Heads, shoulders, knees and toes: what about the rest? Relationships and sex education for students with severe learning difficulties / Jessica SWAN in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.44-48 Titre : Heads, shoulders, knees and toes: what about the rest? Relationships and sex education for students with severe learning difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SWAN, Auteur Article en page(s) : p.44-48 Langues : Anglais (eng) Résumé : In this paper, Jessica Swan, a teacher within a special school, reviews the literature on Relationships and Sex Education (RSE) for students with severe learning difficulties. She finds limited research on this topic and few materials or resources for teaching staff or parents to use with this group of students. She points to some examples of good practice and describes what her own school does to teach RSE. This important work is very much in its infancy and the Editor welcomes other papers from readers which illustrate how RSE is taught effectively in other settings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Heads, shoulders, knees and toes: what about the rest? Relationships and sex education for students with severe learning difficulties [Texte imprimé et/ou numérique] / Jessica SWAN, Auteur . - p.44-48. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.44-48 Résumé : In this paper, Jessica Swan, a teacher within a special school, reviews the literature on Relationships and Sex Education (RSE) for students with severe learning difficulties. She finds limited research on this topic and few materials or resources for teaching staff or parents to use with this group of students. She points to some examples of good practice and describes what her own school does to teach RSE. This important work is very much in its infancy and the Editor welcomes other papers from readers which illustrate how RSE is taught effectively in other settings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Supporting a child with severe learning difficulties after a family bereavement / Jessica SWAN in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.44-50 Titre : Supporting a child with severe learning difficulties after a family bereavement Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SWAN, Auteur Année de publication : 2023 Article en page(s) : p.44-50 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this paper, Jessica Swan who teaches children and young adults with severe learning difficulties and profound and multiple learning disabilities examines the literature on supporting children through a family bereavement. She also interviews four of the teaching staff who have had this experience. What is clear is that there is a lack of guidance and resources for staff and they often have to create ideas and materials themselves from scratch. A related and similarly neglected topic is how staff respond when a child at the school dies. While each child and family is different and support has to be customised, having guidance on key issues arising and a bank of materials that can be revised to suit the particular needs of the child and family would be very beneficial. The Editor welcomes more papers on good practice on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Supporting a child with severe learning difficulties after a family bereavement [Texte imprimé et/ou numérique] / Jessica SWAN, Auteur . - 2023 . - p.44-50. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.44-50 Index. décimale : PER Périodiques Résumé : In this paper, Jessica Swan who teaches children and young adults with severe learning difficulties and profound and multiple learning disabilities examines the literature on supporting children through a family bereavement. She also interviews four of the teaching staff who have had this experience. What is clear is that there is a lack of guidance and resources for staff and they often have to create ideas and materials themselves from scratch. A related and similarly neglected topic is how staff respond when a child at the school dies. While each child and family is different and support has to be customised, having guidance on key issues arising and a bank of materials that can be revised to suit the particular needs of the child and family would be very beneficial. The Editor welcomes more papers on good practice on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

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