Interconnections Worldwide

Working internationally to share information, help build knowledge and support teamwork around babies, children and young people who are disabled, marginalised or vulnerable

The home of Team Around the Child (TAC) and the Multiagency Keyworker

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Communication matters. Its official!

comm_mattersCommunication aids and services are essential provision for children and young people with little or no speech.

 

At the end of the National Year of Communication, outgoing Communication Champion Jean Gross calls for the NHS Commissioning Board to provide communication aids and services for children and young people who are unable to communicate verbally as a consequence of disability.

 

Communication Matters, the lead organisation dedicated to creating a world where everyone has a right to a ‘voice’ through the provision of communication equipment and services, welcomes the report by the Communication Champion and her key recommendations on AAC (Augmentative and Alternative Communication).

 

AAC is the term used to describe methods of communication which can support or replace the more familiar methods of speech and writing when these are impaired. AAC includes unaided systems such as signing and gesture, as well as aided techniques ranging from picture charts and paper-based systems to the most sophisticated computer technologies currently available, referred to as communication aids. AAC can help someone understand communication, as well as a means of expression.

 

The Communication Champion has called for the Government to implement in full the recommendations in her report on augmentative and alternative communication, asking the NHS National Commissioning Board “to procure regional or supra-regional ‘hub’ centres to assess the needs of children and young people who can benefit from AAC and to provide them with appropriate communication aids and services, in partnership with locally commissioned AAC ‘spoke’ services.” 

 

Jean Gross also recommends that local governments develop effective local AAC services involving SLTs, occupational therapists, teachers and technicians to support the work of the specialist hubs.

 

For further information click here

 

The FASD Trust's work on foetal alcohol spectrum disorder

fasdThe FASD Trust was started in January 2007 in response to the growing number of requests for information on FASD (foetal alcohol spectrum disorder ) being received by the adoptive parents of a child with FAS.  

The FASD Trust exists as a charity to raise awareness of FASD thereby;

improving the understanding of those with FASD and;increasing the support that those with FASD and their families / carers receive, not just from statutory bodies, but from the wider community. preventing others being born with FASD.

It aims to do this by: 

  • running support groups
  • having a telephone helpline
  • holding training seminars providing advice on "best practice" to teachers, medics and  other professionals involved in the care of those with FASD
  • informing local and national decision makers to ensure provision for those with FASD
  • collaborating with others 

For further information clicke here.

Our next conference is due to be held at the University of Hertfordshire, Hatfield, on the 24th February 2012. The theme of the day will be "Managing challenging behaviour in FASD children in the community".

A number of speakers from the fields of paediatrics, CAMHS and educational psychology shall be present. Any people interested can consult our website and register online.

Move to Learn

move_2lMove to Learn offers a simple, flexible movement program, based on the natural movements of babies and toddlers that addresses the underlying functional deficits that children with various learning difficulties have shown.

Recently we've heard from Bellevue Heights primary school in South Australia where staff have been using the Move to Learn program to help some of their refugee children in their New Arrival Program.
 
Many of these children were noticed to have missed or partly missed early stages of development and hadn't enjoyed positive, trusting relationships. Some had never been to school and hadn't had the opportunity to play with balls or puzzles, use swings or cut and colour.
 
Teachers commented enthusiastically on student improvement after involvement with the Move to Learn program in areas of self-confidence, friendships, coordination, writing and reading levels. The SSO also reported improvements in behaviour, coordination, concentration, listening and working together as a team.

The school has now included students from NAP and mainstream in the program, and have shared that "One of the most rewarding aspects of the program has been seeing the calming affect it has had on the children, particularly those who may still be in a state of hyper-arousal or anxiety. They seem to sense themselves that the movements are benefiting them."

For more information, please click here

Breaking barriers for children with cerebral palsy

New on-line toolkit to help families and professionals working with children with cerebral palsy aged 0-16. This two-year project for the Department of Education in England continues until March 2013.  

Scope is currently working on producing information guidance, signposting and training materials to help all those who support children and families who have a child with cerebral palsy.  

They would welcome ideas and experiences of good practice, tips and ways to improve experiences which we can share with others. 

If you have any comments or ideas please send them to This email address is being protected from spambots. You need JavaScript enabled to view it.

The first toolkit pages are available to view here

share your information  Cartoon © Martina Jirankova-Limbrick 2011