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Achievement Additional Needs and Disabilities Celebrities Inspirational People Uncategorized

Stephen Hawking and his life with Amyotrophic Lateral Sclerosis

Who is Stephen Hawking?

Stephen Hawking (Pictured Above)

Stephen Hawking was an English theoretical physicist (a scientist who uses maths, calculations, chemistry, and biology), cosmologist (a scientist who studies the universe) and author. He was also the director of research at the Centre for Theoretical Cosmology and the Professor of Mathematics at the University of Cambridge.

His life work includes the origins and structure of the universe, the discovery that black holes emits radiation as well as being an energetic supporter of quantum mechanics. Also, Stephen achieved profitable success with discussing his theories and cosmology in general.

Over the years, he wrote/co-wrote a total of 15 books. A few of the most noteworthy books that he wrote are A Brief History of Time, The Universe in a Nutshell, A Briefer History of Time, and The Grand Design.

What was his disability?

Stephen in front of a blackboard.

Even though he was born with no disabilities, in 1963, Stephen was diagnosed with an early-onset slow-progressing form of motor neurone disease which is known as amyotrophic lateral sclerosis (ALS) however, in the USA it is referred as Lou Gehrig’s disease. He had a life expectancy of 2 years, but he lived with the disease until he passed away in 2018.

The disease gradually paralysed him over the decades due to the nerves that controlled his muscles shutting down that led him to lose his mobility and had to use a wheelchair. After the loss of his speech, he communicated through a speech-generating device originally through use of a handheld switch and eventually by using a single cheek muscle.

How did the media accurately portray his life and disability?

Stephen Hawking in The Big Bang Theory (Left), The Simpsons (Middle) and Little Britain (Right)

Stephen had guest appearances on TV shows such as The Simpsons, Star Trek: The Next Generation, Futurama, and The Big Bang Theory. In 1992, a documentary about his life was released which was called A Brief History of Time.

He also hosted and narrated Genius, a six-part television series which tackled scientific questions that have been asked throughout history. Stephen was also featured in another biographical documentary film called Hawking in 2013.

Benedict Cumberbatch as Stephen Hawking in Hawking (2004)

He had two autobiographical movies about his life, the first one was called Hawking which premiered in the UK in April 2004 on BBC1, it had Benedict Cumberbatch playing him and focused on his early life as a PhD student at Cambridge University and the onset of motor neuron disease.

It was nominated for Best Single Drama in the BAFTA TV Awards in 2005. Benedict’s portrayal of Stephen Hawking was the first portrayal of the physicist on screen, and he won the Golden Nymph for Best Performance by an Actor in a TV Film / miniseries and received his first nomination for a BAFTA TV Award for Best Actor.

Eddie Redmayne as Stephen Hawking in The Theory of Everything (2015)

The second autobiographical movie about Stephen Hawking’s life was called The Theory of Everything which was released on January 1st, 2015 in the UK. This time Eddie Redmayne was cast to play Stephen Hawking. The film focused on his early life and school days, his marriage to Jane Wilde, the progression of his ALS and his scientific triumphs.

The film received a lot of praise and positive reviews as well as receiving multiple awards and nominations. Most of the praise went to Eddie’s portrayal of Stephen as he spent months researching all of Stephen’s interviews as well as his accent and speech patterns to accurately portray him.

Was he an inspiration to the disabled community?

Stephan’s quote about disability.

Even though it took him a while to accept his disability, he started to accept the mantle of role model for people with additional needs and disabilities in the 1990s by lecturing and participating in various fundraising activities. He also signed the Charter for the Third Millennium on Disability with eleven other humanitarians.

In August 2012, Stephen narrated the “Enlightenment” segment of the 2012 Summer Paralympics opening ceremony in London. In 2014 he accepted the Ice Bucket Challenge to promote ALS/MND awareness and raise contributions for research. His children volunteered to accept the challenge on his behalf as he was advised not to have ice poured over him.

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accessibility Additional Needs and Disabilities Autism Care Education GCSE Learning Difficulties Mental Health Self-Care Uncategorized

Autism and GCSEs 

As an autistic student who is about to sit their GCSEs, I find it an incredibly daunting time for many reasons- the workload, fear of failure and finding ways to revise. That’s why I’m going to share with you some tips that will make your life a bit easier. 

Self care

Your mental health should always be your top priority. Period. Although it may not seem like it now, school is actually such a small part of our lives. Yes, it’s important to try your best in school to get the grades you need and deserve. However, in order to fully function and do that, we need to prioritise ourselves. Especially for people with autism, we need a sensory break from the senses around us. Have a nap. Do some skincare. Watch a TV series. Whatever it is, you deserve a break! 

