Local charities might also do it for free.
We had a lady come in and observe for a night talk to the cadets and staff to work out what the most common signs would be. And put together an evening for us to learn the basics, and provided a folder of signs so we could continue to learn after the evening.
As the parent of a neuro-diverse child, ex-civilian instructor and ex-regular RAF officer my honest advice is to give up and find something else. It pains me to say it but I’ve been where you are now.
It should not have to be that way but you are fighting an organisation that is stuck in the past (70s-90s military mentality). It talks a good game with regard to inclusivity etc but the truth is the staff are woefully under-trained at all levels. They do “boards” etc and spend a week at Cranwell before putting on a uniform but, in my experience, about 90% struggle to even deal with the needs of neuro-typical teenagers yet alone those with extra needs.
Don’t get me wrong, there are a handful of very good people who really know their stuff, but you’ll exhaust yourself trying to find them.
Sorry that you’ve had this experience, and I really hope your YP hasn’t suffered so far as a result. I can say with certainty from experience, and the experiences of others, that if you try to stick with it in its current state they will suffer in the future I’m afraid, and so will you.
All the best with whatever path you take though, I really feel for you.
You are completely wrong. And frankly, that whole post is pretty insulting.
"I’ve seen a message on the sidebar about things being really PowerPoint heavy. We want to try and move away from that. We want it to be experiential. We want to make sure that the cadets are doing as much self research as possible, we don’t want this to be school away from school.
We want to make sure that they are having fun as part of this process and taking ownership as part of their learning, making sure that it the packages that we create are as accessible as possible as well. And Paula mentioned there about having that SEND support and I have seen some comments that were brought to my attention on Cadet Central as well. About that support we are aware of that and which is why we’ve advertised. We want to make sure that we get the support there, but from a SEND perspective it can’t be gifted amateurs giving that support. It needs to be the specialist that give that support.
So our packages, we want them to be as interactive as possible. We want them to be aligned by accreditation where possible, but not everything is going to be accredited because it shouldn’t be. Some of that needs to be experiential and having fun elements of that. But we would clearly want it to be that if we can give the cadets something to take away, then why wouldn’t we? But we wanted to be as inclusive as possible as well."
The “advertised” is in reference to a new role of a qualified and experienced national SENDCO to provide centralised advice and guidance.
In the Townhall thread, I deleted some slides posted from the meeting last night because I didn’t think it was helpful without the context, but the quote above and image below is taken from that meeting - quite a lot of time was given to the topic of SEND at various moments and was a key part of the presentation before being discussed in the QnA.
The organisation isn’t stuck in 70s-90s military mentality, and changes are happening to improve CFAV’s ability to deliver for as many needs as possible. Every volunteer I have had regular experience across my Wing and beyond would be willing to try to understand and adapt. Very few these days are “military way first” and those types usually get put in their place by others fairly quickly.
The vast majority of front line volunteers are “cadets first, welfare first” and when aware of what individual needs are required, will adapt as much feasible.
I’ve had ASD/ASC cadets of various levels of ability on multiple fieldcraft exercises and was a part of the team that helped a cadet with Global Development Delay achieve their Bronze leadership - to give just a couple of examples.
@JaguarJohn I’m curious how long ago you were a CI and how long for please. It’s odd you that you would create your account this morning and 8 minutes after, hit “reply” on what you’ve written there and come across as so unsupportive. Because I’m sorry to you that that is the experience you have had and do not wish to diminish or dismiss it in isolation, but certainly do not agree that it is representative of the whole organisation or its volunteers.
Blimey, just from the reaction on this thread you should see that attitudes aren’t what you describe and even that we volunteers recognise where the organisation is weak and will do what we can to make up for or change that. HQ is playing catch up, yes, but that doesn’t mean we’re all backward.
I’ll pick up on this the same as JB, because that’s bunkum. If it were true then why would we have around 45,000 cadets in the ATC?
I’ll add to clarify that this is in reference to top level policy, strategy, and advice - an experienced and qualified professional as opposed to a volunteer taking on that responsibility (as opposed to suggesting that all direct contact will be a specialist) to educate and guide the front line volunteers.
Here in Wales the term Special Educational Needs (SEN) disappeared at least 10 years ago, probably longer. This has been replaced with Additional Learning Needs (ALN). This was done to broaden the scope to all children with an additional learning needs as well as a disability or a learning need. Also there is the negative connotations around the word “special”.
What someone who works in that field advised me is that “special” is often interpreted as “specialist needs” so people use it as a way to say “ can’t deal with this”
Complex means that most people can deal with it they just need to make a number of adjustments.
This is where there are differences and nuances in language and it’s uses. I know someone that describes themselves as “working with special needs children” in a “special needs school”.
NSPCC:
We are using the term special educational needs and disabilities (SEND) to refer to children who have disabilities or additional needs. Your organisation may use other terms such as additional needs, additional support needs (ASN) or additional learning needs (ALN).
Snap Cymru:
The meaning of SEN and ALN are the same. It is likely children with SEN will have ALN. All children who have ALN will have an IDP.
NASUWT:
Huge workload pressures on teachers and other staff who support learners with SEND/ASL/ALN resulting in stress, anxiety and burnout
Feels more like a situation where one term isn’t a replacement for another but may be used or applied in different circumstances.
