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Sperrinview Special School, Dungannon
Summer scheme Summer scheme  19th July - 30th July    Afternoon everyone. Hope everyone is ready for Monday’s summer scheme starting.  Few bits and pieces of info!!  This years summer scheme is very much back to normal proceedings, with activities happening every day. So here’s a few useful pieces of info.  Transport  This is provided by EA as normal. Monday 19thyour child be picked up at approx 10.30 for 11amstart. 9.30am thereafter for 10am start. Buses will be leaving school at approx 1.50pm daily.    Packed lunches:  No school meals will be provided so please send in a packed lunch and snack (optional)   Change of clothes  Always good to have a change of clothes to hand (optional)    Sun cream  As the good weather continues please send me sun cream clearly labelled with your child’s name of it and apply sun cream before leaving home each morning.    Staffing  There will be a familiar face in each room and each room will be very much the same as normal school classes, so nothing to worry about.    Communication  A note book of communication will be sent home each day to info you of activities and how the day went! Please use this to info us of anything we need to know!   I’ve enclosed my personal mobile so anyone with any queries please contact myself or Niamh John 07970062261  Niamh 07773 577071
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Hirstwood Courses

21st Jul 2020

Accessing high quality training exactly when you need it, and on the topic you need, can be tricky!

We have 25 years of experience of delivering innovative, relevant & practical face to face training both in the UK and world-wide.

We have built on this experience to bring you active online learning to create purposeful discussion; focused reflective practice and positive actions and outcomes to breaking down barriers to learning.

Whether you are an experienced practitioner; new to working with pupils with SEND; an individual or a team our online courses have lots to offer you!

Ideal for virtual INSET or remote online learning for teachers, teaching assistants & other educational practitioners!


Our All Access online learning bundle contains the following titles :


Developing a multisensory room for SEN

Creating inspiring sensory classrooms

Sensory on a shoestring, and portable sensory environments

An introduction to sensory approaches for learners with autism

Autism and difficult behaviour


For further information about our online learning package; pricing and how to subscribe and access this online learning please contact us! or 01524 426395

Send us a message!


Sensory on a shoestring, and portable sensory environments

This two-part course showcases some of the best low-cost sensory tools. Informative videos show how to create engaging sensory learning activities. We suggest a variety of portable sensory learning environments. A safety briefing is included to protect learners and practitioners alike. 

Sensory on a shoestring!

A. Before you start this module - Safety first

a. Photosensitive epilepsy

b. Light sensitivity

c. Back projection

d. Conclusion

B. Top cheap and cheerful sensory tools

a. Sound and vibration speakers

b. Glitter tubes

c. Coloured lights

d. Spinning balls

e. Sound to light box

f. Salad spinner

g. Ultraviolet light

h. Shadow board

i. Sensory books

j. Sensory light boxes

k. Storage

Portable sensory environments

A. Introduction to sensory corners

B. Tent environment

C. Umbrella environment

D. Laundry baskets

E. Black boxes

F. Cardboard boxes

G. Parachutes


Autism and difficult behaviour

Learners with Autism can struggle to make sense of the world around them. Their sensory differences may cause them to display sensory seeking behaviour when they feel overwhelmed or frustrated by a situation. All behaviour is a form of communication and this course looks at the definition of ‘difficult’ behaviour and the triggers that can cause it.

1: Autism and Difficult Behaviour

A. Defining ‘difficult behaviour’

B. Behaviour – problem or not? When is behaviour a problem?

C. What ‘causes’ difficult behaviour?

2: Communication and Difficult Behaviour

A. Language needs

B. Using visual supports

C. Teaching non-verbal communication skills

3: Environment and Difficult Behaviour

A. Why is environment so important for students on the spectrum?

B. Low arousal learning environments

C. Using sensory spaces

D. Self-regulation skills

4: Support

A. Consistency

B. Support ‘Style’

C. Effective approaches / techniques

5: Planning

A. The Need for ‘Structure’

B. Motivation and Special Interests

C. Calming activities and ‘Stims’

D. Positive Programmes


Creating Engaging Sensory Stories

For all learners, with or without SEND, sensory stories can be much more interactive and engaging than stories read in the traditional manner.

This resource provides a range of helpful information in the following modules:

1. What is a sensory story?

A.   Overview of sensory stories

B.   How is a sensory story different to a traditionally read story?

C.  Key characteristics of a sensory and traditional story

D.  Why do we need sensory stories?

2. How to create a sensory story

A. Choosing a book as the basis for a sensory story: published or creating your own?

B. Introducing and using a template for a sensory story

C. Enhancing the sensory elements of a story

D. Differentiating your sensory story

E. Sensory stories and scavenger hunts

3. Sensory story environments

A. In the classroom/learning environment

B. In the multisensory room

C. Portable Story Environments

4. Using technology in a sensory story

A. When is technology appropriate for a sensory story?

B. iPads and pico projection for a sensory story

C. Which iPad Apps are best for a sensory story?

D. Using sound and music in a sensory story


The senses and learning

Our senses play a vital role in living and learning. It is important to discover how our learners receive and understand the information that their senses send to them.

