Resources
Introduction
It is likely that users will usually access this Resources section via the links provided throughout the pack. However, users may, on occasions, want to locate some resources without going to any other section. With this in mind, the Resources are sequenced as shown below. Each link takes the user to the appropriate part of the Resources section.
External web sites will open in a new window. To access external web sites you will need to be connected to the internet.
Resources related to Glossary items
Autism
Further information about autism is available at www.autism.org.uk autism.
Further information about Asperger syndrome is available at www.autism.org.uk asperger
A library of autism resources is available at www.autism.org.uk about-autism/autism-library.aspx
(All accessed 21st December 2014.)
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with any of the above links, you are advised to use the tabs or the search facility on the suggested website to find the material.
Braille
Further information about braille is available at
www.rnib.org.uk braille-and-moon-tactile-codes
(Accessed 21st December 2014.)
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with the above link, you are advised to use the search facility on the suggested website to find the material.
Cortical / cerebral visual impairment (CVI)
The Cerebral Visual Impairment Society has a comprehensive website on CVI; visit http://www.cvisociety.org.uk/
The Scottish Sensory Centre website has an article entitled �Medical Information on Cerebral Visual Impairment�; visit http://www.ssc.education.ed.ac.uk/resources/vi&multi/eyeconds/cereVI.html
(Both accessed 11th May 2015.)
Moon
Further information about Moon is available at
www.rnib.org.uk braille-and-moon-tactile-codes
(Accessed 21st December 2014.)
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with the above link, you are advised to use the search facility on the suggested website to find the material.
Sensory integration
Further information about sensory integration is available at
www.sensory-processing-disorder.com/ sensory-integration.html
(Accessed 21st December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, the links provided here may cease to work; if this occurs, you are advised to use a search engine, entering sensory integration.
AA - Resource Pack - the published version/vi_autism_resources.html - top
Visual impairment
The Scottish Sensory Centre has a range of online articles about visual impairment; visit www.ssc.education.ed.ac.uk resources/vilist.html
The RNIB website has information and advice for education professionals: www.rnib.org.uk services-we-offer-advice-professionals-education-professionals/guidance-teaching-and-learning
(Both accessed 23rd December 2014.)
Resources related to Strategies
Resources related to Strategies � Underlying principles
Team approach � Staff training � Partners in Learning
Partners in Learning is a modular course for teaching assistants and other practitioners working with visually impaired young people in educational settings. The course was developed by RNIB, using a blended learning approach of face-to-face training with online study. It is designed to increase understanding of visual impairment and its impact on learning. It leads to a customised BTEC Level 3 Advanced Certificate entitled "Working with learners with visual impairment in educational settings".
For details
(Website accessed 19th December 2014.)
Supporting the young person to cope with transitions � Weighted vests
NB Ideally, these items should be provided only following the advice and with the guidance of an occupational therapist.
The following websites (in alphabetical order) have information about / supply weighted vests / weighted jackets:
A deep pressure inflatable vest, the Squease, is now available. This is described as an inflatable pressure vest that is hidden away inside a hooded top. No weights are used; hug-like pressure is applied to the upper body simply by inflating the vest with air. For more information, visit www.squeasewear.com
(All accessed 19th December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, the links provided here may cease to work; if this occurs, you are advised to a search engine, entering weighted vest / weighted jacket.
Resources related to Strategies � Promoting positive behaviour
Introduction � Information about promoting positive behaviour
There is a wealth of online information about promoting positive behaviour. The following websites are amongst those which are useful:
The Challenging Behaviour Foundation: www.challengingbehaviour.org.uk (Accessed 19th December 2014.)
The British Institute of Learning Disabilities (BILD): www.bild.org.uk (Accessed 19th December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, no links to individual webpages are provided here; you are advised to use the tabs or the search facility on the suggested websites to find material on positive behaviour.
If you wish to find any additional online material on promoting positive behaviour, you are advised to use a search engine to locate it.
Carrying out a functional behaviour analysis
There is considerable material on the internet regarding functional behaviour analysis / functional behaviour assessment. This material includes downloadable templates and forms for use in collecting data about behaviour.
As websites and their addresses are not necessarily permanent, users are advised to use a search engine to locate material.
Safeguarding � Introduction � Code of Practice in relation to the use of restrictive physical interventions
For details of the British Institute of Learning Disabilities (BILD) Code of Practice in relation to the use of restrictive physical interventions, go to www.bild.org.uk (Accessed 19th December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, no links to individual webpages are provided here; you are advised to use the tabs or the search facility on the suggested website to find material on positive behaviour.