Revising little and often 

There often is a misconception that you need to revise for hours and hours on end to get those desired grades. Actually, it has been proven that your brain can absorb information more efficiently if you revise in small consistent increments. Try out the pomodoro method- a video is linked below that explains it in more detail: 

Find revision methods that work for YOU 

We are always told that specific revision methods are supposed to be the holy grail for exam success- but do they work for everyone? Some people prefer to revise in a more hands on way and others prefer to make flashcards. Find methods that engage you and get the information to sink in. Some good revision strategies are using Quizlet or Anki flashcards and blurting. A video for blurting is here: https://youtu.be/GPRj1ZhG2Uw  Both of these methods consist of active recall where you retrieve information from your brain. You can adapt these methods to be quizzes which you can test yourself with which can motivate you more to revise! 

These exams don’t define you as a person!! 

This time can be so pressuring for so many of us and we can sometimes think that these grades will determine our whole lives ahead of us and that we won’t make it into our chosen paths. The number or letter that we get on a piece of paper doesn’t determine our worth as a person, it’s actually far from it. It doesn’t show how kind or thoughtful we are. Whether you don’t get the grades you hope for or get better than you expect, you’re still an extraordinary human being. Remember that. 

Know that whatever you’re feeling is valid 

I’m here to let you know that however you may be feeling is completely valid. It’s completely okay to be feeling stressed, anxious or overwhelmed. In fact, it shows that you’re willing to do well and succeed. Use those feelings and channel them as power and motivation to get yourself to where you want to be. Your hard work will pay off and your future self will seriously thank you for it when you open that exam paper in the summer 🙂 

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ADHD SEND Uncategorized

Current Action Cards for Surrey – January 2022

What is an Action Card:

Action Cards are themes and topics that you as young people raise as important issues that need action!

When 4 or more young people raise similar feedback or decide that an action card should be raised on a particular topic, an Action Card is raised.

The User Voice and Participation (UVP) Team then have 2 months to raise the voices of the young people and get a response from the relevant services to feedback for review.

Action Cards are only closed with the consent of children and young people.

This year, we are dividing Action Cards into National and Local Action Cards. We have done this so that we can categorise each action card and know which Action Cards relate to services specifically in Surrey and those that relate to the whole of the UK.

What is a Local Action Card?

A local action card relate to topics young people would like to stop, start or change in Surrey specifically.

What is a National Action Card?

A national action card is similar to the local action cards however it can relate to various different services around the UK.

What will we be doing this Year?

Going into 2022 we have a total:

  • 3 Local Action Cards
  • 6 National & Local Action Cards
  • 4 Local Question Cards
  • 1 National Question Card.

Local Action Cards:

Action Card 176:

  • As young people with additional needs and disabilities, ATLAS would like Special Schools to be renamed Specialist Schools, because Special is a euphemism for disability.
  • “Euphemisms are put on terms that are regarded badly by society.”
  • “I tend to use the term specialist when talking about schools instead of special. They are targeted for a specific thing, so they are specialist, not special.”
  • ATLAS Call for Action is: “Surrey Special Schools” to be renamed “Surrey Specialist Schools.”

Action Card 180:

  • As young people with additional needs and disabilities, we would like more information pre-and-post-16 transition including mental health support and what accommodation provision is available in Surrey for all young people with additional needs and disabilities, so that we know what options are available to us when we make decisions about our accommodation.
  • ATLAS Call for Action is: A booklet to be created for all young people in Surrey going through post 16 transition. The booklet will include post 16 information including mental health support and accommodation options.

Action Card 181:

  • As young people with additional needs and disabilities, we would like more information on what transport provision is available in Surrey for all young people with additional needs and disabilities trying to access education, work, and social activities, so that we can plan our routes and make sure that the choices we make during post-16 transition are accessible to us.
  • ATLAS Call for Action is: A webpage to be created to provide all travel options available for young people in Surrey.

Question Cards:

Question Card 18:

  • As young people in Surrey with Additional Needs and Disabilities, we want to know if there are any ‘Buddy Schemes’ during post 16 transition, so that we feel supported by peers and are able to build positive relationships.

Question Card 26:

  • As young people in Surrey with additional needs and disabilities, we would like to know whether there are protections in place to prevent letters containing private information from not sent to our parental homes, where there are safeguarding concerns. So that we feel comfortable knowing our thoughts and feelings are being contained.

