Information Exchange - Winter 2009

Issue 79 Winter 2009

Information Exchange celebrates the journey that we allmake along the 'journey of understanding' about thespecial babies, children, young people and adults whoshare our lives. It exists as a Forum and support for allwho have, along with sensory needs, other complex ones.

Information Exchange is compiled with help from manycorners of the world - ideas written and spoken, ideasseen and experiences shared. It is fully independent andthe Editorial Team work hard on a voluntary basis tobring out the magazine - three times a year. There arealso unseen supporters of the magazine who help inmany ways.

Information Exchange has a buzz that is fostered whenreaders get together through the magazine itself. Thebasic remit of the magazine is the exchange ofinformation in an accessible and unbiased way. There isa delight in newly found discoveries, sensory trinkets,soothing aromas, new ideas, books, technology, issuesto discuss and Rag Bag ideas to share.

Information Exchange is for everyone - family members,parents, carers, educators, therapists or anyone whoneeds to find out more or gain confidence from others byreading, challenging and discussing. In this inclusive way,everyone is learning and growing together through themedium of the magazine.

ContentsEditorial 3Abbey Court School 4Sounds of Intent 6Time for an autumn song 8Parachute play 9Soy Candles and hand massage 11Hospitalisation and very special people 12Feast of Music 13Rag Bag to Buy 17Rag Bag to Make 20Life Experience Packages 21Christmas Rag Bag to Make 23Book Review 25Twelve days of Christmas 26Happy Sensory Christmas 28A Christmas Touch Story 29Application Form 31

Contents

2 Issue 79 Winter 2009

CopyrightWe have requests to reprint articles that haveappeared in Information Exchange from time to time.Please note that such requests are passed on to theoriginal authors for their decision on publication.

Price - £6.00 per individual copy

Advertising RatesBack Cover £350.00Full Page £250.00Half Page £150.00Quarter Page £75.00

DisclaimerThe views expressed in Information Exchange are thoseof individual authors and so do not necessarilyrepresent the views of the Editorial Team. Also, neitherthe individual contributors nor the team can be heldresponsible for any consequences resulting from thepurchase or use of equipment, toys, techniques or ideasfeatured or advertised in the magazine.

'The pictures of some gorgeous special children, on the frontand back of the magazine, have come all the way fromKatmandu. They were sent by Pablo Menendez who spentthe month of September working on a very special artproject at Bal Mandir.He will be writing about his experiences in the Internationaledition of Information Exchange. Scheduled for next Spring.'

Hello everyone.Urgent from Sarathe subs secretary!After sending out subscriptionreminders with the magazine inJune, I have had lots of peopleasking when the subscriptions areactually due (January), and whythey don’t get a reminder earlier in the year. The answeris simply that the cost of paper, envelopes and stamps toremind up to 1,000 subscribers that their subscriptionsare due is enormous in terms of cash and resources.In these times of reducing our carbon footprint and in theinterest of the environment (and the bank balance – weare a charity after all), I would be eternally grateful if youwould bombard me with emails! If I could geteverybody’s email address I can send a reminder out viaemail in January saying that subscriptions for that year aredue, giving you plenty of time to send these in before thefirst issue of the year in February. If you don’t have anemail address perhaps you could persuade a friend orfamily member to email me on your behalf.I look forward to hearing from you all –[email protected] me your email!!

Editorial

EditorialI would like to let you know that there arechanges to the magazine taking place overthe next couple of months.

As I have been editor now for sevenyears(time flies) I am going to stand down assole editor. But I am pleased to say that myexcellent Yorkshire colleague, Les Staves, isgoing to become co-editor with myself, for thenext three years. Les has always had a closeand supportive role with the magazine,including lovely photos and poetic inspiringarticles.

Some of the old editorial board are standingdown after unfailing support to the magazineand myself. I thank them most sincerely andthere will be special thanks in the next editionof the magazine.

There is one new member of the board,Rachel Beirne, welcome!

There are now VACANCIES so if you wouldlike to help out in any little way, please let meknow.I hope this Autumnal/Christmassy edition isfull of delights for you.

The next one will have an `internationaltheme'. I flag this up with the photo of mebelow, with an African lion cub!

Seasonal greetings! Flo

The Information Exchange Editorial TeamFlo Longhorn: Managing Editor, Consultant in Special

EducationCatherine de Haas: Parent and Speech and Language

TherapistSara Langley: Subscriptions SecretaryKay Evans: Teacher and regular reader of IESue Granger: A volunteer who lives in FranceRachel Beirne: Multi sensory educator

Additional advice and support from Sally Silverman ourroving reporter

Kate Sullivan, Bronwen Campbell and Naomi Rosenberg:Support teachers for the Sensory Impaired Service in Bristol

Evelyn Varma who lives in Somerset: Editing and WordProcessing

And you – the reader, send your ideas and articles to theEditor!

SubscriptionsAll enquiries to:Sara Langley, Subscriptions, Information Exchange,1A Potters Cross, Wootton, Bedfordshire MK43 9JGTel and Fax: 07964 225568Email: [email protected]

Editorial and Administration AddressFlo Longhorn: Managing Editor1A Potters Cross, Wootton, Bedfordshire MK43 9JGOR24 Fazantenlaan, Bredene-Am-Zee, B8450 Belgium

Tel/Fax: 0845 127 5281Email: [email protected]

Message from Sara Langley thesubscription secretary

I can now be contacted by mobilephone. Telephone 07964 225568Don't forget to send me your email address!'

Website

Go towww.sensology.org and look for”Information Exchange page”

3Issue 79 Winter 2009

Abbey Court School – by John Bosley


Partners Daysat Abbey Court SchoolAbbey Court is a day communityspecial school that has approximately140 pupils with severe, profound andcomplex learning difficulties aged 4 –19 years. The school is located on twosites in Medway. The primary site is inRainham and the Strood site caters forsecondary aged pupils.

Working in any similar special school isseldom understood by those unfamiliarwith the challenges and demands thework entails. As pupils’ needs havebecome more complex and diverse, this lack ofawareness on the part of those not closely involved inthe work has increased. In part, this project arose froma need to raise awareness, especially for thehusbands, wives and partners of members of staff,who, in some cases, were unfamiliar and oftenunprepared for the realities of teaching in a specialschool, and that teaching can have a variety ofimpacts on the families of teaching staff (when referringto teaching staff this article includes both teachingassistants and teachers).Without that understanding, it is all too easy to assumethat those in charge of the school, the leadership team,are not managing the situation in an appropriatemanner. When the member of staff goes home to ‘offload’ and describes incidents of challenging behaviourthey can react adversely, become disgruntled andcritical of the school’s managers and, in one or twoexamples, encourage the member of staff to resignfrom their post.

Background to the Project

The main cause of criticism of the school leadershipteam by disgruntled partners (and conflict betweenteaching staff and their partners, were incidents ofchallenging behaviour by pupils at school.It seemed that partners were not aware of the demandsthat teaching makes upon teachers, in terms ofpreparation, administration, accountability and, inparticular pupil behaviour and of the resulting pressuresand stress these demands can make. This wasparticularly evident where the member of staff was

female, and the partner perhaps felt‘protective’ of them (though it shouldbe noted that the large majority ofstaff are female so this may only bean assumption). Examples includeda new member of staff discussingwith her partner that she had beenstruck by a pupil with SevereLearning Difficulties andsubsequently not returning to workand handing in her notice. Anotherexample occurred when a memberof staff discussed an incident withher partner who then arrived atschool to confront a member of theLeadership team and demand they

explain how this could be ‘allowed’.

Discussion

The leadership team discussed these events as theyhappened and followed them up with discussion withthe individual members of staff involved and whole staffteams. This discussion included reiterating schoolpolicies and procedures in Managing Pupil Behaviour(ways to avoid confrontation, the range of calmingstrategies that could be used); reminding staff of thesupport systems available to them including the school’sstress and wellbeing policies); reinforcing the issue ofconfidentiality; the policies on health and safety; howincidents need to be recorded accurately, the use ofconsistent approaches and team involvement; and thecontinuing work in supporting staff through on-goingstaff professional development programmes.

It was evident, however, that none of these approachesattempted to tackle the perceptions of the partners.