Safeguarding � Introduction � Physical Interventions Accreditation Scheme
For details of the British Institute of Learning Disabilities (BILD) Physical Interventions Accreditation Scheme, go to http://www.bild.org.uk (Accessed 19th December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, no links to individual webpages are provided here; you are advised to use the tabs or the search facility on the suggested website to find material on positive behaviour.
Reducing a negative behaviour by promoting an incompatible positive behaviour � Chewy bangles
NB Ideally, these items should be provided only following the advice and with the guidance of an occupational therapist.
Chewy bangles are available from several online suppliers, including http://www.cheapdisabilityaids.co.uk (Accessed 19th December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, no links to chewy bangles are provided here; you are advised to use the search facility on the site to find these items.
Using stories to support social understanding � Social Story� approach
Information about Social Stories� is currently available at
www.autism.org.uk/socialstories. (Accessed 19th December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, this link may cease to work; if this occurs, you are advised to go to the home page (http://www.autism.org.uk ) and use the search facility to find material on Social Stories�.
Social Stories� were developed by Carol Gray and until recently, material was available at https://www.thegraycenter.org/ . This is no longer the case, but a short item now at that address (19th December 2014) includes a reference to a new address that will become available: CarolGraySocialStories.com.
If you wish to find any additional online material on Social Stories�, you are advised to use a search engine to locate it.
Resources related to Strategies � Promoting emotional wellbeing
Reducing the demands on the young person at difficult times � Tacpac�
For information about Tacpac�, visit www.tacpac.co.uk
(Accessed 21st December 2014.)
Weighted blankets
NB Ideally, these items should be provided only following the advice and with the guidance of an occupational therapist.
For information about weighted blankets and for suppliers, Resource Pack users are advised to visit (in alphabetical order)
(Accessed 21st December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, the links provided here may cease to work; if this occurs, you are advised to a search engine, entering weighted blanket.
Weighted vests
NB Ideally, these items should be provided only following the advice and with the guidance of an occupational therapist.
The following websites (in alphabetical order) have information about / supply weighted vests / weighted jackets:
A deep pressure inflatable vest, the Squease, is now available. This is described as an inflatable pressure vest that is hidden away inside a hooded top. No weights are used; hug-like pressure is applied to the upper body simply by inflating the vest with air. For more information, visit www.squeasewear.com
(All accessed 19th December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, the links provided here may cease to work; if this occurs, you are advised to a search engine, entering weighted vest / weighted jacket.
Calming the young person by using an atom massager
NB Ideally, these items should be provided only following the advice and with the guidance of an occupational therapist.
An atom massager is a small, battery powered massager with illuminated massage heads. It is available from several suppliers whose prices vary quite widely. You are advised to use a search engine to find the best deal.
Using a desensitisation programme � The "BIGmack"
The following (in alphabetical order) are amongst the companies that market the "BIGmack":
(Both accessed 22nd December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, no links to [item for sale] are provided here; you are advised to use the search facility on the site to find the BIGmack.
Using a desensitisation programme � Social Stories�
Information about Social Stories� is currently available at
www.autism.org.uk socialstories. (Accessed 19th December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, this link may cease to work; if this occurs, you are advised to go to the home page (www.autism.org.uk ) and use the search facility to find material on Social Stories�.
Social Stories� were developed by Carol Gray and until recently, material was available at http://www.thegraycenter.org/ . This is no longer the case, but a short item now at that address (19th December 2014) includes a reference to a new address that will become available: CarolGraySocialStories.com.
If you wish to find any additional online material on Social Stories�, you are advised to use a search engine to locate it.
Resources related to Strategies � Promoting physical wellbeing
Providing opportunities for physical exercise � Trampolines
For information about the structured use of trampolines, visit (in alphabetical order):
(Both accessed 22nd December 2014.)
Seeking professional advice for achieving a good sleep pattern
There is an Early Support Network guide for parents: information about sleep; it is available free at www.ncb.org.uk/media/875230/earlysupportsleepfinal2.pdf
A range of organisations provide information and services, including (in alphabetical order)
(All accessed 22nd December 2014.)
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with any of the above links, you are advised to go to the website"s home page and then use the tabs or the search facility to find the material.
Promoting healthy eating
For some insights into the possible reasons for a restricted diet and some strategies to overcome this problem, visit (in alphabetical order):
(Both accessed 22nd December 2014.)
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with the first of the above links, you are advised to go to the website"s home page and then use the tabs or the search facility to find the material.
Promoting healthy eating � the Time Timer� Audible
For information about the Time Timer� Audible, visit
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with the above link, you are advised to go to the website"s home page and then use the search facility.
