion. They may get motion sickness very easily. They may resist activities like climbing or descending stairs. They may seek assistance with seemingly simple tasks like walking on uneven ground.

In contrast, people may have a hypoactive sensory system and actively seek activities that involve motion. They may enjoy swinging or other activities or other activities involving motion. They may not become dizzy after spinning around in circles. They may need to be refrained from excessive motion.

Sensory integration for those without an autistic spectrum condition = 1. The ability to take in information through multiple senses

2. Add it to prior knowledge, information and memories in the brain 3. And then make a meaningful response.

For example, if you walk past a bakery shop you will smell the lovely bread cooking and you will remember that last time you went to a bakery and will remember what is available to buy in the bakery.

Sensory integration for a person with autism spectrum condition is = 1. A difficult combination that they cannot manage all together 2. They can be hypersensitive/hyposensitive

3. Can have sensory overload causing unusual reactions i.e. withdrawal, behaviour difficulties, rigid behaviour

For example, a person with autism may find certain background sounds, which other people ignore or black out, unbearably loud or distracting. This can cause anxiety or even physical pain.

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National Federation of Young Farmers' Clubs

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DYSLEXIA

Dyslexia is a learning difficulty that causes problems with learning language based skills. People with dyslexia often have trouble with reading, writing and spelling. For some people it can also affect concentration, short term memory, maths, co-ordination and communication skills. Finding it difficult to pay attention for long periods of time, finding it hard to make friends, being prone to tantrums and seemingly insensitive to other people’s feelings are also indications of a dyslexic condition.

However, dyslexia has no reflection on a person’s intelligence – it is about the access to that intelligence. It doesn’t mean that the person cannot read but it can make learning very challenging, depending on the degree of the problem. The sufferer may avoid anything to do with reading, writing and spelling, joining in and socialising. Sometimes making friends may not come easily to them.

Dyslexics may find it hard to pay attention for a long time and once instructed they’re also inclined to forget things.

When running club activities involving dyslexic members

 You may wish to consider the use of coloured ink and paper (black ink on white paper can be difficult to read)

 Use text in lowercase (block capitals can also be difficult to read)

 Make information available in a variety of ways: reading, audio, visual.

 Do not overload with instructions, rather give one at a time and ensure it has been understood

 Give additional time to complete tasks

 Praise activities done well

 Allocate a supportive member to work with them if required

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DYSPRAXIA

Dyspraxia mainly causes issues with coordination resulting in clumsy type behaviour. Dyspraxic people also have problems with motor skills. Motor Skills are grouped into two types, ‘fine’ and ‘gross’.

Fine motor skills require precise movements like:

 Writing

 Threading beads

 Tying shoelaces

 Doing up buttons

 Using cutlery

Gross motor skills relate to balance and co ordinations including:

 Catching and throwing

 Riding a bike

Sufferers may therefore often avoid participating in certain sports if they find it difficult. They may have poor procedural learning skills and therefore need to repeat a task many times more than usually required in order to develop the same level of skill. People with dyspraxia can find it difficult to form ideas; their brains have difficulty in turning messages from the brain into meaningful action.

When running club activities involving dyspraxic members

 Ensure you are aware of members needs when planning activities – the form at the end of this guide can support you to work with the parents to establish support needs of new members.

 Where possible provide suitable tools to help with difficult tasks, such as adapted scissors, laptop etc

 Make sure instructions are concise and wherever possible provide timetables, and mind maps as these help people with dyspraxia to prioritise their tasks and meet deadlines. They should be encouraged to write instructions down clearly and to keep them for easy reference. This can be done with the whole group so not to isolate the member

 Give adequate time to complete tasks

Further information can be found at the Dyspraxia Foundation

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ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is the term used to cover the various syndromes where there is either attention deficit, hyperactivity or both. So ADHD is used to refer to people who suffer from attention deficit whether they have hyperactivity or not. The condition is a neurologically-based disability, which causes a range of problems associated with behavioural difficulties and poor attention span. A person with ADHD may have trouble with:

 Keeping their attention on tasks, in work or play

 Organising tasks and activities

 Playing or working quietly

 Disruptive behaviour

 Interrupting others

Sufferers can be easily distracted, prone to daydream, do not finish work, have problems listening and sometimes clumsy. Sometimes they act before thinking of the consequences, jump from one activity to another, are disorganised and have a tendency to interrupt other peoples’ conversations. This can be difficult when running a club activity that requires planning and concentration.

When running club activities involving members with ADHD

At club meetings you could try to obtain some squeeze balls or play dough etc that can be fiddled with to focus attention. When doing activities that require focus it can sometimes help to suck healthy sweets or chew gum. You can also:

 Minimize background noise to create a quiet setting if possible

 Make headphones available

 Turn down the lighting if appropriate to the activity

 Let the group know how long they have got to finish a task and cueing 5-10 minutes before changes

Further information can be found at ADHD.org

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National Federation of Young Farmers' Clubs

DEVELOPING A PLAN FOR INCLUSION

When a new member joins with additional needs a Support Plan should be completed which considers the following points:

 The child's abilities, goals, interests, expectations and health status (if medicated) are considered when developing the plan.

 The plan is developed in consultation with all those working with the child including the parents, family, friends and any support workers.

 The parent's expectations for their child are identified and used when developing the plan. The parent's experience and practices are a valuable resource as they know their child best.

 A time to review the plan is set (SMART targets) – quarterly to begin and then annually to ensure the members, club and parents are happy.

 Raising awareness by ensuring other officers have information to support the member to participate

 Consider seeking additional advice or look at training needs if you feel you need to know more within your club.

