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Music Therapy is a psychological intervention which provides a unique opportunity for a child, young person or adult to express themselves through sound and/or voice at their own pace. Music Therapists are skilled at listening and responding, and have experience working with a very wide range of disabilities including SEBD, complex medical needs, MSI, MLD, SLD and PMLD. Music Therapy is client led, and is non-confrontational; using music (easily accessible instruments and voice) to enable an improvised dialogue to be established between the therapist and the client.
Please note: Music Therapists are not teachers. We do not offer instrumental lessons for children and young people with SEND.
Music Therapy Bedfordshire is a team of music therapists that can provide:
Individual (one to one) music therapy sessions
Small group music therapy sessions
Liaison with other professionals
Advice and support to parent/carers with regard to music therapy
There are no limitations on the length of time each person can access music therapy. The therapist will advise, following an initial assessment.
Questionnaires are used to evaluate outcomes
Typical outcomes may include:
• Raised self-esteem and confidence
• Reduced anxiety
• Increased resilience and emotional wellbeing
• Reduced physical tension
• Increased motivation to communicate
• Improved social skills
We support children and their families affected by imprisonment. We manage the Visitors centre at HMP Bedford and operate a play area for children to use while they visit. We offer family support to prisoners and special children's visits. We deliver a parenting course to prisoners and other child related courses.
In the community we support children who have a parent or significant family member in prison. Referrals are made from schools, social workers or families. We meet the parent and then see the child on a one to one basis in their school. Initially for an hour per week. Usually we arrange 6 sessions but these can be extended (and usually are) if the outcomes are not met or new outcomes have developed. We continually evaluate the work with the parent and child.
After the intervention, we can offer a volunteer mentor service for children living locally where they can be taken out on social outings to improve emotional wellbeing.
The key purpose is to provide therapeutic support for children and young people (3 +). Play and creative arts therapy can help children to gain a better understanding of their emotions and feelings. It can help work through traumatic events, divorce, bullying, anxiety to name a few. I have a toolkit I use including art, clay, sand, puppets and music. A minimum of 12 sessions are recommended, though this depends on the level of need. Group sessions are available too.
Assessment & Advice Officers are funded through Sense's charitable resources, each Sense operational area has an Assessment & Advice Officer[AAO].
The Assessment & Advice Officer provides assessment and advice to newly identified deafblind people to help them access appropriate support and services. The AAO will actively identify deafblind people within the local area and engage with them and, if appropriate, their carers and current providers of services to offer appropriate support.
Where specialist assessments in respect of deafblind people are required under the Deafblind Guidance, 'Social Care for Deafblind Children and Adults', the AAO is fully qualified to carry out the assessment or work with another colleague within Sense who is qualified to undertake such an assessment.
In order to be clear and open about the support we can provide to families we have developed a core offer of support which is available to all children and young people:
• We will get in touch within two working days from when you first contact Sense
• You will meet a Sense specialist within eight weeks of first getting in touch with us
• You will have your own identified worker
• You will have the opportunity to attend at least one family event per year
• We will keep in touch through an annual contact
• You will have access the information and advice service
• We will offer you the chance to join Sense through our membership programme
• An outcome of Sense supporting you may involve our working alongside your local authority to provide an individual service solution tailored to your needs.
This offer is provided through Sense’s work as a charity.
One-to-One support to Deafblind children and adults, acting as an enabler for the individual to help in their social and personal development, as well as health and general wellbeing.
By providing one-to-one support to congenitally Deafblind children or adults, an Intervenor acts as an enabler, promoting the person's social and personal development, encouraging their independent skills and facilitating their communication with the world around them. Intervenor support may be provided in the person's home, in their local community, in an educational or vocational setting or a combination of these.
Intervenor schemes are usually funded by direct payments, individual budgets, social services, local health or education authorities. A person-centred approach to planning for leisure, learning, social, and vocational opportunities, enables Deafblind people to develop new skills and increase their independence. Individual programmes focus on daily life experiences and will include encouraging the use of residual vision and hearing, communication, development of cognitive skills, mobility, orientation and social skills.
Activities which might be included in an individual plan are: college courses, sport and leisure, art and craft activities, shopping, cooking, IT, use of public transport. Choices are made by the Deafblind person to suit their needs and interests.
Sibs exists to support people who grow up with or have grown up with a disabled brother or sister. It is the only UK charity representing the needs of over half a million young siblings and over one and a half million adult siblings.
Siblings have a lifelong need for information, they often experience social and emotional isolation, and have to cope with difficult situations. They also want to have positive relationships with their disabled brothers and sisters and to be able to choose the role they play in future care and support.
Our Vision - The long-term wider change we’re aiming for:
Children and young people achieve better outcomes because their parents will have been able successfully to navigate the SEND system. Additionally, those working with such children can access good quality information and improve their ability and communication skills when working with families.
Special Needs Jungle creates easy to understand resources, articles and information for parents and carers of children with special needs, disabilities and health conditions to better enable them to navigate the special needs system. We aim to inform, educate and empower families to self-advocate confidently, so their children get the help they need to live the best life they can.
We have a clear plan for children and young people in settings and schools so that we can identify early SEND needs and provide support through a process of good planning and reviewing. To this end we have produced two Graduated Response documents which outline and provide a clear message about responsibilities for early identification of need and what can be done to ensure plans are in place to support children and pupils with additional needs.
The Special Needs Team is part of the Speech and Language Therapy Service and is responsible for providing a service to preschool children with complex needs (Child Development Centre) and to children who have identified speech, language and communication needs and /or eating or swallowing difficulties (dysphagia) as part of their Education, Health and Care Plan who attend mainstream and special schools within Bedford Borough.
We provide a service for children between 0-19. The Service is provided in a number of ways depending on need. The Speech and Language Therapist will assess a child’s needs using formal and /or informal assessment methods; these will include observations and discussions with key adults in the child’s life. A report will be provided following initial assessment.
We will provide information and advice to enable key adults to:
• understand the language/ communication difficulty and / or swallowing difficulty
• gain skills to support the child at home and within the educational setting (preschools/schools).
We may provide individual sessions and / or group sessions to help develop specific skills and to review progress.
We aim to work collaboratively with parents and other professionals; and to agree a care plan which reflects identified targets to support development/management of the child’s speech, language and communication skills and/or eating and swallowing skills as appropriate.
Services offered to preschool children who attend the Child Development Centre include:
• initial assessment sessions ( contributing to a multidisciplinary assessment of a child’s needs)
• ‘communicate and play group’ sessions – children are offered this course of five weekly group sessions as appropriate following initial assessment.
• Down Syndrome group sessions – 6 sessions per year; a group for parents of children between 6-18months of age; to support early introduction of strategies to facilitate speech, language and communication development.
• Drop in group review sessions (Wednesday afternoons during term time) – these sessions are for children who have had an initial assessment and /or attended communicate and play groups. Families are given an allocated appointment between 13.00 and 14.30 or can attend without an appointment between14.30 and 15.30.
• Feeding clinic - joint clinic arranged by the Speech and Language Therapist and Paediatric Dietician to manage ongoing needs of children with swallowing difficulties. Approximately 2-3 clinics every 6-8 weeks.
Services provided to children who are attending a nursery/ preschool settings who have identified SEN; and children with identified needs as part of their Education, Health and Care Plan who attend mainstream and special schools:
• Assessment and review sessions are provided within the setting.
• Liaison with parents and education staff to agree and demonstrate strategies in order to provide a consistent approach to management of a child’s language and communication needs.
• Training and specialist support to parents and staff working with children and young people in preschool settings and schools; including parent workshops; termly program of workshops for adults supporting children within settings.