Other items of potential interest are available, such as the Time Tracker� Classroom Timer, the Time Tracker� Mini and the Magnetic Time Tracker�. The link provided in the original guidance material is now invalid; to overcome the possibility of this difficulty occurring again, visit the following website and use the search facility:
(Both accessed 22nd December 2014.)
Resources related to Strategies � Supporting receptive communication
The need to augment spoken language � Total Communication
Many websites deal with Total Communication. Some sites relate to a specific region or area. Users of this guidance material are advised to use a search engine to locate information and resources on Total Communication.
Selecting the means of augmenting spoken language � the ComFor: Forerunners in Communication Test
There is information about the ComFor: Forerunners in Communication Test at ppw.kuleuven.be/home/english/research/pserg/comfor
The four levels of sense-making in communication which under-pin the ComFor are described in the paper by Lagerweij et al (2010[I2]).
Augmenting spoken language with pictorial / tactile symbols � music symbol
To access this symbol, and others, go to www.oxtc.co.uk/resources.shtml
You will need to scroll down the page and then click on the link "OTC symbol pack 1 (zip)" which is below the heading "Photos, Pictures and Symbols". The pictorial symbol for "music" is amongst the symbols available in this pack.
(Accessed 22nd December 2014.)
Augmenting spoken language with pictorial / tactile symbols � Zy-Tex Paper and a Zy-Fuse Heater
These products are produced by Zychem Ltd. For further information, visit www.zychem-ltd.co.uk and click on 'Products'.
(Accessed 22nd December 2014.)
Augmenting spoken language with abstract visual / tactile symbols � Widgit, Blissymbolics, Communicate in Print
There are many systems of abstract visual symbols, produced by several organisations. Any list is necessarily in sequential order, which could be seen as indicating relative merit. This is not the case, so the following list of the websites of the better known symbol systems is in alphabetical order. We do not claim that this is an exhaustive list.
For information about Communicate in Print, you are advised to visit the Widgit website and scroll down the home page for a link to Communicate in Print.
Inclusive Technology markets a wide range of communication software; go to www.inclusive.co.uk/software/communication-software
(All accessed 22nd December 2014.)
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with any of the above links, you are advised to go to the website"s home page and then use the tabs or the search facility to find the material.
Augmenting spoken language with voice output communication aids (VOCAs)
For the purposes described, simple voice output communication aids (VOCAs) are required. The following (in alphabetical order) are amongst the companies that market a wide range of simple VOCAs:
Inclusive Technology has the following products which may be of interest:
Liberator has the following products which may be of interest:
(All accessed 22nd December 2014.)
Talking Products has the following products which may be of interest:
(Both accessed 7th January 2015.)
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with any of the above links, you are advised to go to the website"s home page and then use the tabs or the search facility to find the items.
The PenFriend is a device that may be of interest. It is an audio labeller which works with self-adhesive labels onto which the user records a message. When the device is placed on a pre-recorded label, it recognises the recording and reads it back. The PenFriend is available from RNIB; you are advised to visit www.rnib.org.uk, then to click on the "Shop" link on the home page and then to search for PenFriend. Currently, the device itself is on the 2nd page of the search results.
(Accessed 22nd December 2014.)
Informing the young person of when to expect the current activity to end � Time Timer� Audible
For information about the Time Timer� Audible, visit
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with the above link, you are advised to go to the website"s home page and then use the search facility.
Other items of potential interest are available, such as the Time Tracker� Classroom Timer, the Time Tracker� Mini and the Magnetic Time Tracker�. The link provided in the original guidance material is now invalid; to overcome the possibility of this difficulty occurring again, visit the following website and use the search facility:
(Both accessed 22nd December 2014.)
Resources related to Strategies � Promoting expressive communication
Providing the young person with the means to communicate � Total communication
Many websites deal with Total Communication. Some sites relate to a specific region or area. Users of this guidance material are advised to use a search engine to locate information and resources on Total Communication.
Selecting the means of augmenting spoken language � the ComFor: Forerunners in Communication Test
There is information about the ComFor: Forerunners in Communication Test at ppw.kuleuven.be/home/english/research/pserg/comfor
The four levels of sense-making in communication which under-pin the ComFor are described in the paper by Lagerweij et al (2010[I3]).
Voice output communication aids (VOCAs) as a means of expressive communication
AbilityNet provides an information sheet on communication aids; visit www.abilitynet.org.uk/factsheet/communication-aids
Liberator offers "free product demonstrations, assessment support and supported loans across the UK and Ireland. [They] also offer this service internationally through [their] network of distributors and subsidiary companies." Go to www.liberator.co.uk/support/assessment-support
The following (in alphabetical order) are amongst the companies that market VOCAs:
(All accessed 22nd December 2014.)
