PCAT was created by Jacob Sibley in 2014 following a number of requests from young people and their families to present a structure in which to assess, design and deliver education for neurodiverse young people.
Jacob has worked in schools, adult social care, fostering services, children's homes, special school and out of school education and care settings. Jacob has also specialised in inclusive arts through circus, drama and martial arts teaching.
Jacob spends as much time as possible meeting young people, families and support groups to listen to what they want for their children. The ambitions they shared and the challenges they faced shaped the formation of PCAT
PCAT acknowledges that all children and young people are different and that we should celebrate and accept difference as a valuable and necessary part of an inclusive society.
PCAT reflects the experience of neurodiverse children and adults and their ambitions and hopes.
ACCEPT ADAPT ACHIEVE
Only when we accept and value each human for their individual qualities can we begin to support them in overcoming or embracing the challenges they face and move toward achieving their ambitions
LOOK LISTEN LEARN
Before we can teach we must take time as as educators to make sure that we start from the experience of the child. It is not the role of an educator to impose their ethos of education upon the child.
The educator should learn what works for the child and adapt accordingly.
SAFE HAPPY SUCCESSFUL
The first priority is safety and this must include emotional safety as much as physical. We do not support restrictive practice or any deprivation of liberty. If we are causing distress then we should reevaluate our input.
Everyone is entitled to be happy. This is not negotiable. Our interactions should promote happiness at all times.
Success has many meanings and most adults agree this is a very personal thing. We must give every child the opportunity to aspire and reach their ambitions. All delivery should be future focused and positively support each child's hopes.
Jacob
Jacob has worked as an educator and within social care since 1995. He has taught in schools and informal education settings. He has extensive experience of working with neurodiverse adults living independently in the community and of teaching children in schools, youth and community and martial arts environments.
Jacob's leadership experience includes national organisations, delivering education for more than 20,000 children and young people. He is a highly regarded education leader and a director of social care for children in foster care.
Jacob has trained thousands of teachers and foster carers in PCAT and in Positive Caring Behaviour support. He has created programmes to engage children and their families in successful formal and informal education.
Jacob is committed to inclusive education and society.