Through further discussion it was considered thatinviting in partners and showing them the school inoperation; affording them the opportunity to meet andsee the pupils and discuss the roles of staff, may, inturn, help to give them an insight into the school’sworking, the nature of the pupils’ needs andcharacteristics of the pupils. This might then help themto understand the stresses and rewards of working in aspecial school. This was an idea that was not readilyaccepted by all members of the leadership team but itwas agreed that monitoring would take place in caseof any negative consequences of the visits (as well asevaluating the positive).


Abbey Court School

The Partner Day

A letter went home with all members of staff invitingtheir partners to visit the school for a two-hour sessionled by middle managers and High Level TeachingAssistants. The visit was to include a welcome andintroduction, followed by a tour of the school,attendance at a council meeting, some time in classesand in the staffroom! In return the partners were askedto fill in an evaluation sheet.

The feedback taken from the evaluation sheets, allpositive, included:

“I thought it was amazing. Useful to gain anunderstanding of what my partner’s job involves”

“Everyone is doing a sterling job. It’s a very niceschool”

“It was very useful, thank you”

What was most useful was, “seeing how the schoolworks for the teachers and the students”

Staff feedback

Staff have been very positive about the outcomes of thevisit. Through discussion staff indicated that theirpartners:

…Now understand why a child may hit out at me andwhy we react with understanding rather than rejection

…Now see how we can be so tired at the end of theday even with so ‘few’ pupils!

…Now will be more understanding if there has beenan incident at school rather than reacting negatively

…Have an increased opinion of them and thedemanding and professional job they do.

What have the partners' days achieved?

The first of these visits was 2 years ago now andduring this time we have had 4 days on each site. Thishas given us enough time to evaluate the effectivenessof the initiative. As a member of the leadership team, Ihave found no negative consequences of the visits.Concerns that the project may lead to over-familiarityby partners with the school, subsequently leading topossible breaches of confidentiality or inappropriatecontact with the school or contacting the school withouttheir partner’s knowledge, were unfounded. Therehave been no such incidents or outcomes.

So what are the positives?

• Partners who are more informed about the needsand characteristics of pupils with severe learningdifficulties

• Partners who have a greater understanding of eachother and perhaps perceive each other differently

• Partners who have been enabled and perhaps aremore willing to provide support and empathy

• Partners who show a greater interest in the schooland offer their support at key times

• Improved relationships between teaching staff andtheir partners.

These positive effects have helped to improve the wellbeing of Abbey Court staff and consequently the wellbeing of Abbey Court.

What next?

The invitation was originally only to partners, after all, itwas a ‘Partners day’. This however doesn’t cater for allstaff - for example, a young adult who is still living athome with parents. Consideration, therefore, is beinggiven to extending the invitation to other familymembers and significant others. The programme willcontinue on an annual basis so that partners andsignificant others associated with new members of staffcan visit or where existing staff have new partners.

'Thank you John – a very interesting and unusualproject – well done Abbey Court School'

Sounds of Intent – by Professor Adam Ockelford


The Sounds of Intent project was set up to seehow children and young people with profoundand multiple learning difficulties (PMLD) andsevere learning difficulties (SLD) – many ofwhom have a visual impairment – engage withmusic, and how their musical abilities andinterests evolve over time.

In the first year of the project, the preliminary Sounds ofIntent framework of musical development was tested onaround 70 children and young people. Certainchanges were made, and, in the second year, 16pupils in two different schools were observed over amore sustained period using refined and expandedversion of the framework that took account of themusical interests and abilities of children and youngpeople with SLD as well as PMLD.

Figure 1 The new Sounds of Intent framework

Reactive, Proactive, Interactive

Previous discussion with teachers and therapists hadsuggested that musical engagement could usefully beclassified as ‘reactive’, ‘proactive’ or ‘interactive’.Examples of ‘reactive’ musical engagement (i.e.responding to music) include:

• A’s teacher notices that he often turns his headtowards her when she sings to him. [[RReeaaccttiivvee,,LLeevveell 22]]

• D cries whenever she hears the ‘goodbye’ song.[[RReeaaccttiivvee,, LLeevveell 55]]

• F gets very excited when he hears a regular beaton the school’s drum machine. [[RReeaaccttiivvee,, LLeevveell 33]]

• J’s eye movements intensify when he hears the bigband play. [[RReeaaccttiivvee,, LLeevveell 22]]

Examples of ‘proactive’ musical engagement (i.e.creating, causing or controlling music and musicalsounds) include:

• M brushes her left hand against the strings of guitarthat someone is holding near to her. There is apause and then she raises her hand and brushes thestrings again, and then for a third time. [[PPrrooaaccttiivvee,,LLeevveell 22]]

• P waves her hand more and more vigorouslythrough an ultrasonic beam, creating an ever-widerrange of swirling sounds. [[PPrrooaaccttiivvee,, LLeevveell 33]]

• R has recently begun to make melodious vowelsounds, which he repeats in short sequences.[[PPrrooaaccttiivvee,, LLeevveell 33]]

• S hums distinct patterns of notes and repeats them.Her favourite pattern sounds rather like aplayground chant. [[PPrrooaaccttiivvee,, LLeevveell 44]]

Examples of ‘interactive’ musical engagement (thatoccurs in the context of potential or actualcommunication) include:

• T’s short, sharp vocalisations are interpreted by histeachers and carers to mean that he wants someoneto vocalise back to him, although he shows noreaction at all. [[IInntteerraaccttiivvee,, LLeevveell 11]]

• U loves ‘call and response’ games and joins in bymaking his own sounds. [[IInntteerraaccttiivvee,, LLeevveell 22]]

• W copies simple patterns of vocalisation – imitatingthe ups and downs of her Speech and Language

Therapist’s voice. [[IInntteerraaccttiivvee,, LLeevveell 33]]

• X flaps his hands with delight when his musictherapist copies the rhythms he makes on atambourine. [[IInntteerraaccttiivvee,, LLeevveell 33]]

By combining many hundreds of observations likethese, the new Sounds of Intent framework wascreated. This took the three ways of engaging withmusic (‘reactive’, ‘proactive’ and ‘interactive’) andexpressed them over six levels, which were representedas a set of circles, with Level 1 innermost and Level 6outermost. Of course, this is not meant to suggest thatmusical development can really be divided into hardand fast steps. All development is fuzzy and bound byits context. Instead, the framework is designed to givean indication of what may happen, and to be useful toteachers and therapists as they consider how best tosupport their pupils’ engagement with music over time.

Further reading: Music for Children and Young Peoplewith Complex Needs, by Adam Ockelford, OxfordUniversity Press (2008).

For further information, please see the Sounds of Intentwebsite at http://soundsofintent.org/ or contactProfessor Adam Ockelford, Room 110 QueensBuilding, Roehampton University, Roehampton Lane,London SW15 5SL. Phone: 07818-456 472.Email: [email protected]

The Sounds of Intent Core Research Team comprisesAdam Ockelford, Professor Graham Welch and DrEvangelos Himonides, Institute of Education, Universityof London, and Sally Zimmermann, RNIB.

Abigail is supported to imitate sounds using the vibroslap


Sounds of Intent


Time for an autumn song, a picture or a sculpture

Time for an autumnsong, a picture or asculpture – Writtenand photographedby Les Staves

Take your kids to the outside – to reality.

When a sunny day comes in October orNovember time, wrap up and take to the woods,feed your senses, touch the roughness bark, smellthe soil where the acorns fell for another year.

Take a different view look upwards from thewoodland floor and see the trunks reachingmissive twisting fingers to the sky, Seeking breathand moisture.

When the season starts to change, the old moonstarts to turn from summers pearl to harvest gold.When the leaves dry to turn the sugar in theirveins from green to amber and crimson, go andlook to see their dancing lace of colours againstthe blue sky.

Listen to the rustle, go kicking in the rhythm of thelaying leaves, play a soft shoe shuffle, make adance, a roll and sing a song of these penniesfrom heaven that fell from the trees.

Collect the brittle and the delicate, take themhome, make a storm where wild leaves fall. Orlay them in a trail or spiral or a circle or how youplease – you are an artist when you smell, yousee, you hear you feel, you show and celebratethe seasons changes.