The iPad has become a very popular communication aid in the last few years and is supported with a wide variety of apps. This is a rapidly developing field and it is difficult to keep up-to-date. One site that currently (22nd December 2014) has potentially useful information is www.hirstwood.com/ .
To locate additional information about using the iPad as a VOCA and for apps, you are advised to use a search engine.
Voice output communication aids (VOCAs) as a means of expressive communication � The BIGmack
The following (in alphabetical order) are amongst the companies that market the "BIGmack":
(Both accessed 22nd December 2014.)
Promoting conversations
As noted in the strategy, most, if not all, resources for promoting conversations take a visual approach. Many may not be suitable; others may have some value if they can be adapted to address the needs of individual young people.
Although it describes a visual approach, users of this guidance material may wish to refer to Shaul (2014[I4]).
There is a range of materials for use with sighted young people on the Speechmark site: www.speechmark.net/ . You are advised to use the search facility on the home page, searching the whole site for "Talkabout".
(Accessed 22nd December 2014.)
Promoting the ability to initiate � the Picture Exchange Communication System (PECS)
For further information about PECS, UK based users of this guidance material should visit www.pecs.org.uk . Users in other countries should use a search engine, entering Picture Exchange Communication System.
(Accessed 22nd December 2014.)
Using Intensive Interaction
For further information about Intensive Interaction, Resource Pack users are advised to visit www.intensiveinteraction.co.uk
Clicking on "About I.I." in the menu across the top of the page provides a page with a brief explanation of Intensive Interaction with further links, including one on Recommended Books.
Gentle Teaching is an approach which has some similarities with Intensive Interaction. For further information about Gentle Teaching, Resource Pack users are advised to read Stevns (2010[I5]) and to visit www.gentleteaching.nl
(Both websites accessed 22nd December 2014.)
Using Intensive Interaction � Resonance board
For further information about resonance boards, visit www.soundabout.org.uk/#/our-tools/4554680251
The following describes resonance boards and provides instructions for making them: www.deafblindresources.org/article/resonanceboards.html
(Both accessed 22nd December 2014.)
Resources related to Strategies � Promoting social relationships
Sources of information and materials
As noted in the Introduction to the section on promoting social relationships, most, if not all, potentially useful resources take a visual approach. Many may not be suitable; others may have some value if they can be adapted to address the needs of individual young people.
Although it describes a visual approach, users of this guidance material may wish to refer to Shaul (2014[I6]).
There is a range of materials for use with sighted young people on the Speechmark site: www.speechmark.net/ . You are advised to use the search facility on the home page, searching the whole site for social skills.
The following websites are of potential value:
(All accessed 23rd December 2014.)
Using "jigsawing" to promote peer relationships � Social Story�
Information about Social Stories� is currently available at
www.autism.org.uk/socialstories . (Accessed 19th December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, this link may cease to work; if this occurs, you are advised to go to the home page (www.autism.org.uk ) and use the search facility to find material on Social Stories�.
Social Stories� were developed by Carol Gray and until recently, material was available at www.thegraycenter.org/ . This is no longer the case, but a short item now at that address (19th December 2014) includes a reference to a new address that will become available: CarolGraySocialStories.com.
If you wish to find any additional online material on Social Stories�, you are advised to use a search engine to locate it.
Using a resonance board to promote peer relationships
For further information about resonance boards, visit www.soundabout.org.uk/#/our-tools/4554680251
The following describes resonance boards and provides instructions for making them: www.deafblindresources.org/article/resonanceboards.html
(Both accessed 22nd December 2014.)
Resources related to Strategies � Addressing sensory needs
Using sensory integration activities � Weighted vests
NB Ideally, these items should be provided only following the advice and with the guidance of an occupational therapist.
The following websites (in alphabetical order) have information about / supply weighted vests / weighted jackets:
A deep pressure inflatable vest, the Squease, is now available. This is described as an inflatable pressure vest that is hidden away inside a hooded top. No weights are used; hug-like pressure is applied to the upper body simply by inflating the vest with air. For more information, visit www.squeasewear.com
(All accessed 19th December 2014.)
Because websites are subject to amendments and links (internal and external) become invalid, the links provided here may cease to work; if this occurs, you are advised to a search engine, entering weighted vest / weighted jacket.
Increasing the length of time the young person sits on a chair � Move "n" Sit Air Cushion
NB Ideally, these items should be provided only following the advice and with the guidance of an occupational therapist.
For information about the Move "n" Sit Air Cushion, visit
(Accessed 22nd December 2014.)
