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Inclusion Facilitation (IF) is an approach to enhancing the inclusion, in a mainstream community of any child or young person who is experiencing difficulties in the world because of disability, personal crisis or because of their challenging behaviour towards others. The IF approach works by mobilising the young person’s natural supports to provide support and engage with the person in difficulty. Inclusion Facilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Uniquely, the work is carried out under the close clinical supervision of a practicing psychologist. What is Inclusion Facilitation Work? ‘We do whatever it takes!’ Usually a Person Centred Planning event would be carried out using the PATHor MAP process – majoring on dreams and goal setting leading to precise action planning.  An experienced psychologist alongside the inclusion facilitator would carry out a PATH. A large graphic will be one of the outcomes of the meetings this is a great visual record and a shared memory of the event. This will also inform the priorities for the inclusion facilitation work Optionally following the PATH event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment. 12 weekly visits from the Inclusion Facilitator followed by 5 monthly visits is our preferred model but we can be flexible with the delivery of this input. This is just a guideline, however we have received good results using this time frame. After this intensive input the Inclusion Facilitator will hand over to the existing family, carers and PA team to carry on where he or she has left off. This transition time is planned from the outset. An experienced psychologist is there to support the facilitator at all times and will guide all work done by the inclusion facilitator.  Is this just Support work? No! This is proactive engagement – doing whatever is required. We are not just passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. Our work is built on careful research around a person’s interests and what opportunities exist locally. We carry out community mapping.  We actively work to tackle an individual’s own resistance and reluctance to engage more socially. We actively engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders. We build circles around a person. We create the conditions in which friendships can flourish. We have direct psychological supervision and support throughout. This work is short term and intense. Enjoy participating in a multimedia workshop that will challenge, entertain and reach for your emotions. Learning Objectives 1.To be able to understand the values and wider context of inclusion. 2.To be able to set up and run an ‘Inclusion Facilitation project to improve the life chances and connections of a child or young person. 3.To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour. Course Content The course answers the questions: What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? Practically how do we go about including high profile children or young people? How can we help some children be friends? We will cover:  Inclusion values underpinning this work The Intentional Building of Relationships –‘Inclusion Facilitation’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up and running of IF work Lessons learned Stories of IF work

This day will introduce you to the basic techniques and skills involved in doing graphic facilitation. Learn how to use a BIG piece of paper and a handful of pens to create a memorable summary of your training day, team meeting or your work with young people and families. Learn how to harvest the essence of an event in a visual representation. This is a ‘hands on’ interactive day built around demonstrations of graphic facilitation, coaching and the chance to try things out. Ideal for teams who can then go on together to practice, practice, practice. Learning Objectives To introduce you to the basic skills of graphic facilitation – no previous experience is needed To develop your capacity to ‘listen under the words’ and draw out the deeper messages To help you suspend your self-doubt – “I can’t draw!” and rediscover your capacity to create an effective visual representation of a meeting/training day/conversation etc Course Content The day will introduce you to the fundamentals of graphic facilitation and will include the following topics: Pens, Pastels and Paper – what you will need to get started The basic ‘grammar’ of graphic facilitation; the essential shapes, using colour, images, lettering, words, creating connection How to listen for the essence of what is being said and translate this into visual language A chance to do it live – with coaching

Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. Online Course now available via Teachable Platform – Creating Circles ofFriends Learn at your own pace… lots of text and video support Course Category Inclusion Peer Support Behaviour and Relationships Autism and Communication Description Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. ‘Circle of friends’ is not the same as ‘circle time’ but many of the skills and techniques used by teachers in ‘circle time’ can be used to support the ‘circle of friends’ process. Over the past 12 years Colin Newton and Derek Wilson have been encouraging the use of ‘circle of friends’ in a wide variety of primary and secondary schools, often with very successful outcomes. Some of these are described in their books ‘Circles of Friends’, (Folens, 1999) and ‘Creating Circles of Friends’ (Inclusive Solutions, 2005). This is an excellent opportunity to learn from Colin Newton and Derek Wilson the educational psychologists who brought this Department of Education endorsed approach to the UK. Learn how to build teams around challenging pupils by drawing on a resource which is always there…. other children. Enjoy participating in a multi media workshop that will challenge, entertain and reach for your emotions. Circles of support are for us all, for life…. and they work! Testimonials ‘Absolutely fantastic session – so thought provoking and positive.’ ‘Well presented excellent course’ ‘Wonderful, mind blowing day. Lots of children and young people there we need to really see – not treat’ ‘Excellent presentation, lively, modern, current – definitely got the attention. Course gave great food for thought and I feel confident that this way of working will have a place in the future of our school. Learning Objectives To be able to understand the values and wider context of inclusion To be able to set up and run a ‘circle of friends’ to reduce likelihood of a pupil being excluded or segregated To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour Who Is It For ? Primary and secondary teachers Heads and Deputies SENCOs Learning Support and Guidance staff Advanced Skills Teachers Parents Local Authority Support Services Community Development workers Early Years and School based Practitioners Course Content The course answers the questions: What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? Practically how do we go about including high profile children or young people? How can we help some children be friends? We will cover: The importance of Welcome Inclusion values underpinning this work The Intentional Building of Relationships – ‘Circle of Friends’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up of circles of friends Lessons learned Stories of circles in primary and secondary mainstream schools ^ Circles of Friends Training in Kiev, Ukraine