Parachute Play from Flo Longhorn

Parachutes are a movingvisually attractive pieceof equipment that candelight children andadults alike. Take oneoutside and sooneveryone is hangingonto the sides of theparachute, usuallyshrieking with delight.

The waving flappingparachute offers themagic opportunity toreach that stage ofnearly being out of

control, but just about hanging on with the rest of theplayers.

There are many positive reasons to use a parachutesuch as ~• Enabling for everyone, all you have to do is hold or

even just peep from a distance at the parachuteactivity

• They encourage play and physical activity• They are for team and group cooperation and if

you don't help then the parachute dies!• They reinforce turn taking and thinking ahead to

what is going to happen next• There is an opportunity to share in some fun and

excitement

They also help with physical development and to keepfit by~

• Strengthening shoulder, arm and hand muscleswhich are of particular importance if a wheel chairuser is participating

• Muscles in the lower body are also in use as theplay develops

• Bodies are moved through space in unusual ways• Balance changes quickly and the vestibular sense

has to shift accordingly• Body maps and the moment of arms and legs are

ready for action thorough the proprioceptive sensorysystem

And don't forget the sensing and thinking skills of~• A sense of rhythm• The language of movement and movement skills• Dramatic scenarios-is the shark coming for

yuoooooooo

• The language of space and simple number-one twothree………

Any one of any age can join in a parachute session;the leader just needs to adjust the level of the playactivities to suit the group and the language ofinstruction. An object of reference could be used suchas a colourful handkerchief to represent the activity. Arisk assessment is a good idea especially if there is amixed group of players or a restricted environment suchas within a room. The best place is outside with the sunand wind helping the excitement of the play!

Parachutes come in all sizes and all shapes. The bestones have handles on the side so the weakest of handscan hold on to the parachute. Different sizes can suitdifferent groups. For example, a small parachute for anadult and a child, is a lovely opportunity to expand thegame of peek- a- boo, which is the first parachutegame of all babies!

There are a range of suppliers of parachutes such asones that glow in the dark and ones that are so huge

Homemade parachutes can be simply~

• A billowy sheet with a hole cut out in the centre forballs to plop

• A couple of glittery saris sewn together• A piece of 'see through' gauze or net so light to lift• A glorious shimmer of gold material to dazzle the

eyes• A piece of waterproof material in a pool to pull,

stretch & wave

Now for the games! These can be adjusted to thegroup or individual or lesson. They do not have to beelaborate; the simplest games are the most enjoyable.

One two three go!

See saw

Everyone sits down and then pulls the parachute in aseesaw motion. Sea music can be played or sing ' rowrow row your boat……'

Lift up high, right up to the sky

Lift the parachute high over heads and down again.Feel the whoosh of air, hear the soft plop and create abreeze.

Create a mushroom shape as you repeat the activity.

Try walking into the middle as the mushroom is at itshighest.


Parachute Play

On the run

Hold on to the parachute with one hand and with theother arm extended out to balance. Now march, walkor run in the same direction. You can use music for thisto find a rhythm and beat. Try stopping the music soeveryone has to listen and stop at the right time.

Change direction-quite hard for some!

Popcorn

(You must go to www.youtube.com and type in'popcorn (music)' and up will pop the music. Download through www.zamzar for free)

Play the popcorn music and throw onto the parachute,lots of small balls. Balls from the ball pool are ideal.Make large waves and watch the balls shoot aroundand pop off in all directions. Then comes the hard bit,collect them al and do it again.

Under the sea

The parachute becomes the sea. The leader gives aweather report and the waves on the sea react. Usesome sea music as well

And sing ' A sailor went to sea, sea sea……'

• There is a little breeze over the sea (little ripples ofmovement)

• Watch out, a storm's about (quick and abruptmovements)

• Wow, a very high in the sky wind (hold parachutehigh and flap)

• The sun has got his hat on (move a large yellowball around)

• Pitter patter raindrops (lots of blue balls)

• Ice ahead (stretch the parachute tight to make anice floe)

• Safe from the storm (Place a toy boat on the 'chuteand ripple gently until it can be rescued at the edgeof the sea)

The Washing Machine

You will need a small pile of lightweight clothes tothrow in the washing machine.

• Throw the clothes onto the parachute.

• Add the soap powder-some little balls

• Now shake the water on the washing machine towash the clothes

• Turn the washing oneway run in one direction

• Then turn the washingthe other way go in theother direction

• Rinse and shake

• Shake and dry-up and down I large waves

• Tumble the clothes on to the floor ready for folding

There is an amazing song about washing machines. Icould not believe my ears!

Go to Youtube and type in 'washing machine song byPeter Weatherall' it is really good!

Parachute purchases

All the big companies sell parachutes but it is worthlooking around for good value. I took some rainbowrectangular 'chutes out to South Africa which came in abag with lots of lovely stars to throw on. They camefrom www.tts-group.co.uk'

'I found my first parachute as it literally fell off the backof an RAF jet, thirty years ago. It was a damaged onebut a wonderful size and gorgeous silk. Ask at yourlocal squadron, you may be as lucky as I was!

'Try www.tts-group.co.uk who doparachutes and an excellentparachute kit which has all sortsof equipment to use on a 'chuteincluding book about parachuteplay at £34.45

An excellent book and DVD aboutparachute games is one writtenby Todd Strong with the title'Parachute games with DVD'find on www.amazon.co.uk

From Featherstone publicationswww.acblack.com/featherstone

MORE PARACHUTE GAMES IN THENEXT ISSUE – IF YOU HAVE ANYTO SHARE – SEND TO FLO [email protected]

by Claire Beswick


Soy Candles and hand massage

Whilst I was in Johannesburg this summer, I wasgiven a sweetly smelling soy candle by Kobi, anoccupational therapist, who works with veryspecial people. I watched the soy candle beingused with a group of elderly residents, whilst theyhad their hands massaged during a sensorystimulation session. They loved the warm wax ontheir hands and the lovely smell. Some evenmassaged their own hands with great satisfaction.

The candle was lit and left to safely burn for 20minutes before the session. This meant there was apool of warm oil ready to use for the hand massage as well as a calming smell in the air. This oil waspoured, just a few drops was sufficient, into the palm of the hand before the hand massage began.

Why soy candles?Soy candles are made from soy wax – ahydrogenated soybean oil. The candles do notproduce toxins when lit as they are made from anatural oil. They also do not leave a sootyresidue. They are used for sports injuries, dry skinproblems and other minor skin ailments. Also forrelaxation!

Why does the wax not burn the skin?The soy candle burns cooler, longer and at alower heat. This is really useful when used withspecial children or adults – just in case somewax is spilt accidentally.

The smell is added through essential oils, as thecandle itself has no smell. Soy wax candles givea lovely 'scent throw', this means the fragrance isstrong and lasts.

Soy candles can be found in candle andbeauticians shops or on the Internet. They areexpensive but very economical to use.

Try www.sentelle.co.ukwww.naturalcandles.co.uk

On 'You tube' you can download clips whichshows you how to make them yourself!

www.youtube.com

and type in 'make a soy candle'

Flo Longhorn

'Hospitalisation and very special people


Readers are familiar with Johanna and her journeythrough teenager years. She was very ill with leukemiaat one point. Catherine, her mum, has written herreflections on that very difficult time, whilst Johannawas in hospital.

Testing Times and Still Reeling! – Catherine de HaasSome of you readers will have had your own child inhospital and know just how it feels to put your child inthe hands of the medical staff. Other readers will havevisited a child and their parents in hospital andwondered if they have said and done the right thing?This is a very difficult situation for all concerned. Doesit have to be so difficult? Could there be betterpractice in place that would make it easier for thefamily in the centre of the drama?

Each family is of course individual in theircircumstances and also their reaction to theircircumstances. So I suppose I should put this piece incontext by telling you a little about my family.

I am the mother of a youngwoman who is 21. Her nameis Johanna. She is gorgeous asyou can see from her photo.She has severe cerebral palsy.She is unable to weight bear,is a wheelchair user, is severelyvisually impaired, severelyepileptic and is cognitively impaired.