Improving sitting posture � Inflatable wedge cushion
NB Ideally, these items should be provided only following the advice and with the guidance of an occupational therapist.
For information about the Inflatable Wedge Cushion and a junior version respectively, visit
(Both accessed 22nd December 2014.)
Enabling the young person to fulfil a sensory need appropriately � Eggcersiser / Theraputty / Thera-Bands
NB Ideally, as they are available in different strengths and / or sizes, the Eggcersiser, Theraputty and Thera-Bands should be provided only following the advice and with the guidance of an occupational therapist. They are available from a wide variety of websites; as some links to these items soon become invalid, you are advised to use a search engine to locate them.
Promoting attention to stimuli using a sensory environment
For information about sensory environments, users of this guidance material may wish to visit any, or all, of the following websites. (They are given in alphabetical order.) Please note that all the sites except the first are of enterprises whose purpose is to sell goods and / or services.
(All accessed 22nd December 2014 except the first, which was accessed 11th. May 2015.)
Promoting sensory understanding using Tacpac�
For information about Tacpac�, visit www.tacpac.co.uk
(Accessed 21st December 2014.)
Supporting the young person with clothing
For clothing which is intended to be suitable for young people with sensory difficulties, visit http://sensorysmart.co.uk
Fledglings is a national charity that finds and sells products that improve the lives of disabled children and their families. The products in their catalogue include easy access vest, underwear and sleepwear and footwear; go to
(Both accessed 23rd December 2014.)
Resources related to Strategies � Managing the environment
No resources related specifically to Managing the environment.
Resources related to Strategies � Promoting learning
Providing "space" between educational activities � Eggcersiser
NB Ideally, as they are available in different strengths, the Eggcersiser should be provided only following the advice and with the guidance of an occupational therapist. They are available from a wide variety of websites; as some links to these items soon become invalid, you are advised to use a search engine to locate them.
Preparing the young person to participate in educational activities � Peanut ball / Thera-Band
NB Ideally, as they are available in different strengths, peanut balls and Thera-Bands should be provided only following the advice and with the guidance of an occupational therapist. They are available from a wide variety of websites; as some links to these items soon become invalid, you are advised to use a search engine to locate them.
Enhancing the pupil"s engagement in educational activities � the Move "n" Sit Air Cushion / Inflatable wedge cushion / Weighted vests
NB Ideally, these items should be provided only following the advice and with the guidance of an occupational therapist.
For information about the Move "n" Sit Air Cushion, visit
For information about the Inflatable Wedge Cushion and a junior version respectively, visit
(All accessed 22nd December 2014.)
The following websites (in alphabetical order) have information about / supply weighted vests / weighted jackets:
A deep pressure inflatable vest, the Squease, is now available. This is described as an inflatable pressure vest that is hidden away inside a hooded top. No weights are used; hug-like pressure is applied to the upper body simply by inflating the vest with air. For more information, visit www.squeasewear.com
(All accessed 19th December 2014.)
TEACCH
For further information about TEACCH, visit www.teacch.com/
There is an explanation of structured teaching at teacch.com/ educational-approaches/structured-teaching-teacch-staff
(Both accessed 22nd December 2014.)
TEACCH � specific training in TEACCH
Training courses vary in length. Two-day, three-day and five-day courses are sometimes available. Currently (22nd December 2014) the following information is available online:
Several other organisations have provided courses from time to time. If you are interested in undergoing training in the TEACCH approach, you are advised to try the links above in the first instance; if they fail, or you wish to identify other courses, use a search engine, entering TEACCH training.
TEACCH description � Task structure � Voice output communication aids (VOCAs)
For the purposes described, simple voice output communication aids (VOCAs) are required. The following (in alphabetical order) are amongst the companies that market a wide range of simple VOCAs:
Inclusive Technology has the following products which may be of interest:
Liberator has the following products which may be of interest:
(All accessed 22nd December 2014.)
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with any of the above links, you are advised to go to the website"s home page and then use the tabs or the search facility to find the items.
The PenFriend is a device that may be of interest. It is an audio labeller which works with self-adhesive labels onto which the user records a message. When the device is placed on a pre-recorded label, it recognises the recording and reads it back. The PenFriend is available from RNIB; you are advised to visit www.rnib.org.uk, then to click on the "Shop" link on the home page and then to search for PenFriend. Currently, the device itself is on the 2nd page of the search results.
(Accessed 22nd December 2014.)
Providing a schedule / timetable � Widgit symbols & Communicate in Print
For information about Widgit symbols, you are advised to visit the Widgit website: www.widgit.com .