As stated in the first module ‘An Introduction to Multisensory Learning’, our sensory system is made up of eight senses. In this course, we will look at each of these senses in more depth.

This course follows the following format:

An introduction to multisensory learning

A. Our Sensory System

B. Sensory Issues and Learning

C. What is multisensory learning?

D. Why do some learners with SEND need multisensory stimulation?

Our sensory system and the eight senses

A. Vision

B. Hearing

C. Smell

D. Taste

E. Touch

F. Vestibular

G. Proprioception

H. Interoception

Sensory impairment and barriers to learning

A. Learners with a general sensory impairment

B. Learners with a visual impairment

C. Learners with a hearing impairment

D. Learners who are tactile defensive

E. Learners with autism

Repetition and neuroscience in multisensory learning

A. Repetition is your friend!

B. Neuroscience supports learning theory


An introduction to hearing impairment

Hearing is one of our eight senses and is our ability to detect and interpret sound. Therefore, having a hearing impairment can greatly influence how learners interact with their environment.

In this course, we explain how our hearing works and look in detail at the three basic types of hearing impairment, their causes and the implications for our learners.

We also provide strategies and practical ideas for classroom adaptations that you can use to support learners with hearing impairment in the learning environment.

A. Introduction

B. Hearing Impairments

C. Causes of Hearing Loss

D. Implications of Hearing Impairments for Learning


An introduction to visual impairment

Vision is our major coordinating sense. As one of our eight senses, it is the ability of our eyes to detect and interpret images. Therefore, having a visual impairment can greatly influence how learners interact with their environment.

In this course, we explain how we see and look in detail at the different types of visual impairment, their causes and the implications for our learners.

We also provide strategies and practical ideas for classroom adaptations that you can use to support learners with a visual impairment in the learning environment.

A. Introduction

B. Visual Impairments and their implications for learning

C. Identifying a visual impairment or loss

D. Classroom adaptations

E. Functional effects of visual impairment in the classroom

F. Useful general classroom strategies


Developing a multisensory room for SEN

The Multisensory Room (MSR) has been a popular feature of many special schools and centres for over 30 years. Perhaps you are familiar with Multisensory rooms and may even be interested in creating one but are not sure where to begin? On this course you will learn all about sensory room design.

  1. What is a Sensory Room?
  2. Multisensory Room Design: For Autism and Complex Needs
  3. Revamping a Tired Multisensory Room
  4. Multisensory Room Supply and Installation
  5. The Structure of a Multisensory Room
  6. Multisensory Room Equipment
  7. The Role of the Multisensory Room Coordinator

Introducing an environmental audit

Some learners with sensory difficulties and/or autism may find it difficult to concentrate or learn in the classroom or other learning environments. This course introduces the Environmental Audit, which is a practical tool designed to provide practitioners with all the information needed to help them to make their learning environment more beneficial to sensory learners or learners with autism.

A: Why do we need an environmental audit?

B: Six key factors in the classroom environment

C: Using the environmental audit in your learning space

D: Practical suggestions following your environmental audit

E: A case study


An introduction to sensory approaches for learners with autism

Autism is a lifelong developmental condition. However, it is not just one static condition but a spectrum of conditions and every learner with autism is different!

1. What is Autism?

A. An introduction to Autism

B. A short history of Autism

C. Diagnosis of Autism: current thinking

2. Sensory Differences in Autism

A. Sensory Sensitivity

B. Sensory Seeking Behaviour

C. Sensory processing difficulties

D. Recognising Sensory Differences

3. Creating a Sensory Profile

A. What is a sensory profile?

B. Why do I need a sensory profile?

C. Personalising a Sensory Profile.

4. Using a Sensory Profile with positive and protective strategies in the classroom

A. Hearing

B. Vision

C. Touch

D. Smell

E: Movement

F: Taste


Creating inspiring sensory classrooms

Great classroom design is a good starting point for engaging every child or young adult in their learning! In this course, you will learn how to create inspiring sensory classrooms designed to benefit learners with visual impairments, hearing impairments, autism and special educational needs and disabilities (SEND).

1: Why do I need a sensory classroom?

A. Why do I need a sensory classroom?

B. Pre-formal Learners

C. Semi-formal Learners

D. Learners with Autism

E. Mainstream schools

2: Classroom organisation

A. Availability

B. Accessibility

3: Environmental barriers to learning in the classroom

A. Glare

B. Shadows

C. Fluorescent Lights

D. Visual clutter

E. Flooring

F. Classroom layout

G. Furniture

H. Colour and contrast

I. Clear Floor Spaces

J. Distractions

K. Hanging things


Hirstwood Training Ltd 01524 426396


Hirstwood Training | 237 Heyham Rd, Heysham, LA3 1NN United Kingdom


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