She also had APL in 2006, a type of childhoodleukaemia, which is usually, but not always curablewith chemotherapy. Treatment necessitated her beingan inpatient in hospital on an adult ward for 4 months.She has had normal blood counts for more than 3years. So we are able to relax about the possibility ofthe leukaemia returning. Johanna has also had 3orthopaedic operations which have caused her to haveperiods of time in hospital. These times were onchildren’s wards.

Johanna has a younger sister, who is 18 and has juststarted at university.

I can only write with authority about our ownexperiences. However I am writing this hoping thatother parents will read what I have written, andhopefully feel able to write themselves to either endorsewhat I have to say or better still add anotherperspective.

I would like to start up an exchange of information….in keeping with the title of this magazine.

I found being on an adult ward very much harder thanbeing on a children’s ward with a child with profoundand complex disabilities. Medical staff who are usedto working with adults, have little experience ofworking with people who have other means ofcommunicating other than speech.

I would now like to suggest what can and couldhappen to make the experience of having a child withmultiple disabilities in hospital easier:• Existing PA’s who are able to come on a daily basisand be with the person with disabilities giving therest of the family time to go away from the hospitalto relax and get food supplies for themselves.

• Use of a bed throughout the hospital stay. This bedto be close to the ward where the patient is aninpatient. The family member using this bed may wellneed to be with the patient and ward staff both dayand night.

• Use of a bathroom with a mirror.• Support from a dedicated health professional withknowledge of multiple disability. This person shouldbe employed by the hospital, and have links with thepatient’s community team.

•Music Therapy once or twice a week to allow thepatient to express her feelings through the wholeordeal of aggressive chemo therapy.

• Friends and family who visit through out the hospitalstay.

• Counselling available to the family if they want it,including the siblings.

• A sibling may not feel able to leave their parent andsick brother or sister in hospital.

• Education should be offered to both the sick childand the other children in the family where there is aserious illness that is likely require more than 2 weeksof inpatient treatment.

• Emotional support for siblings should be offered atschool in private. The feelings of siblings of notwanting to be seen as different should be respectedby school staff.

• Adults find it hard to know how to support a familywho has a seriously ill child. School staff may wellhave to help the peer group of a sibling. Forexample they may need to be encouraged to usetheir mobile phones to find out how the sibling iscoping. It may not occur to them to visit the sibling athospital.

Have you thoughts to add to these thoughts?Catherine

You can send any emails to me – the [email protected])


Feast of Music

THANKS GIVING IN THE USA

THEME Seasonal Events

STARTER • Read or listen to an audio tape about the Pilgrim Fathers and the first Thanksgiving

• Have the artefacts on display for parts of the story

• Actors decide on being either a Pilgrim Father or a Native North American Indian-

dress and make up as these characters

MAIN COURSE The First Thanksgiving

The Sea Journey

• Play the sound effects of waves breaking and storms, discuss how it sounds

• Move the Pilgrim Fathers into a small enclosed space close together, and rock as if on a

small boat at sea,

• Have the fan blow over them

The Boat Landing

• The music quietens

• The boat lands and the Pilgrim Fathers leave the boat carrying their belongings in

parcels

• Leave the boat via a plank and other rocks to reach dry land

The First Night at Plymouth Rock

• Make a tent for the night using a parachute or large sheet

• The Pilgrims go to sleep with realistic snores!

• Some Pilgrims try and light a fire to keep warm using wood logs and matches

The Arrival of the Native American Indians

• The pilgrims emerge from the tent and go “hunting” for food but find nothing

• Listen to “Cavatina” or a piece by Rachmaninov as they get weaker and sadder, showing

sad expressions

• An Indian drum beat plays outside the room and gradually gets louder and louder

• The tribe joins the Pilgrim Fathers and play circle drumming games – initiating the beat

• Listen to Native American songs and chants

• Have fun choosing an Indian name

Making Friends

• The Indians produce baskets full of their different foods and have a feast with the

Pilgrims

• The Pilgrims have gifts in return

• Listen to “Largo” from the New World Symphony

• Use touch/sign/words to say “thank you”

• Explain that this was the beginning of the nation of America where all are equal

• Listen to the “Star Spangled Banner” with hands on heart

DESSERT • Relax to a peaceful piece of mood music or a Beethoven Piano Concerto

• Dream catchers – look at some and see if they can be made or projected on an OHP

Feast of Music


MEAL PLANNER

PREPARATIONS Buy the food for the meal – corn, turkey

(sliced is fine!), bread, sweet corn - cook

beforehand if needed

• Maple syrup

• Prepare rocks in the sea by setting out

cushions, balls and boxes

• Drums

• Set up music system for selected CDs

HOW TO MAKE White Collars

Cut rectangles of stiff white paper; cut a hole

to fit the head with a cut to allow the collar to

fit around the neck easily.

Hats

Make cylinders of black card or stiff paper

that fit round the actor’s head. Cut circles

20cm wider in diameter than the diameter of

the cylinder. Place the cylinder upright in the

middle and draw round the edge of the

cylinder. Make cuts from the centre of the

circle to the inner drawn line. Replace the

cylinder in the middle. Glue or tape the cut

sections to the inside of the cylinder

Dream catchers

Make a 15cm circle using pipe cleaners. Using

more pipe cleaners, divide the circle into 4 or

5 irregular areas. Decorate with feathers,

beads and shiny paper strips. Attach string

for a hanger

RESOURCES • Face make up

• Feathers

• White collars

• Fan

• Plank

• Sticks, logs

• Beads

• Bundles made of fabric squares

• Parachute or large sheet

• Bulldog clips

• Ropes, bungy, stretchy cords

STORY CARD The Pilgrim Fathers

The Pilgrim fathers left the city of Leyden in

1620 and sailed to America seeking freedom

to worship freely. The first winter in the new

World was very hard and many perished. The

survivors planted crops in the Spring and

watched them grow. They had a rich and

varied harvest. Many Indians visited the

colony including King Massasoit. They

entertained them for 3 days and the Indians

brought them deer they had hunted. It was

the first Thanksgiving in the New World.

MUSIC • Sea and storm sound effects

• “Star Spangled Banner” on “Anthems”

(Buda Musique)

• “Cavatina” – Beethoven’s String

Quartet

• “Andante” from “Concerto No.1” by

Rachmaninov

• “Largo” from “New World Symphony”

by Dvorak

• Native American Songs – Sacred Spirit

WRITTEN RESOURCES See “Meal Sauces” page 77 for the

words of the “Star Spangled Banner”

CURRICULUM AREAS History

Geography

MEAL PLANNER




• Maple syrup



• Drums



• Feathers

• White collars

• Fan

• Plank

• Sticks, logs

• Beads



• Bulldog clips




(Buda Musique)


Quartet


Rachmaninov


by Dvorak


MEAL PLANNER




• Maple syrup



• Drums


HOW TO MAKE White Collars

Cut rectangles of stiff white paper; cut a hole

to fit the head with a cut to allow the collar to

fit around the neck easily.

Hats

Make cylinders of black card or stiff paper

that fit round the actor’s head. Cut circles

20cm wider in diameter than the diameter of

the cylinder. Place the cylinder upright in the

middle and draw round the edge of the

cylinder. Make cuts from the centre of the

circle to the inner drawn line. Replace the

cylinder in the middle. Glue or tape the cut

sections to the inside of the cylinder

Dream catchers

Make a 15cm circle using pipe cleaners. Using

more pipe cleaners, divide the circle into 4 or

5 irregular areas. Decorate with feathers,

beads and shiny paper strips. Attach string

for a hanger


• Feathers

• White collars

• Fan

• Plank

• Sticks, logs

• Beads



• Bulldog clips


STORY CARD The Pilgrim Fathers

The Pilgrim fathers left the city of Leyden in

1620 and sailed to America seeking freedom

to worship freely. The first winter in the new

World was very hard and many perished. The

survivors planted crops in the Spring and

watched them grow. They had a rich and

varied harvest. Many Indians visited the

colony including King Massasoit. They

entertained them for 3 days and the Indians

brought them deer they had hunted. It was

the first Thanksgiving in the New World.



(Buda Musique)


Quartet


Rachmaninov


by Dvorak


WRITTEN RESOURCES See “Meal Sauces” page 77 for the

words of the “Star Spangled Banner”

CURRICULUM AREAS History

Geography

This musical drama came from 'A feast ofmusic' by Diane Haylor, Sue Bradshaw andFlo Longhorn.