From Contact, regarding Wales:
A new system of support for children with additional learning needs (ALN), called the ALN framework, was introduced on 1 September 2021 to replace the existing special educational needs (SEN system).
Statements of SEN are part of the old system of support for children with ALN and are being phased out from now until Summer 2024.
And from the Welsh Government:
The ALN Act and wider ALN Transformation Programme will transform the separate systems for special educational needs (SEN) in schools or PRUs and learning difficulties and/or disabilities (LDD) in further education to create a unified system for supporting learners from 0 to 25 with ALN.
So (as I read it) it’s not a replacement of the term SEN even in Wales, just a different framework of provision.
A special educational need and an additional learning need are two descriptors of the same thing.
Some may feel a stigma is attached to the term “special”, but clearly not my friend who has been working with children for 15 years.
Again, why are we more concerned about the umbrella language than the actual provision for those with additional needs and inclusivity through actions?
In wales the SENCo has been replace with the ALNCo as a role. The term SENCo is no longer used.
Yes, but I’ll refer you back to the Snap Cymru explanation of the change.
It’s an expansion to a broader umbrella term within governmental and educational frameworks, not an indication that SEN or SEND are incorrect terms in some cases.
From the same source:
SNAP Cymru offers free and independent information, advice and support to help get the right education for children and young people with all kinds of special educational needs (SEN)/additional learning needs(ALN)and disabilities.
And I’m pretty sure the NSPCC and a teachers’ union would be pretty sensitive to what is current and acceptable.
Besides, is which term we use in this case (considering both are in use by different organisations, sometimes within the same organisation, and in different situations) a factor in whether or not we are providing appropriate care, adjustments, and environments for anyone with such a diagnosis?
My advice is don’t accept this decision. Every cadet is different and adjustments can be made.
All I know that in the school I am employed in and a governor of is that official guidance form the Welsh Government is to move away from SEN and use ALN in all terminology.
Does that mean the abbreviation works in both English and Welsh?
This topic highlights the fact that training for RAFAC CFAVs in how to teach children with various conditions - Autism, ADD, ADHD, OCD and others - is nonexistent. I received no training on my Sgt Instructor course at RAF Cranwell, and have had none in the eleven years since then, either in person or online.
Half of my SSSI course seemed to be spent doing the pointless ‘Magic Circle’ drill exercise. The MoIT was the best part of the week, but there was just one lesson on child protection - when I asked the fellow who taught us how many instances of child abuse happened within the RAFAC, he gave me no answer of any statistical relevance, so I didn’t know whether it was a problem, or that we managed it well enough for it not to be an issue.
Like the point I raised on another topic - that the RAFAC provides no suitable clothing for the outdoor activities it allows its cadets to take part in - this is another neglected area in our child protection policy.
It’s the RAFAC’s responsibility to provide us all with some basic training and knowledge about such conditions: how to recognise them, what causes them, and how to manage training taking them into account, the same as we all have to be competent and current with our First Aid and Child Protection qualifications.
And no, its not up to me to teach myself: where’s the common minimum enforced standard in that? We all have some knowledge, but some more than others.
Which is recognised and why training is being introduced next year, as announced in the latest town hall and referenced above.
We do have existing guidance, however, in ACP 29. It’s not much but it’s more than you suggest.
Maybe offering some support would be more beneficial rather than what you just typed. Staff go out there way to help all cadets no matter their background or whatever neuro diversity they may have. So look forward to hearing what efforts of support you have provided before you became an ex-something
This is a real surprise to read. I’ve had plenty of cadets with autism, adhd, learning disabilities and physical disabilities. There’s never been an issue having them on squadron parade nights. Realistic discussions were had around some types of off Sqn events around whether they were going to be beneficial and manageable but that’s been it really.
I’m really sorry you’ve had this experience.
This is one thing ive been quite glad to have the knkwledge and experiences working with kids that have autism/aspergers. we have nearly half of our cadets with this of varying degrees. It’s also the first thing i do with new cadet i have some question forms for them to fill in which i do with every cadet as well but highlights things to me such as how they learn, what do they find more difficult ,what types of situations causes them stress, do you feel taking 5 minutes at times helps to calm things done or when things get too much. So its something personally has helped alot really to find out their needs and their way of thinking and handling situations. Which i then can know where to put additional time and training into place for them so they don’t ever fall behind or are treated differently.
Which the parents have felt so much more comfortable known i am there and have this experience and doing everything we can for them which is great and is what we want at the end of the day.
I also from day 1 make sure to build a close bond in particular with these cadets which majority now have been able to come to me anytime and take me to one side to speak to them when they are upset or feeling like they are before a blowup happens. Which has shown great improvements already as once you gain their trust and they feel they can confide in you which is the hardest part to be honest as they struggle with this. These are cadets are now extremely and for several of them cadets has been the 1 thing in their lives that has been helping them with structure and support etc.
Our group of cadets again couldn’t fault any of them they are very supportive of these other cadets and are always making sure they are fully involved and offer support . Im also going to be bringing in an outdoor speaker to talk more about autism and the likes for the cadets as alot obviously don’t have any understanding of what it is and also showing them ways to support others with it.
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