Implementing strategies in your YFC to meet the child's additional needs

1. Ensure the officers know the level of support established in the support plan and then adjust it over time according to the child's needs

2. Encourage members and officers to adopt inclusive attitudes and practices to support the member

3. Support is provided to others in order to implement strategies such as informal discussions during activity planning with officers.

4. Specific program initiatives can be developed to meet a child's needs in order to help other members understand and be more inclusive.

5. Strategies that may address difficulties are recorded and used when required. 6. Strategies designed by other agencies are implemented i.e. school support worker

Consultation with others if any issues arise

1. Information about progress is monitored and shared amongst parents, the club officers and where required any support staff working with the member.

2. Issues of concern are identified and discussed with all relevant people.

3. Information exchange with parents about the child's needs and participation is established and maintained. Parental permission is sought and gained, prior to consultation with others regarding the child.

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Monitor and review strategies

1. Members and any strategies put in place to support them are monitored closely and information presented at the review, although regular feedback to parents/professionals should be decided at the planning stage i.e. at the end of each club night when the young person is collected

2. Changes in the child's participation are adapted to as and when necessary. 3. Support from other professionals, county office or NFYFC

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National Federation of Young Farmers' Clubs

SUPPORT PLAN

Please fill in this form as accurately as possible to enable us to meet your child’s requirements. This form will be reviewed annually, however if any of these circumstances change, please inform us.

Child’s Name

Date of Birth

Address

Parent/Carer Name

Parent/Carer Telephone Number

Medical Requirements:

(This may include any regular or emergency medication, allergies or details of medical interventions etc)

Access Requirements:

(This may include physical access, supported transport, accessible parking or toilets, no strobe lighting, specific seating etc)

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National Federation of Young Farmers' Clubs

Communication Requirements:

(These may include: sign interpretation, communication boards, symbols, Braille, simple language etc.)

Personal Care Requirements:

(These may include support with going to the toilet, eating, dressing, drinking, etc.)

Feeling Included Requirements:

(These may include having another young person identified to provide support, ensuring activities are inclusive, having opportunities to opt out of a certain session, not being put on the spot, the session not being too noisy, number of young people in group, specific things you/your child likes or doesn’t like, etc.)

Any other relevant information which would be useful

Signed by child/young person... Signed by parent/carer... Signed by Club Leader... Date...

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National Federation of Young Farmers' Clubs

EXAMPLE LETTER TO ACCOMPANY SUPPORT PLAN

Club Contact Details XXXXXXXXXXX XXXXXXXX Date

Dear Parent/Guardian

Young Farmers aims to be an inclusive organisation where all young people aged 10-26 are welcome to join. When members join young farmers they are asked to complete certain membership paperwork to allow the club to follow the safeguarding procedures of the organisation, protect the wellbeing of the child and respect the requests of the parents/guardians. This paperwork is checked and if no further information is required your child is issued a membership card to enjoy the benefits of the organisation. Young Farmers club officers and leaders will assess the individual needs of members in an effort to integrate new members into the existing club structure and support them to participate in all the activities the club includes in their programme.

Young Farmers club officers and leaders are volunteer roles that people within the local community are elected into. These volunteers give up their own time in order to support this voluntary youth provision for young people. Our volunteers are given training in running young farmers rural youth clubs but may not have the specific training required to support the needs of all young people. In these cases the club may need to request additional support from the family of the young person or external services that can provide a sessional worker to support the young person to participate.

In order to be able to support your child’s participation effectively in XXXXXXXX Young Farmers club in addition to the membership application form we would like to obtain some additional information from you to help the officers and leaders. The attached form will give us more specific information regarding your child’s needs. This will allow the club officers/leaders the chance to consider these needs and how they may be able to accommodate them within the club. Once you have completed the form please contact the club to arrange an informal meeting to work through the form with the officers/leaders.

Thank you for supporting us with assessing your child’s participation needs for XXXX Young Farmers Clubs.

SUPPORT GUIDE Supporting Members with Additional Needs

SUPPORT GUIDE

Supporting Members with

Additional Needs

National Federation of Young Farmers' Clubs

CONTENTS

National Federation of Young Farmers' Clubs

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OBJECTIVES

National Federation of Young Farmers' Clubs

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WHAT ARE ADDITIONAL NEEDS?

National Federation of Young Farmers' Clubs

WHAT ARE AUTISM SPECTRUM CONDITIONS?

What is the Autistic Spectrum?

National Federation of Young Farmers' Clubs

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WHAT IS AUTISM?

National Federation of Young Farmers' Clubs

SOCIAL COMMUNICATION

Characteristics

Support Strategies

National Federation of Young Farmers' Clubs

SOCIAL INTERACTION

Characteristics

Support Strategies

National Federation of Young Farmers' Clubs

RELIANCE ON ROUTINES

Characteristics

Support Strategies

National Federation of Young Farmers' Clubs

SENSORY SENSITIVITY

National Federation of Young Farmers' Clubs

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DYSLEXIA

When running club activities involving dyslexic members

National Federation of Young Farmers' Clubs

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DYSPRAXIA

When running club activities involving dyspraxic members

National Federation of Young Farmers' Clubs

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ADHD

When running club activities involving members with ADHD

National Federation of Young Farmers' Clubs

DEVELOPING A PLAN FOR INCLUSION

National Federation of Young Farmers' Clubs

National Federation of Young Farmers' Clubs

SUPPORT PLAN

National Federation of Young Farmers' Clubs

National Federation of Young Farmers' Clubs

EXAMPLE LETTER TO ACCOMPANY SUPPORT PLAN