Question Card 30:

  • As young people with Additional Needs and Disabilities in Surrey, we would like to know if there is a link between Additional Needs and Disabilities with dental hygiene/problems, and if so, what support is there?

Question Card 37:

  • Is there a Crisis Text Line for young people with selective mutism/non-verbal?

The User Voice and Participation Team are really looking forward to supporting ATLAS’ action and question cards. We are also looking forward for what new action and question cards 2022 will bring!

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Friendships

One of our ATLAS members has shared their experiences about building friendships.

how ATLAS has helped me to build my confidence to make new friends.

I have struggled with friendships since I was 3 years old, this is due to my autism, anxiety learning difficulties and sensory issues to name a few. I found it very lonely and found it hard to fit in and make the right friends and to keep healthy relationships.

Going to ATLAS has made me trust and gain more confidence for myself.  I have learned to make new friends and learned how to keep them.

I now have a lot of good friends to hang out with, we sometimes break up but then we make up again if we can and want to

I can make friends independently now.  I used to have support to help me make new friends and to keep them. I remember that break ups and friendships get better, they get better for everyone.

From an ATLAS member

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Uncategorized

Bullying

One of our ATLAS members shared their experience with bullying

I got badly bullied through secondary school, which led to all of my frustration to do lots of bad behaviour to other people and myself. The bullying would not stop because the staff were rubbish about it. The bullying made me very anxious, it made my anxiety really bad. I found it very hard to trust people even my friends because I did not want them to start bullying me as well as other people.

Bullying does improve if you tell the right people who you trust. I trust my therapist and so I told her about the bullying, she was very helpful to me. Always remember to stand up to the bullies.

The bullies picked on me because I was different and had my own struggles. What I say to the bullies is that if you don’t have anything nice to say don’t say anything at all. I also say can you please give me my own space and then I walk away from them and ignore the bullies.

Remember that you are much stronger than the bullies, don’t listen to them, they are just jealous of you and what you have. The bullies want to get a reaction so don’t give them one.

From an ATLAS member

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My adoption story…

Beginnings…

I was a baby when I was adopted. I was fostered to start with, but when I was 6 months old, I was adopted. I was a happy child and was given all the things a normal child would have been given in life. I enjoyed going to church and nursery and I felt happy in myself. I was diagnosed with autism at a young age, so from that I have always felt I was a bit different and I found it difficult to form friendships.

When I was 8 my birth mum died, and that led to my mum telling me I was adopted.  At the time I did not understand, it did not make much sense to me, and I thought my mum and dad were my real parents.

Secondary school

When I got a bit older and went to secondary school, I began to realise that I came from another family. This started to impact on my mental health, and I used to imagine I was living with my mum again. I did not behave very well in school and I used to cry a lot as I did not understand why I was adopted.  It caused a lot of negative feelings such as confusion, anger, upset, and anxiety. It also gave me a lot of stress, and this was on top of the other issues I was experiencing through my autism. I felt so alone and thought that I was the only member of my family to be given away.

My anxiety got bad and eventually I was given a social worker who I went to for meetings to discuss what had caused me to be adopted. They told me my mum had found it very hard to look after my sister and brother and when I came along, she could not manage.

I started to look up to see if I could find my birth mum and dad and brother and sister. I found out that my dad only stayed around for a short time, and my brother and sisters’ father was not very nice to them, so they were also adopted out but together. I had the option to see them however I chose not to see them as it caused a lot of stress to me. 

Social services

Unfortunately, social services did not hold lots of information about my family, but what they had went into a life story which they started to do with me. Because of COVID, it took a bit of time.

The social worker eventually came to my house and gave me my life story so I could take time to look at it and understand. However, I still have not managed to start, as I have mixed feelings on how it is going to make me feel.

“..it does get better.”

I was told my situation when I was very young and had a lack of understanding, and I thought the childhood trauma would destroy me. It did cause me a lot of anxiety trying to figure it out but as time has gone on, I have got stronger and able to cope more with things that are thrown my way. I have begun to feel better about myself and wanted to share with other people it does get better.

Families are not always about blood, its about the care and time they take to make you feel good about yourself. I am really happy I was adopted out to the family I have,  I feel more special and loved, and glad they chose me.

 I would, however, love to meet up with my brother and sister who are several years older than me and this is something I would like to happen.

Categories
Additional Needs and Disabilities Education Mental Health Uncategorized

Learners’ Single Point of Access (L-SPA)

What is the L-SPA?