For information about Communicate in Print, you are advised to visit the Widgit website and scroll down the home page for a link to Communicate in Print.
Providing a schedule / timetable � Zy-Tex Paper and a Zy-Fuse Heater
These products are produced by Zychem Ltd. For further information, visit www.zychem-ltd.co.uk and click on Products.
(Accessed 22nd December 2014.)
Resources related to Strategies � Promoting mobility and independence
Labelling rooms and Labelling items in the classroom and cloakroom � simple voice output communication aids (VOCAs)
For the purposes described, simple voice output communication aids (VOCAs) are required. The following (in alphabetical order) are amongst the companies that market a wide range of simple VOCAs:
Inclusive Technology has the following products which may be of interest:
Liberator has the following products which may be of interest:
(All accessed 22nd December 2014.)
Websites are subject to amendments and internal links sometimes become invalid; if this occurs with any of the above links, you are advised to go to the website"s home page and then use the tabs or the search facility to find the items.
The PenFriend is a device that may be of interest. It is an audio labeller which works with self-adhesive labels onto which the user records a message. When the device is placed on a pre-recorded label, it recognises the recording and reads it back. The PenFriend is available from RNIB; you are advised to visit www.rnib.org.uk, then to click on the "Shop" link on the home page and then to search for PenFriend. Currently, the device itself is on the 2nd page of the search results.
(Accessed 22nd December 2014.)
Promoting the use of the toilet and Promoting independent toileting skills
For information and advice about toilet training, visit
The second of the above links is to an article on the TEACCH site: "Applying Structured Teaching Principles to Toilet Training". At the foot of the page there are links to a range of relevant books for sale on the US Amazon site. These may also be available in other countries. It is not known whether any of these books is suitable for young people with visual impairment and autism.
ERIC is a national charity that supports children with continence problems and campaigns for better childhood continence care; go to
Fledglings is a national charity that finds and sells products (including a range related to toileting) that improve the lives of disabled children and their families; go to
PromoCon provides product information, advice and practical solutions to both professionals and the general public; go to
Tinkle Toonz has musical sensors in potties and ones which can be used in underwear, nappies and pull-ups, designed to alert the child or the parent that the child has "gone" in his potty or pants; go to
(All accessed 23rd December 2014.)
Resources related to Strategies � Supporting musical skills and building on musical interests
Resonance boards
For further information about resonance boards, visit www.soundabout.org.uk/#our-tools/4554680251
The following describes resonance boards and provides instructions for making them: www.deafblindresources.org/article/resonanceboards.html
(Both accessed 22nd December 2014.)
Ideas for promoting musical skills and interests � Music therapy
For general information about music therapy, visit the website of The British Association for Music Therapy: www.bamt.org/
For information on Nordoff-Robbins Music Therapy, visit www.nordoff-robbins.org.uk
The Music Therapy Charity is the only charity in the UK devoted solely to Music Therapy Research. For further information, visit www.musictherapy.org.uk/index.html
The Otakar Kraus Music Trust provides music therapy for children who have disabilities. For further information, visit http://okmtrust.co.uk
(All websites accessed 23rd December 2014.)
Ideas for promoting musical skills and interests � Voluntary organisations that provide musical experiences or support for music
Several voluntary organisations provide musical experiences or support for music in various ways. In the UK, they include those listed below. Others may exist; you are advised to use a search engine if you wish to identify them.
The RNIB Music Advisory Service has a web-page. Visit www.rnib.org.uk/music
The AMBER Trust was set up especially to help blind or partially sighted children � including those with additional disabilities � to access and enjoy music. Visit www.ambertrust.org
Soundabout exists to help people who have severe and complex learning difficulties. Through sound and music, Soundabout helps them to develop their ability to communicate and interact with the world around them. Visit www.soundabout.org.uk
Music Alive, which is based in Wiltshire, provides music groups for disabled people, including young people. Visit www.music-alive.org.uk
"Music for Autism provides autism-friendly, interactive concerts developed specifically for individuals with autism and their families. The concerts, held in the United States and the United Kingdom, feature professional musicians �. To ensure equal access for all, every Music for Autism concert is fully subsidized." Visit www.musicforautism.org
Jessie"s Fund is a UK charity helping children with additional and complex needs to communicate and express themselves through the use of music. We work with children in hospices, special schools and in other settings nationwide, giving them access to music-making and to music therapy. For further information, visit www.jessiesfund.org.uk
(All websites accessed 23rd December 2014.)
Ideas for promoting musical skills and interests � Beam systems
Beam systems include
(All websites accessed 23rd December 2014 except the last which was accessed 11th. May 2015.)