How can we interrupt the isolation of disabled, challenging and other ‘different’ children and adults? This is our lead workshop/training day and is both a values primer and a practical guide to successful strategies for developing inclusive practice in educational and non educational settings for children and young people of all ages. This is practical plus being a ‘hearts and minds’ day. What does inclusion mean? Can we imagine what an inclusive school look like? What do we have to do? The day gives those present opportunities to reflect on their attitudes and practice in relation to the inclusion of children and adults who are different or challenging. The Keys can be presented as a powerful interactive Keynote for large conferences. A great way to launch a conference as the first key is ‘welcome’. Learning Objectives Increased confidence regarding developing inclusive practice in mainstream schools and other settings Access to a wider range of practical strategies to impact on behaviour problems Deeper understanding of core values surrounding inclusion of disabled and challenging children and adults Opportunity to reflect on professional attitudes and behaviour towards parents and pupils New skills and processes to make inclusion successful Course Content The course answers the questions : Why inclusion? What is inclusion? How do we go about including high profile children or young people? What does inclusion have to do with me? Best delivered over the course of a full day, ‘Keys to Inclusion’ introduces participants to 6 guiding Ideas that underpin inclusive practice. The importance of WELCOME Inclusion is about Adults’ learning Taking the Long View Giftedness as a new paradigm for understanding disability and difference The Intentional Building of Relationships – ‘Circle of Friends’ work as an example of this Not doing it alone – the importance of Teams in developing inclusive practice.

In this course we explore how we have attempted to build inclusive circles of support around individuals and contrast this with a radical approach to problem solving with parents – the Parent Solutions Circle. Parent Solutions is a brand new approach to problem solving with parents based on our live group work in schools. A focus on challenging behaviour brings interest, energy and commitment.  Course Category Inclusion Peer Support Parents and Carers Behaviour and relationships Description In this course we explore how we have attempted to build inclusive circles of support around individuals and contrast this with a radical approach to problem solving with parents – the Parent Solutions Circle Parent Solutions is a brand new approach to problem solving with parents based on our live group work in schools. A focus on challenging behaviour brings interest, energy and commitment. Essentially the approach involves gathering a group of parents and carers together who recognise how challenging their own children are and would like some help to figure out how to be with them or how to manage an aspect of their behaviour. The process is facilitated but majors on the parents offering each other their wisdom and ideas. The directness that only peers can provide to each other makes the work both powerful and effective. Mobilising the wisdom and experiences of parents in a safe way is a delicate art. In this training we will explore how this can best be done. Parents who have been on all the courses and had all the professional advice in world love this way of working because they get to offer each other their experience, ideas and wisdom. The approach is capacity focused, person centred approach to working with parents rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for parents. We work with rather than do things to a group of parents. This training can be modelled with a group of parents or can be demonstrated with a group of professionals. We prefer mixed groups. Learning Objectives For participants to learn how to set up a Parent Solutions Circle For participants to understand the underlying rationale and ethos of this way of working To learn the facilitation process and stages of the Circle process Who Is It For? Anyone interested in working with parents and carers in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. School leaders and managers Social Care teams Community organisers Psychologists Course Content True parent empowerment Facilitating groups Problem solving process Handling group communication Allowing direct feedback and challenge between participants in a safe way Building relationships Creating natural circles of support that can provide peer support and mutual problem solving If you liked this course you may well like: Creating Community Circles