The Learners’ Single Point of Access (L-SPA) offers help and support to children and young people within Surrey who have a problem, concern or needs about their development or progress. L-SPA offers help to anyone to the age of 25.

What the L-SPA does

L-SPA assures they will give children and young people the right support or intervention at the right time so they can help you meet your learning developmental milestones. The L-SPA provides you access to information and advice from a team of professionals from education, health and social care; aiming to answer your call within 20 seconds. The L-SPA will not replace any existing referrals to services for children. If you have existing support or help from another service, the L-SPA will support and help alongside.

How to access the L-SPA

The L-SPA is a phone service that runs from 9am to 5am, Monday to Sunday all year round except on bank holidays. You can call the L-SPA on 0300 200 1015. Alternatively, you can go to their website and fill out a form as a parent, practitioner or as a child or young person. If you are not accessing any learning services other then L-SPA, the L-SPA can help you to get support from another service.

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Additional Needs and Disabilities Autism Dyslexia Dyspraxia Education Learning Difficulties Mental Health SEND Uncategorized

Additional Needs and Disabilities support at Colleges in Surrey

Introduction

ATLAS recently raised the below Action Card:

As young people with additional needs and disabilities, we would like more information on what study support is available in Surrey for all young people with additional needs and disabilities, so that we know what options are available to us when we make decisions about our education.

Support available

Following from your Action Card, we asked the Preparing For Adulthood Team at Surrey County Council what support colleges in Surrey offer. This is what we found out!

Nescot College

Nescot College offers a wide range of expert support, from specialised help with student finance to mentoring and professional counselling for personal, social or family problems.

All the services are free and available to anyone. To get this support you will be assessed at college after talking to your tutor.

When you join Nescot you can visit their website to apply for the support that applies to you. Or you can talk to your tutor or staff at Nescot and ask how to apply, or if they can help you apply.

For more information, visit their student services webpages:

https://nescot.ac.uk/about-nescot/student-services/send-information.html

Brooklands College

Brooklands College offers help from staff such as, progression mentor, your tutor, the counsellor, a member of the safeguarding team. They can also give you ways to help yourself or they can signpost you to services that can offer help and support. When you join the Brooklands college you can visit their website and see how to apply for the support that applies for you. Or you can talk to you tutor or staff at Brooklands and ask how to apply or if they can help you apply.

For more information, check on Brookland’s webpages on student support:

East Surrey College

East Surrey College offers additional support that’s offered to students who have a learning difficulty or disability. If you have a statement of additional needs, a learning difficulty assessment or an EHCP, you will need to provide any of these to get support from the college. The college provide access to assistive technology for exams, dyslexia and dyscalculia and will provide or recommend strategies to enable you to make independent progress in learning. The college has specialist staff to support those with hearing or visual impairments, as well as speech and language needs. Students needing more support will often be allocated a specific Learning Support Assistant to work with them ensuring consistency throughout the college day. There is also an Autistic Spectrum Support Group every 2 weeks, where students can socialise and try out new activities.

For more information, check on East Surrey colleges webpages on support for students:

https://www.esc.ac.uk/support-for-students

Farnborough College of Technology

Farnborough College has dedicated additional learning support such as, learning support workers, specialist tutors and key workers. Staff at the college work to create a range of support programmes for specific learning difficulties including dyslexia, dyspraxia, and dyscalculia. The support offer can provide 1-1 support, study and assignment workshops, exam access arrangements and assistive technology and equipment support. The college also helps with language and communication needs, whether its producing speech, understanding and using language or having specific communication difficulties.

For more information, check on Farnborough’s webpages on additional learning support:

SEND Local Offer

The SEND local offer aims to bring together useful information between education, health and social care within their website. You can find information, advice, guidance and a range of local service’s who provide children and young people with Special Educational Needs and Disabilities (SEND).

For more information, check on SEND Local Offer webpages on the support they offer:

https://www.surreylocaloffer.org.uk/kb5/surrey/localoffer/home.page

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Positive News

As we near the weekend, we would like to share with you some positive news stories we heard in March 2020! Make sure to check them out!

We would love to hear your positive news, get in touch!

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World Autism Awareness Week!

We are so proud and privileged to be able to share Emma’s experience with ASD! Emma’s experience highlights Girls with Autism and Wishes for the Future – please take a moment to read and share!

Thank-you Emma!

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Uncategorized

Isolation Tips!

Self-isolating can be really difficult so Georgia in the User Voice and Participation Team has created a guide to self-isolating, including fun activities you can be doing at home! Make sure you check them out!

If you do any of the activities we’d love to hear from you and see what you’ve created!