Ideas for promoting musical skills and interests � Intensive Interaction
For further information about Intensive Interaction, Resource Pack users are advised to visit www.intensiveinteraction.co.uk
Clicking on "About I.I." in the menu across the top of the page provides a page with a brief explanation of Intensive Interaction with further links, including one on Recommended Books.
Gentle Teaching is an approach which has some similarities with Intensive Interaction. For further information about Gentle Teaching, Resource Pack users are advised to read Stevns (2010[I7]) and to visit www.gentleteaching.nl
(Both websites accessed 22nd December 2014.)
References
The publications listed here are those referred to directly in this guidance material. A more comprehensive list of references on visual impairment and autism is available at http://ianpbell.com/visual-impairment-autism/
NB The inclusion of an item in the list below does not constitute any form of recommendation.
Akers, A (2011) Augmenting the awareness of social communication in a congenitally blind child: A case study. De Montfort University: BSc Dissertation. Available on-line, as Article 4 at http://ianpbell.wordpress.com/visual-impairment-autism/ (Accessed 19th December 2014.)
Alvin, J and Warwick, A (1992) Music Therapy for the Autistic Child
Oxford: Oxford University Press. 2nd edition
Ali, E, MacFarland SZ, Umbreit J (2011) Effectiveness of combining tangible symbols with the Picture Exchange Communication System to teach requesting skills to children with multiple disabilities including visual impairment. Education and Training in Autism and Developmental Disabilities 46(3): 425-435
Bahar, C, Brody, J, McCann, ME, Mendiola, RM & Slott, G (2003) A multidisciplinary approach to educating preschool children with optic nerve hypoplasia and septo-optic nerve Dysplasia. RE:view 35, 1, 15-21
Bell, I (2013a) The low arousal approach. Available on-line as, Article 2 at http://ianpbell.com/visual-impairment-autism/ . (Accessed 19th December 2014.)
Bell, I (2013b) The nature of communication: means � opportunities � reasons. Available on-line, as Article 1 at http://ianpbell.com/communication-in-vi-children/ . (Accessed 19th December 2014.)
Bell, I (2013c) Providing people with opportunities to communicate and encouraging them to communicate for a variety of reasons. Available on-line, as Article 16 at http://ianpbell.com/communication-in-vi-children/ . (Accessed 19th December 2014.)
Berger, DS (2002) Music Therapy, Sensory Integration and the Autistic Child. London: Jessica Kingsley
Bogdashina, O (2003) Sensory Perceptual Issues in Autism and Asperger Syndrome. London: Jessica Kingsley
Clarke, A (2010) Visual impairment and autistic spectrum condition: Learning braille. Insight, 30, 17-18
Emblem, B. Leonard, J., Dale, K., Redmond, J. & Bowes, R. (1998)
The challenge of Class Six. In D. Hewett (Ed.) Challenging Behaviour.
Principles and Practices. London: David Fulton
Finkel, A, Weber, K, & Derby, K (2004) Use of a Braille Exchange Communication System to improve articulation and acquire mands with a legally blind and developmentally disabled female. Journal of Developmental and Physical Disabilities, 16, 321-336
Gense, MH & Gense, DJ (2005) Autism Spectrum Disorders and Visual Impairment: Meeting Students" Learning Needs. New York: AFB (American Foundation for the Blind)
Gibbons, R (2005) Guidelines for teaching students with visual impairment and autistic spectrum disorders. In L Pring (Ed.) Autism and Blindness. London: Whurr
Hagood, L (2008) Better Together. Building Relationships With People Who Have Visual Impairment and Autism Spectrum Disorder (or Atypical Social Development). Austin, Texas: Texas School for the Blind and Visually Impaired
Howley, M & Preece, D (2003) Structured Teaching for individuals with visual impairments. British Journal of Visual Impairment, 21, 2, 78-83
Howley, M, and Rose, R (2003) Facilitating group work for pupils with autistic spectrum disorders by combining jigsawing and structured teaching. Journal of Good Autism Practice. 4, 1, 20 - 25
John, J (2007) Colour and tonal contrast: The process from guidance to accessible housing, a supplement to "Housing Sight". Cardiff: RNIB Cymru
Jordan, R (2005) Educational Implications of Autism and Visual Impairment. In L Pring (Ed.) Autism and Blindness. London: Whurr
Kehoe, T (2012) The role of repetitive questioning in a pupil with visual impairment and autism. Available on-line, as Article 1 at http://ianpbell.wordpress.com/visual-impairment-autism/ . (Accessed 19th December 2014.)
