Therapeutic Trampolining for Children and Young People with Special Educational Needs
A Practical Guide to Supporting Emotional and Physical Wellbeing
This practical resource explores the benefits of therapeutic trampolining on children and young people with special educational needs. It supports practitioners as they introduce the trampoline into their own therapeutic settings.
Trampolining is known to improve balance, co-ordination and motor skills; it can improve bone density and benefit the lymphatic and cardiovascular systems. It has even shown to encourage communication in children with autism and PMLD.
This book draws on the author’s extensive experience of delivering both the British Gymnastics Trampoline Proficiency Award scheme as well as the Rebound Therapy trampolining programme. The book also explores the practical side on how to set up and deliver trampolining as a therapy in schools, clubs or in the home.
Photocopiable material includes:
- Lesson equipment, such as schemes of work, lesson plans adapted for varying needs and a trampoline rules poster.
- Tools for offering therapeutic trampolining sessions such as sequencing cards, communication cards, Risk Assessment, an individual education plan and a communication placemat.
- All the necessary forms to ensure a safe trampolining environment for all participants, including screening forms, referral and assessment forms and relevant policies.
- A business plan for after school provision, advertising leaflet and service level agreement.
This is an invaluable resource for anybody looking to explore therapeutic trampolining as a way of enhancing the physical and emotional wellbeing of children and young people with special educational needs.
Table of Contents
Dedication Acknowledgments List of figures List of tables and downloadable resources Abbreviations and Glossary of terms Foreword Chapter 1: Trampolining -Supporting Emotional and Physical Wellbeing Chapter 2 Trampolining for Students with Profound and Multiple Learning Difficulties Chapter 3 Trampolining for Students with Autism Chapter 4 Trampolining for Students with Attention Deficit Hyperactive Disorder Chapter 5 Trampolining for Students with Dyslexia and Students with Dyspraxia Chapter 6 Trampolining in Special Schools Chapter 7 Trampolining Essentials Chapter 8 Trampolining at Home Chapter 9 Trampolining Health & Safety, Rules & Risk Assessment Chapter 10 Trampolining Clubs, Parks and After School Provision Chapter 11 Trampolining Competitions and Programmes Chapter 12 Trampolining and Disability Sports Support Appendix References Index
Ange Anderson, M.Ed. is a SEND consultant and additional inspector for special schools specialising in therapeutic and technological interventions for additional learning needs. She is the former headteacher of leading specialist school and author of special educational books and children's books. She has authored several educational articles and papers on therapeutic intervention, is involved in international research work and has presented internationally on topics related to special education.
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