There are two volumes packed with scripts andideas. Further details from [email protected]


Feast of Music

CHRISTMAS GIFTS Based on the story “The Last Straw” by Frederick H. Thurly

THEME Christmas

STARTER • Play some quiet mood music in the background throughout the session.

• Explore all the different gifts that are given

• Discuss what a camel looks like.

• Give each actor several bags or empty boxes to carry all at the same time, to experience

carrying a heavy load.

• Allocate parts in the story and dress up in costumes.

• Set the scene, with the actors in different parts of the room.

• Decide the path that Hoshmakaka will take to get to the nativity and place the actors

accordingly

MAIN COURSE • Sit “Hoshmakaka the camel” on some sand (if possible) to pretend to be asleep. An angel

tells him that he has been chosen to carry gifts to a new King.

• The three Kings present traditional gifts of gold, frankincense and myrrh, which are

placed on the camel’s back; he begins his journey round the room.

• He meets a goat herder, who asks him to take some milk to the baby – the milk is added

to the load.

• Hoshmakaka begins to feel tired, but carries on. Every time that another gift is loaded

on, Hoshmakaka asks “How far is it to Bethlehem?” – use a communication aid if desired –

and all other actors answer “Not very far”

• He meets a miller, who gives a bag of flour to be taken.

• Hoshmakaka continues the journey, meeting a merchant with silks, a shopkeeper with

spices and herbs, a baker with bread and a sheep with a fleece, adding all the gifts to

his back and growing increasingly tired but determined not to give up.

• Just before he reaches the stable, he meets a child, who asks him to carry a piece of

straw. Hoshmakaka protests, saying that he cannot carry one more thing, but the child

says that the straw is for the baby’s bed, to make him more comfortable, and it is all

that the child has to give. The angel tells Hoshmakaka that he can make one more effort

for the baby King, so the child places the straw on his back. He sways and staggers

under the load, takes a few steps forward and collapses onto his knees.

• When he looks up, the Nativity scene is in front of him.

DESSERT • Sing the song “How Far Is It To Bethlehem?” from “Carol Gaily Carol”

• Light candles round the Nativity scene, turn off room lights and sit quietly to listen to

Christmas carols or sing some favourites of your own.

Feast of Music


MEAL PLANNER

PREPARATIONS • Set up performing area

• Prepare gifts and costumes

• If desired, tie string round the gifts

so that they can be ‘hung’ on

Hoshmakaka

• Set up Nativity scene with candles and

lights for the Dessert

• Set up music centre for selected cds

POETRY CARD

How far is it to Bethlehem?

‘How far is it to Bethlehem?

Not very far.

Shall we find the stable-room

Lit by a star?

Can we see the little child?

Is he within?

If we lift the wooden-latch, may we go in?

Written by F.Chesterton

RESOURCES • Tassels and rich fabric for

Hoshmakaka

• White fabric and tinsel for the angel

• Crowns and cloaks for the kings

• Gold – a box covered in gold paper

• Frankincense – aromatherapy oil

• Myrhh – dried herbs

• Carton of milk

• Bag of flour

• Silky fabrics

• Large loaf of bread

• Sheepskin

• Straw

WRITTEN RESOURCES

• The Nativity story, found in the Bible

– Matthew 2 v1 – 13

And Luke 2 v1 – 16

• “The Last Straw” by Frederick H.

Thurly

• “Carol Gaily Carol” by A & C Black

MUSIC • CDs of traditional Christmas carols

• Mood music

CURRICULUM AREAS Religious Education

History

Chefs Notes

MEAL PLANNER

PREPARATIONS • Set up performing area

• Prepare gifts and costumes

• If desired, tie string round the gifts

so that they can be ‘hung’ on

Hoshmakaka

• Set up Nativity scene with candles and

lights for the Dessert

• Set up music centre for selected cds

POETRY CARD

How far is it to Bethlehem?

‘How far is it to Bethlehem?

Not very far.

Shall we find the stable-room

Lit by a star?

Can we see the little child?

Is he within?

If we lift the wooden-latch, may we go in?

Written by F.Chesterton

RESOURCES • Tassels and rich fabric for

Hoshmakaka

• White fabric and tinsel for the angel

• Crowns and cloaks for the kings

• Gold – a box covered in gold paper

• Frankincense – aromatherapy oil

• Myrhh – dried herbs

• Carton of milk

• Bag of flour

• Silky fabrics

• Large loaf of bread

• Sheepskin

• Straw

WRITTEN RESOURCES

• The Nativity story, found in the Bible

– Matthew 2 v1 – 13

And Luke 2 v1 – 16

• “The Last Straw” by Frederick H.

Thurly

• “Carol Gaily Carol” by A & C Black

MUSIC • CDs of traditional Christmas carols

• Mood music

CURRICULUM AREAS Religious Education

History

Chefs Notes

This musical drama came from 'A feast of music' by Diane Haylor, Sue Bradshaw and Flo Longhorn.There are two volumes packed with scripts and ideas. Further details from [email protected]

Rag Bag To Buy


Mondo inside out ball

A super soft, stretchy and flexible ball that provides agreat tactile experience.

• one side the ball is smooth, soft, wobbly andsquidgy and will gently roll a short distance

• turn the ball inside out to get soft sea urchin likespikes, which can be pulled and stretched andreleased to make a great twanging sound.

They are made from a totally innovative plastic that hasan amazingly soft and smooth texture and is incrediblystretchy. You simply can't stop squishing them, can'tstop stretching them and can't bear to put them down!They are smooth on one side and spiky on the other,meaning that youcan turn them insideout to give a totallydifferent sensation.

They're not only great for squidging andsquishing though! We can guarantee that within about30 seconds whoever is playing with it will have put itover their head to make a mad spiky wig! Then they'llput it on their hand to make a puppet, then their foot,then they'll just stretch it over both hands, then they'llput it over something else, then they'll turn it inside outand do the same all over again and then they'll think ofa thousand other things to do with it!

The Super Mondo can be stretched enough to fit overyour knees or feet and anything else of a similar size!They are simply fantastic fun!...

Cost £5.95 from www.prezzybox.com

Perfume Laboratory – great fothe nose sensation

The Perfume Laboratory Kit is apart of the new Wild Sciencerange. Created especially toencourage children to explorescientific principles in a creativeand challenging way.

This kit contains everything you need to make your ownperfume and heavenly scents. Then get really stuck inand begin an experiment that will gross mum out!Perfumed Sublime Burping slime!

There are loads more things to try out, scented crystals,forest pourri, scented note paper, crystal gel pourri andmuch more!

Cost £12.95 from www.prezzybox.com

Found on theEarly Learning centre Websitewww.earlylearningcentre.co.ukHere is a magnificent musicmachine full of inspiring instrumentsounds. Cymbals to clang, drumto beat, bell, horn, light-upkeyboard and of course amicrophone for your mini musicianto sing their favourite songs.

£20 from Early learning centre

Sing along book

~ With fun spinners andsliders. Six favouritenursery rhymes to choosefrom, and to sing together.

Cost £14

Magic Bopper

Bop the floor to push thebopper's other side out, andenjoy hearing the fun sounds.

Cost £6

The very funny frog

He makes froggy sounds asbubbles stream from his mouth.Try in a bowl of water or thewater table for extra playful fun.

Cost £13

Rag Bag To Buy


From Toys'R'Us www.toysrus.co.uk

Ben 10Go Glow Light

This Ben 10 Go Glow Light is a2 in 1 rechargeable night lightwith detachable instant torchand 4 projector discs, 3 printedand 1 plain for you topersonalise!

The night-light glows softly witha soothing light. Lift the conefrom the base and it becomes ahandy torch, perfect for projecting... shine onto a wallor flat surface and the torch projects a Ben 10 image!

Cost £19.99

Lamaze Musical Chime Garden

This toy entertains with 3 modesof music play and encouragesaural development. Five friendlyfaces light up and smile hello.Bright colours, and fun texturesentice a child to look, reach,and touch.

There are three modes of musicplay – chimes, song segments and a full song play andeach flower features a different note or plays a song.