Lagerweij, P, Hamer-de Jong, M and Strietman-te Roller, M (2010) Workwise: A method for supporting children with autism spectrum disorders and visual impairment. Practice Report Paper provided at the Conference: Children who have visual impairment and autism � Furthering understanding of research and practice, London, 18 and 19 November. This paper can be obtained from Ian Bell; email vi-autism.medina@tiscali.co.uk
Lee, M and MacWilliam, L (2008) Learning Together. London: RNIB.
Lund, SK & Troha, JM (2008) Teaching Young People who are Blind and have Autism to Make Requests Using a Variation on the Picture Exchange Communication System with Tactile Symbols: A Preliminary Investigation. Journal of Autism and Developmental Disorders, 38, 719-730
McLinden, M and McCall, S (2002) Learning Through Touch. Supporting children with visual impairment and additional difficulties. London: David Fulton
Miles, B (2003) Talking the Language of the Hands to the Hands. pdf available on-line at www.nationaldb.org/documents/products/hands.pdf (Accessed 19th December 2014.)
Naish, L, Clunies-Ross, L and Bell, J (2003) Exploring Access. London: RNIB
Ockelford, A (2002) Objects of Reference. London: RNIB
Ockelford, A (2013) Music, Language and Autism: exceptional strategies for exceptional minds. London: Jessica Kingsley
Ockelford, A, Pring, L, Welch, G, and Treffert, D (2006) Focus on music. Exploring the musical interests and abilities of blind and partially-sighted children and young people with septo-optic dysplasia. London: Institute of Education, University of London
Ockelford, A, and Matawa, C (2009) Focus on music 2. Exploring the musicality of children and young people with retinopathy of prematurity. London: Institute of Education, University of London
Oldfield, A (2006) Interactive Music Therapy � A Positive Approach. London: Jessica Kingsley
Parker, AT (2009) Measuring an adapted form of Picture Exchange Communication System (PECS) for young children with visual impairments and developmental disabilities. Doctoral Dissertation, Texas Tech University. The abstract is available at https://repositories.tdl.org/ttu-ir/handle/2346/15685 ; there is a link on the left of this page to a pdf of the full dissertation. (Accessed 22nd December 2014.)
Potter, C & Whittaker, C (2001) Enabling Communication in Children with Autism. London: Jessica Kingsley
Rose, R (1991) A Jigsaw Approach to Group Work. British Journal of Special Education. 18, 2, 54-58. On-line version available at onlinelibrary.wiley.com/doi/10.1111/bjsp.1991.18.issue-2/issuetoc
(The abstract to the article is freely available. To obtain a pdf of the article, a subscription is required. Accessed 19th December 2014.)
Rose, R and Howley, M (2003) Structured approaches to the inclusion of pupils with autistic spectrum disorder in group work. Paper presented at the European Conference on Education Research, University of Hamburg, Germany, 17-20 September 2003. Available on-line at www.leeds.ac.uk/educol/documents/00003313.htm (Accessed 19th December 2014.)
Rousseau, L (2012) Promoting Emotional Resilience. NatSIP (the National Sensory Impairment Partnership). The document is available to download at www.natsip.org.uk/index.php/doc-library-login/doc_details/453-promoting-resilience-and-well-being-december-2012.
(It is necessary to register on the site and log in. Accessed 19th December 2014.)
Samways, B and Bell, I (2010) Reducing self-injurious behaviour through communication. Royal College of Speech and Language Therapists Bulletin, November, 14-15
Shaul, J. (2014) The Conversation Train. A Visual Approach to Conversation for Children on the Autism Spectrum. London: Jessica Kingsley
Stallard, P (2002) Think Good � Feel Good. A Cognitive Behaviour Therapy Workbook for Children and Young People. Chichester: John Wiley & Sons
Stevns, T (2010) Gentle Teaching: a positive approach to VI children with autism and their staff. Insight, 30, 15-16
Stokes, S (not dated) Developing Expressive Communication Skills for Non-verbal Children With Autism. On-line article at www.specialed.us/autism/nonverbal/non12.htm (Accessed 19th December 2014.)
Taylor, K and Preece, D (2010) Using aspects of the TEACCH structured teaching approach with students with multiple disabilities and visual impairment. British Journal of Visual Impairment, 28(3), 244-259
Tomlinson, J, Derrington, P and Oldfield, A (2012) Music Therapy in Schools: Working with Children of all Ages in Mainstream and Special Education. Jessica Kingsley Publishers
Ware, J (2003) Creating a Responsive Environment for People with Profound and Multiple Learning Difficulties. London: David Fulton
Woodall, J. and Charnock D. (2014) TaSSeLs Tactile Signing for Sensory Learners. Hove: Pavilion Publishing and Media