In line with OFSTED expectations make sure NQTs are up to speed on effective behaviour management and relationship building in the classroom. Course Category Behaviour and Relationships Meeting emotional needs Inclusion Description This is our lead workshop/training day on behaviour and relationship work aimed at NQTs. Recent OFSTED changes make Behaviour and Classroom management of NQTs a particular focus for inspections. Are your NQTs teaching the behaviours children need to succeed? Can they articulate these behaviours? This training provides a values primer and a practical guide to successful innovative strategies for improving behaviour and strengthening relationships for challenging children and young people of all ages. Not just another day on ‘Behaviour Management’ – our day goes well beyond a rewards and sanctions approach to ‘behaviour’. We will be focused on those young people for whom rewards and punishments do not always work and who confuse the adults who work with them. We aim to take a relationships based approach and to give those attending an opportunity to think more deeply about why young people do the things they do and what our part as adults is in creating, sustaining and changing these behaviours. The day gives those present opportunities to reflect on their attitudes and practice in relation to children’s behaviour and relationship building. If your usual approaches to managing behaviour aren’t working with particular individuals then take a tour through this range of cutting edge strategies for bringing about positive behaviour change, and for meeting challenging emotional needs. Learning Objectives Reinforce and affirm good practice Re-energise, stimulate and challenge thinking about inclusion of challenging young people and children Increased understanding about behaviour and emotions Increased confidence in managing challenging pupils in childcare settings mainstream schools Access to a wider range of practical strategies to impact on behaviour problems Opportunity to reflect on professional attitudes and behaviour towards families and children and young people Learn new skills and processes to make inclusion successful Who Is It For? Primary and secondary NQTs Course Content The course answers the questions: Are there any new ways to include our most challenging young people? Should we focus on behaviour or relationships? How do we go about including high profile children or young people? Can we find an alternative to exclusion? – What would a relationship policy look like? The following are some of the key themes and tools we are likely to explore during the day Getting the welcome right for the most challenging Encouraging Getting the best from the most challenging Circle of Courage Belonging Achievement Generosity Independence Active listeningV Listening to the person underneath the behaviour Compass of Shame – which directions do children and young people head when they feel shame? And what helps children work through these feelings in more healthy ways? Involving other children and young people in solutions and interventions Circles of friends:Peer supportCounselling and mediationTeam Problem Solving Solution Circles:A 30 minute group problem solving process to get Teams ‘unstuck’ and to generate positive first action steps

In this lively interactive workshop we will explore the challenges faced by leaders of schools when tackling inclusion issues. We develop the concept of the leader as being central to the web of an organisation and the web of inclusion. Information flows freely to and from the leaders and interconnections are a premium. We explore shared leadership and consensus building using the Native American ‘Medicine Wheel’ to guide and structure our management of change. Course Category Inclusion Description In this lively interactive workshop we will explore the challenges faced by leaders of schools when tackling inclusion issues. We develop the concept of the leader as being central to the web of an organisation and the web of inclusion. Information flows freely to and from the leaders and interconnections are a premium. We explore shared leadership and consensus building using the Native American ‘Medicine Wheel’ to guide and structure our management of change. Testimonials ‘Inclusive practice has become more daring, more radical, more inspirational, more inclusive. How exciting and encouraging!’ ‘What a moving and energising day – there is so much we can do together’ Learning Objectives Increased confidence regarding developing leadership for inclusive practice in mainstream schools Access to a wider range of practical strategies to impact on team building Deeper understanding of developing vision and consensus Opportunity to reflect on professional attitudes and behaviour towards staff, parents and pupils New skills and processes to make inclusion successful Who Is It For? Heads and Deputies Leaders Managers of Chidren’s Centres Managers of Early Years settings Local Authority Support Services Course Content The course answers the questions: How to get a team thinking and working more inclusively? How to create and share my vision? Where do I start to think about developing a more inclusive setting? How can I get the best out of my team? We will cover a range of areas including: Establishing a welcoming team Building Vision and values Developing Trust Creating inclusive staff teams and communities of acceptance Creative Team problem solving Organisational models Curriculum access and curriculum design for inclusion Work with parents Consensus building If you liked this course you may well like: LEADERSHIP: CREATING AND SHARING YOUR VISION

So you appreciated a Keys to Inclusion day? Wondering what next? The Next Set follows on from our lead workshop/training day and is both values driven and a practical guide to successful strategies for further developing inclusive practice in educational settings for children and young people of all ages. Course Category Inclusion Description So you appreciated a Keys to Inclusion day? Wondering what next? The Next Set follows on from our lead workshop/training day and is both values driven and a practical guide to successful strategies for further developing inclusive practice in educational settings for children and young people of all ages. On this day we explore processes and ideas ranging from the individual practitioner’s imagination through to the creating of a community gathering to strengthen inclusion of disabled and disempowered adults and children. This too is a ‘hearts and minds’ day in which you can expect participants to both laugh and cry in equal measure! The day gives those present lots of opportunities to reflect on their attitudes and practice in relation to the inclusion of pupils who are different and most challenging. Testimonials I have learned such a lot. I have learned so much. Keep an Open Mind. Really inspired! I can’t wait to share the day Learning Objectives Increased confidence regarding developing inclusive practice in mainstream schools Access to a wider range of practical strategies to impact on behaviour problems Deeper understanding of core values surrounding inclusion of disabled children Opportunity to reflect on professional attitudes and behaviour towards parents and pupils New skills and processes to make inclusion successful Who Is It For ? Early Years and School based Practitioners Heads and Deputies SENCOs Advanced Skills Teachers Primary and secondary teachers Parents Local Authority Support Services Course Content The course answers the questions : What next after a Keys day? How do we take people with us? What else can we do to go about including high profile children or young people? What does inclusion really have to do with me? Best delivered over the course of a full day, ‘Keys to Inclusion’ introduces participants to 6 guiding Ideas that underpin inclusive practice. The power of imagination Determination and persistence Growing Relationships How to help not hinder Communicating honestly and directly Creating Community Circles If you liked this course you may well like: KEYS TO INCLUSION Or: INCLUSION: IT DOESN’T JUST HAPPEN