Cost £19.99

Munchkin Fresh food feeder

– With textured, easy to grasphandle allows your baby or childto enjoy lots of foods without thechoking risk. Simply put a pieceof fruit, vegetables or meat intothe mesh bag and snap shut.

Your baby can chew, suck andenjoy all the whole foodgoodness and taste, with only thetiniest, digestible pieces comingthrough. Your baby gets greatflavour and you get great peaceof mind!

Cost £4.49

Introducing Trabasack: a newsensory play aid that can be usedanywhere!Clare Edwards was frustrated with the wheelchair traythat her son Joseph had been provided with. It wasdifficult to get on and off, heavy to carry about, andwas becoming a sticky mess of Velcro patches! Shedecide to have a go at creating something betterherself. Two years of research and developmentfollowed and Trabasack was born!

Trabasack is a new wheelchairlap tray that is perfect forhelping children and adultsengage in sensory play anduse switches, communicationaids or toys. It is soft,lightweight and has no hardedges. It can be attached onto the front of a therapychair, buggy or wheelchair and used throughout theday. When not in use it can be conveniently worn as arucksack, carry bag or stowed at the back of a chair.Trabasack comes in two styles and tray surfaces.

Trabasack 'Curve' is a unique shapethat hugs the waist and keep

objects upon it. The shape alsohelps keep elbows on the traysurface so that hands will findobjects easier. Trabasack 'Mini'

is A4 shape and looks just like anordinary bag or smart brief case.

The tray surface called 'Connect' is a soft material thatis pleasant to feel but is also the same as the 'loop'material for 'hook' stickers. This enables switches ortoys to be securely attached to the Trabasack to helpstop things dropping to the floor. 'Hook' stickers willattach to the entire top surface meaning that toys orswitches can also be quickly moved and repositionedanywhere during play.

Trabasack is also a bag so that items can be storedwithin it when not being used. The firm flat surface andbean bag help to protect expensive items when theyare put away and carried. So it is ideal forcommunication aids and switches as well as ordinary'must take' personal items such as cups, splints, toysand plates.

Other features include easy to use ring pull zips, highcontrast coloured trims, a range of D rings for attachingtoys or straps and to make life easier, it is fully machinewashable!

www.trabasack.co.uk/communicationaids

Rag Bag To Buy


Multi sensory room effectsStarlite fibre optic light

Fun time Pink Starlite Fibre Optic Light features:

• Super bright LEDs• Fiber optic of the highestquality

• No bulbs to replace• Chrome Plated Base• No wires• Other colours available

Cost £6.99 fromwww.otherlandtoys.co.uk

3D Adventure Slide Projector

Take a 3-D journey as you project full colourimages on your walls or ceiling!

Blast off on an incredible 3-D sight and soundjourney through our solar system and beyond! The3D Adventure Projector f will project stars andplanets - or optional Undersea and African Safarislides - as exciting 3-D images (visible through thespecial glasses supplied) whilst you listen to theaccompanying audio guide on CD. A goodaddition for the multi sensory space.

The images are adjustable for distance and focus.

Includes 4 pair of 3-D real glasses. It's anincredible 3-D experience.

• Includes "Journey into Space" Adventure Pack.• Additional tour pack titles sold separately

3D Adventure Projector features• 4 pairs of 3-D Real Glasses• "Journey into Space" CD audio tour• Storage folder for 3-D glasses and slides• Easy-touch slide advancement system• Adjustable projection angles• Focus dial for crisp viewing• Enhanced 3-D projection system

Uncle Milton3D Adventure Projector

Cost £24.99Fromwww.otherlandtoys.co.uk

Laser Stars Projector

Whether you have a large or small room, thispowerful laser can transform it into your ownpersonal animated universe complete with shootingstars.

It is simple to operate and mains powered with aprojector that can rotate through 180° to projecton a wall or ceiling.

Watch as the layer upon layer of stars slowlymove in different directions then use the adjustableswitch to add a moving ethereal blue cloudnebulae.

The laser and holographic images blend andconstantly move and change to create a beautifulouter world experience.

Laser Stars Projector features:• One Laser Stars Projector• Uses green laser and holographic technology• Creates thousands of stars• Add cloud formations• Suitable for large or small rooms• 2 built-in precision glass lenses• Cloud formation projector lens• Laser stars projection lens• Adjustable cloud dimmer• Projector rotates through 180°

Cost £129.95 at www.otherlandtoys.co.uk

Rag Bag To Make


Bags of butterflies This is a nice easy craft activityfor everyone. There is a choiceof materials to go into thebutterfly wings. Artists can reallyexplore the colours and textures they like and maketheir own choices.

You will need:•Different sizes of zip baggies to fit different hands• Tissue paper in a variety of colours and textures• Pipe cleaners

Here's how to make the butterfly •Cut the tissue paper into small squares.The artist can select the colours and textures theywant to go into the bag.

• Fill the zip baggie with the chosen paper (morepaper = fuller wings).

• Zip the baggie closed, pressing out some of the air.•Gather the zip baggie in the middle with the zipclose at the top.

• Twist the pipe cleaner in the middle of the gather~ toform a butterfly with antennae.

• Curl the ends of the pipe cleaner to make the antennas.

Extending the art activity • Try a different selection of papers such as glittery orcoloured cellophanes for a different sort of butterfly

• How about a giant butterfly made with a see throughcarrier bag?

• The butterflies can be hung from acoat hanger to make a very swishmobile

This is a nice mucky activity that links into thetheme of 'space' and the food that the astronautseat whilst in their space rockets.

You will need:• Boxes of instant milk pudding such as angeldelight (one between two astronauts)

•Milk-enough for the contents of the packets(look at method)

• Zipper plastic bags (IKEA do excellent ones)

Here is the activity:• Smell and taste the milk and pudding mix• Pour half the packet of mix into the zipper bag•Add half the quantity of milk• Seal the bag really well•Now squish and shake the bag until thepudding thickens

•When it is thick, then carefully snip a corner ofthe bag

•Now see who can suck the pudding out just likean astronaut

•Any left? Then squish out onto the table topand use fingers to whiz through the pudding tomake Space marks and Space stars

Mucky chocolate Space food

Ice Cube PaintingMaterials:• Paper• Ice cubes• Powdered tempera paint• Flat box or large baking pan

How to ice paint:• Place a sheet of paper in the box or baking pan.• Sprinkle a little tempera powder on the paper. • Place the ice cube in the box and rotate the box to create a whirly painting.• If you like, substitute jelly crystals for the powdered tempera paint. There will be a pleasing smell to the art.

Life Experience Packages (LEPs)


Kate Gledhill was a 4th year Occupational TherapyStudent – La Trobe University, Victoria on clinicalplacement with Mandy Williams (AccOT) at theCommunication Resource Centre - Scope at the timeshe wrote this article. She has since graduated and isnow practicing as an Occupational Therapistat a large rehabilitation service in Melbourne.

The development of Life Experience Packages (LEPs)follows the success of individualised sensory-focusedbooks and Armchair Travel. Life Experience Packagescreate an experience that can be shared by a group.However, each person is offered the opportunity toparticipate based on their individual skills and interests,in other words taking a theme and making it person-specific. The LEPs were designed as part of a projectto develop sensory-focused activities for a group ofadults with severe and multiple disabilities attending anadult day service.

The Process of Creating LEPs

•Getting to know each person involved directobservation and reviewing each person’sParticipation to the Max forms. The Participation tothe Max forms gives us valuable information aboutthe level and type of support each person requires toparticipate in everyday activities. It outlines theperson’s sensory preferences, likes and dislikes,communication methods and skills. Furtherconsultation with the staff clarified people’s interests.

• From this information we created three themes; “Avisit to the Day Spa”, “What’s at the beach?” and“What’s at the hardware store?”. It was important tomake the experiences flexible. Each LEP consists of anumber of activities that can be used individually oras one in a sequence of activities. For example, anactivity from “A visit to the Day Spa” could be usedas a single activity e.g. a manicure, or as part of anentire day where the person participates in a seriesof Spa related “treatments” (manicure, pedicure,massage and hair care).

• Each activity was task-analysed. Information abouthow each person communicates, their sensorypreferences and skills etc was considered at eachstep of the task, thereby creating maximumopportunity for each person to actively participatethroughout the activity with appropriate levels ofsupport.

• The LEPs are a useful resource for other peopleattending the day service. The task analysisframework ensures that the task can be adjusted tomatch the skill set of any client and that staff providethe appropriate level of support to optimiseparticipation opportunities.

Example of a Life Experience Package

Theme: A visit to the Day Spa

Environment: A waiting area, where people can “wait”and have a “champagne” (sparkling apple juice) whilstthey browse through their individualised “magazines”.These “magazines” consist of either pictures of theperson participating in each activity or object cues. The“magazine” is used to assist each person to choosewhich Spa treatment they would like.

Activities: The following are summaries of the activitiesthat people can choose from:

•Manicure station: At this station people receive amanicure. They are encouraged to interact and makechoices at every step of the activity. The activityinvolves, feeling and using the nail brush, nail filing,choosing, applying and drying polish, smelling andchoosing hand moisturisers and having a handmassage.

• Pedicure station: At this station people receive a footspa. They are encouraged to feel the water andchoose what temperature they prefer (warm, neutralor cold). After the foot spa, the person is encouragedto smell the moisturisers and select which one is to bemassaged on their legs/feet. The person is thenencouraged to choose their nail polish colour.

• Hair care station: At this station people receive a hairstyle experience. A number of different coloured andtextured hair brushes and hair accessories areavailable to explore. For hygiene reasons, eachperson has a bag containing their own hairbrush andaccessories. These are used to create a hair designwith the person, which is then viewed in a mirror.(Photos could be taken to place in the person’s ChatNow book)

•Massage station: At this station people receive arelaxing massage. People are encouraged to smellthe massage creams and choose the one they like.Specific instructions on massage techniques for eachperson are provided for staff to refer to. This ensureseach person receive a massage that assists them torelax.


Life Experience Packages (LEPs)

Resource Box Contents:

• Spa staff aprons x 2.•Nail brushes x 3•Nail polishes x 6•Nail polish remover x 1•Hand and nail cream x 4•Nail files x 5•Nail buffers x 5•Hair accessories x 7• Eye masks x 5•Hand towels x 4• Body moisturisers x 4• Foot spas x 3•Communication aids including photo and picturecommunication symbols of each item in the package

• A disk containing a list of the resource box contents,photos of items used in the package, task analysistemplate etc.

Spa apron

Hair accessories

A very handyChristmas tree

This is a good group activity with avery pleasing Christmassy result.

You will need:• Strong card – various shades of green and alsoplain white

• Lots of green, silver and gold glitter• Brown corrugated card to make a trunk for the tree• Lots of glue• Lots of different shades of green paint in shallowbowls

• Christmas stickers

Here is how to make the tree:• Trace everyone's hands lots of times (the tree needslots of leaves) on the green paper.

•Make green paint handprints on paper – it's fun tolet the paint squish between your fingers

• Cut out the handprints and glue them together withfingertips facing down to form a tree shape. Thesize of the tree depends on the number of leavesmade.

•Glue a brown rectangle trunk on to the bottom ofthe tree

•Now comes the fun part – Decorate with stickers,lots of glitter……

• The tree can be hung on the door or suspendedfrom the ceiling for a real Christmas feature.

Task analysis of each activity.(See headings used below)

What is theactivity?

Write name of activity,then list each step in theactivity (Task analysis)

How? = level ofsupport the client requires

How will each person besupported at each step

of the activity

Who will do it?

List theperson/peopleresponsible

Resources required?

Equipment required

Thank you Kate for you excellent contribution from 'Down Under!


Christmas Rag Bag To Make

Chocolate Christmas Spoons This is a lovely Christmas gift for coffee lovers, andvery simple to make. There is also the opportunity totaste the melted chocolate too! Easy peasy.

• Plastic teaspoons in a variety of colours

• Chocolate bars, try white, dark or milk chocolatefor different effects

• Silver balls, sprinkles or chocolate flakes

•Gold or silver ribbon

How to make the spoons

• Place sprinkles in separate bowls

•Melt chocolate bars in the microwave. It onlytakes a few seconds to do.

• Dip spoons in melted chocolate

• Immediately dip chocolate covered spoon inchoice of sprinkles.

• Tie a thin ribbon on the spoon handle

• Attach this poem with the gold ribbon.

' Try chocolate coffeeIt's tasty as can beAnd while you drink itYou can think of me.'

Place the spoons in a pretty box for a special gift totake home for Christmas.

Buttons galore! Mark a page with a bookmark for Christmas

These bright bookmarks willbrighten any book for the reader. ~And they're fun and easy for tocreate. Everyone can sift throughthe buttons and gay ribbons tomake their own choice for thebookmark.

You will need: • Lengths of colourful ribbon• Lots of shiny glittery buttons of all sizes and shapes• Sticky glue or a glue gun (adult supervision)To make a book mark:•Cut lengths of ribbon- about the length of apaperback book

• Select button• Select ribbon• Attach to the end ofthe chosen ribbonwith glue

• Try and see if asmaller button willglue on to top of abigger button for anextra special effect

Lighten up a window-buttons galore

A button mosaic becomes a cheery light catcherwhen it is sandwiched between layers of clear stickyback paper.

You will need: • Lots of different buttons• Clear Sticky back paper

Here is how to make it:• Cut out a square ofsticky paper – if it is agroup activity then make it a large piece

•Carefully, remove backing and lay it sticky-side upon the table

• Sift through the buttons and find the best ones• Lay the buttons on the sticky paper• Create an abstract button picture•Make sure that a border is left around the edge ofthe sticky paper

•When the picture is complete, cover the mosaicwith a second sticky paper square

• Smooth the edges with a cotton swab•Cut out the mosaic, leaving an -inch border on allsides. Stick your creation to a window with gluedots or tape.

• A window full of art!



Having a Ball RelayFor this game you will need:

• A variety of different balls (eg size, colour, feel) butpairs of each.

• A laminated photo of each type of ball and a largebox for all of the balls.

• A referee’s whistle

This can be played with individuals or 2 teams, eachwith the same set of photos.

Show the players a photo of a type of ball. Give thema moment to take it in a then, when the whistle blows,the player has to find the right ball. If two teams areplaying then play it as a relay race- bring the right ballback before the next team member goes. Winners arethe ones who complete the set first.

Hide the ToyFor this game you will need:

• A selection of photos of the player’s favourite orrecognisable toys and the matching items

Play this game like the ‘Getting Warmer’ game. Theplayer(s) take a while to look at the photo of the toy tofind, which is hidden in the room. When the playerneeds a bit of a clue you can use phrases like ‘Lookunder the chair’, Look on the shelf’ or Look behind thedoor’.

Set of ToysFor this game you will need:

• A large box covered in Christmas paper with a holein the side/top big enough for hands to go in.

• Sets of favourite toys, for example, balls, cars, dolls-not necessarily matching but it may help.

• Laminated photos of 1 of each set or the actualitems.

The players look at the photos or symbols and need toput their hands in to feel for the right one. This couldbe done with Braille on the cards too.

Matching PairsFor this game you will need:

• 2 matching (toy) catalogues, cards

Go through the catalogue and cut out the exact samephotos of the toys, stick them on to cards and laminatethem. Play the ‘Pairs’ game, each player takes a go toturn over 2 cards at a time and try to remember wherethe matching card is.

Dancing PuppetsFor this game you will need:

• Paper plates, wool, string, faux fur, shapes madefrom different textures, hole punch and a CD ofdancing music.

Make a face puppet with the materials on the paperplate. Use the hole punch and string/ribbon to hold itwith. Play the music and ask the players to listen to itand make their puppets dance in a similar way,according to the beat and tempo, eg, quiet, fast, rock‘n roll, can can etc)

I’ve found a few ideas based on the theme of Toys and Games. I hope it fits in for theChristmas issue. Here’s to a Merry Christmas for all Information Exchange readersfrom Kay Evans – member of the Editorial Board.



Christmas Pudding cards• A4 white card, folded in half with a large circledrawn on each half. Fold the paper and cut off thetop half of the card. Fill the circle with ingredientssuch as oats, raisins, sugar, dried cherries. Put cottonwool on the top of the ‘Christmas Pudding’.