This is our latest lead workshop/training day and is an extremely innovative, participative and practical guide to successfully creating a truly inclusive classroom in mainstream school settings for children and young people of all ages. This engaging day will equip participants with ways of thinking and planning for the inclusion of all pupils within the curriculum. Course Category Teaching and Learning Inclusion Description This is our latest lead workshop/training day and is an extremely innovative, participative and practical guide to successfully creating a truly inclusive classroom in mainstream school settings for children and young people of all ages. This engaging day will equip participants with ways of thinking and planning for the inclusion of all pupils within the curriculum. There’s no better way to get set up, get trained, and get going on your inclusive classroom. The most knowledgeable trainers will teach you all the basics in face-to-face training sessions, and guide you through more advanced concepts and ideas. So whether you’re brand-new to inclusion, a seasoned pro, or somewhere in between, we will help take your skills to the next level. Testimonials ‘Yet again inspiring and opening more doors than I can go through’ ‘This opened a lot of avenues for thought and reflection. It will help me to help colleagues to see where they can improve practice to create a more inclusive environment within the whole school.’ ‘Some great ideas and restored my self belief! Fantastic’ Learning Objectives Increased skills in diversifying/differentiating the curriculum Reflection on attitudes to individual learning and the curriculum Linking learning style research to real classroom inclusion of high profile/need pupils Improved teaching skills for those with severe and complex needs and behaviour Challenge to attitudes and mindsets Who Is It For ? School based Practitioners Heads and Deputies SENCOs Learning Support Advanced Skills Teachers Primary and secondary teachers Parents Local Authority Support Services Course Content The course answers the questions: How do I begin differentiating? How do I include a pupil with very complex learning needs? How do we go about practically including high profile children or young people? Best delivered over the course of 2 days, ‘Inclusive Classroom’ introduces participants to 6 guiding Ideas that increase effective inclusion in mainstream settings. Setting the tone for learning Resourcing schools and classrooms effectively The essential 4 questions! What is the essential learning in this lesson? How do the students learn best? What needs modifying? How will students demonstrate their learning? Building on strengths and talents Beyond the IEP The curriculum content of inclusive classrooms If you liked this course you may well like: CREATING AN INCLUSIVE SPACE WHERE EVERYONE LEARNS

This workshop gives an opportunity to focus on the emotional needs of girls and how to meet these. We lift the lid on a less well explored inclusion issue, meeting the emotional needs of girls. Everyone knows a girl or woman. They may be pupil, daughter, sister, parent or partner. Course Category Meeting emotional needs Behaviour and Relationships Inclusion Early Years Description This workshop gives an opportunity to focus on the emotional needs of girls and how to meet these. We lift the lid on a less well explored inclusion issue, meeting the emotional needs of girls. Everyone knows a girl or woman. They may be pupil, daughter, sister, parent or partner. Girls will often withdraw, attack or even hurt themselves when under emotional stress and this is not always obvious in the way it is with boys. 1 in 4 women experience domestic violence and every week 2 women are killed by a current or ex partner. Whilst the world assumes girls have no problems processing their emotions, we lift the lid on this and question what is really happening for girls this century? Testimonials Learning Objectives Increased understanding of girls’ emotional needs Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems Deeper understanding of core values surrounding inclusion Opportunity to reflect on professional attitudes and behaviour towards girls and their emotional challenges New skills and processes to make girls’ inclusion and achievement more successful Who Is It For ? Early years and school based practitioners Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local Authority support services Course Content The course explores the questions : Is there an invisible problem with girls? What can we do to meet the emotional needs of girls? What helps? What should our priority be with girls? This workshop will explore: Cultural and historical expectations of girls in our society Shared experiences of teaching and parenting girls Circle of Courage as a way of understanding emotional needs Fathers, mothers and daughters Solution Circle Problem Solving around girls’ needs What girls really need If you you want something similar, but not gender specific try: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS or you may like: RESTORATIVE INTERVENTIONS