The story of ‘Hoot’ by Jane HisseyFor this you will need:

A toy owl with a mini apron, a selection of pairs ofdifferent socks and 1 odd sock, 2 teddies (1 large,1 small), toy rabbit, tea towel, cream cheese andcrackers. A basket of toys. Torches.

Read the story to the group. Think about the detailsand ask questions, such as, When are we scared orfrightened? Hoot wears an apron so When do we useaprons?

Look at the basket of toys for a short time and cover itfor a version of ‘Kim’s Game’. Play Hide & Find tomatch the pairs of socks together- who has the odd oneout? Make their own shadows on a screen, umbrellaor on the wall. Finish with a midnight feast of creamcheese and crackers!

These books are from the Featherstone range of littlebooks – and are excellent resources. Although writtenfor early years, they are easily transferred to topic orproject work across the age range. I like theirapproach to setting aims or targets and their reflectionson what is being learnt.

They are all priced at £8.99 and there is a discountif ordered from their website atwww.acblack.com/featherstone

The activities in this book are allabout Christmas and are verytimely at this important part of theschool year

This book takes a topic approachto teaching and learningthroughout the seasons, startingwith autumn.

This book looks at a range ofdifferent celebrations and isloosely grouped into seasons;you can dip into the book fora good idea no matter whattime of the year it is.

Book Review – Seasonal

Twelve days of Christmas


Here is a fun daily event for the twelve days of Christmas– with a twist in the Tail!

ON THE FIRST DAY OF CHRISTMAS, your true love gave to youa partridge in a pear tree

A feather duster and a tin of pears to open and eat!Take some pears, cut them in half and dip in thick paint.

Print pear shapes onto paper making patterns for abstract pear art

ON THE SECOND DAY OF CHRISTMAS, your true love gave to youtwo turtledoves

Feel some soft white feathers and a bar of ' dove' soap to smell!

ON THE THIRD DAY OF CHRISTMAS, your true love gave to youthree French hens

A tin of chicken soup or soup' in a packet' to open and eat!

ON THE FOURTH DAY OF CHRISTMAS, your true love gave to youfour calling birds

All the calling birds flew away! But here are 4 messages they left for you before they flew off! Attach four messages to four feathers sent from Father Christmas

Twelve days of Christmas


ON THE FIFTH DAY OF CHRISTMAS, your true love gave to youfive golden rings

Open a can of golden yellow pineapple rings and eat!Or use pull-tabs from tinned drinks as substitute rings

Make lots of golden chains from gold paper cut into small strips and glued into garlandsto hang on the Christmas tree

ON THE SIXTH DAY OF CHRISTMAS, your true love gave to yousix geese a laying

Open the egg box and find six hard-boiled eggs to eat!!Or use fresh eggs to make Christmas cookies with lots of smells and tastes traditional to Christmas

such as nutmeg, cinnamon, vanilla and lots of sprinkles to decorate

ON THE SEVENTH DAY OF CHRISTMAS, your true love gave to youseven swans a swimming!

No swans to be found but here is the bubble bath they went swimming in!Have a sniff! Blow some bubbles

ON THE EIGHTH DAY OF CHRISTMAS, your true love gave to youeight maids a-milking

Eight bottles of milk-to make chocolate strawberry or vanilla milkshakes!Record some cow noises to listen to as they are shaken and drunk~moo!

ON THE NINTH DAY OF CHRISTMAS, your true love gave to younine ladies dancing

Here are 9 candy canes used by the nine ladies who were out dancing all night!Smell the peppermint and crunch,crunch

ON THE TENTH DAY OF CHRISTMAS: your true love gave to youten lords-a-leaping!

The Lords were leaping so much they strained their leg muscles, so here are some ointments for ligaments– have a sniff – phew!

ON THE ELEVENTH DAY OF CHRISTMAS, your true love gave to youeleven pipers piping

Here is a pipe of your own, have fun with it! You will need 11 bubble pipes and bubble solution

ON THE TWELFTH DAY OF CHRISTMAS, your true love gave to youtwelve drummers drumming

Twelve drummers drumming would take up too much room so use an electronic dance mat(Argos sell these) connect to the TV or DVD play and dance the night away!

Happy Sensory Christmas! from Anne Krisman


Christmas is here again and we celebrate the mostsensory festival of the year, a time full of strongemotions and exciting experiences.

We want the happiness of Christmas to be all aroundus. The classroom can be scented with the smell ofChristmas, with tangerines, cloves and fir. Red andgreen material can be draped around. It’s time to useFlo’s idea of a sensory umbrella, with tinsel, bells, littlesnowmen, and stars hanging from the spokes, lettingthe pupil be surrounded with the sense of Christmastime.

Sensory objects to feel could be twigs, warm scarves,pine cones, ice cubes, hot water bottles and whitesnow-like foam packing.

Celtic Christmas music, often with the sound of theharp, can be very relaxing and peaceful, especially inthe dark afternoons, with the colours of fairy lightsilluminating the room.

My pupils love to open the Christmas box ofdecorations, which also includes some of theirdrawings from year before and photographs ofChristmas in the school. It’s a time of wonder when welook back on us one year younger. Decorating theclass tree together, with everyone helping to createsomething beautiful, teaches us about the importanceof sharing and helping each other.

Christmas is about the birth of baby Jesus, so wecarefully pass around the Science department’s realisticlooking toy baby, with some children saying specialwords to him or giving him a cuddle. The crib figurescan be unwrapped and displayed, with Jesus wrappedin silver or gold to show his importance for Christians.

For those of us with a whiteboard in our classroom,www.popularfront.com/snowdays is a beautifulwebsite that enables children to make their ownsnowflakes and send them out to the world, watchingthem as they float down the screen. A wonderful ideais to take lots of paper snowflakes and launch theminto the air with a parachute.

Last year’s popular Christmas activity was Scratch ArtChristmas hanging decorations from Baker Rosswww.bakerross.co.uk which appealed to all ages andabilities. We also made some paper chains whichincluded pictures of the class printed out on thecomputer, so that we decorated the class but also saidsomething about us all being linked together as friends.

We must say thank you to Fishy Music Productionswww.fishymusic.co.uk, who have created a newChristmas performance, Wise Men Three, ‘a simplemusical telling the story of the Wise Men.’ TrevorStevens’ The Christmas Story provided us with theperfect special school Nativity. Now he has createdanother winner. Anyone who buys it is guaranteed asmooth running Christmas performance where everyonecan participate.

The pack includes a teacher’s booklet, with the script,performance notes, large type copies of the songs andthe music in manuscript. A performing license is alsoprovided. The words are also provided on the FishyMusic website for Smartboard or digital projector use.A cd includes all the songs, both with and withoutvocal tracks and a dvd shows you all the signs.

The songs are all clear and pupil-friendly, with thelullaby ‘Little Jesus Sleeping’ guaranteed to bring tearsto the eyes of parents and carers. ‘The Ribbon Dance’has an authentic Middle Eastern feel. Although this is aproduction designed for very young children and thosewith special needs, Fishy Music keeps the integrity ofthe Christmas story, so it will educate as well asentertain.

Let’s all have a sensory Christmas, filled with light, loveand hope.

A Christmas Touch Story


I found this excellent Christmas activity on my computer in the form of a PowerPoint, with no reference to anyone.So, I apologise for no acknowledgements and would like the person who sent me this, to let me know so I can singtheir praises.

I have just taken the last slide from the presentation so readers can use the actions in a very apt rendering ofChristmas through a relationship of touch and Christmas materials.

Enjoy!

Let it snowArms and feet free to feelcotton balls sifted thoughhands and poured over feet.

Frosty the snowmanPat frosty white bath puffsover arms/ legs.

Rocking around the Christmas treeMassage Christmas scentedcream/ oil with firm and livelymoves and ‘pinching’

Jingle bellsBounce jingle bells overarms, legs, tummy.

A Christmas Touch Story


Silent night/ Marys Boy ChildA gentle massage and thenwrap in material and rockside to side.

Whilst Shepherds watchedStroke white fluffymaterial over skin.

It was on a starry nightFlick starry tinsels.

The little drummer boyLarge drum to tap, anddrumsticks to tap on body(or pat with hands.)

Auld Lang SyneSmell of mincemeat whilstholding hands and shaking upand down.

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Information Exchange - Winter 2009