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childmind.org-How Is the ADHD Brain Different

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Ambitious about Autism is the national charity for autistic children and young people. We stand with autistic children, young people and their families to champion rights, campaign for change and create opportunities.

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St Francis de Sales Catholic Junior School

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In this section of the website, you will find resources that will support home learning for your child. These home learning portals are paid for by the school and offer pupils a chance to further their learning at home. Teachers are able to monitor pupils' performance and usage and set targets on these portals.

If you need any assistance with login details, please email:

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In this section of the website, you will find resources that will support home learning for your child. These home learning portals are paid for by the school and offer pupils a chance to further their learning at home. Teachers are able to monitor pupils' performance and usage and set targets on these portals.

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Top tips to look after your MH during lockdown

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20 Top Tips for working with your school

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"A valuable resource, such a comprehensive library of books." Jessica and RNIB Bookshare.

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UK education collection | RNIB Bookshare, accessible books for print disabled learners.

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"A valuable resource, such a comprehensive library of books." Jessica and RNIB Bookshare.

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Upcoming webinars

To book a place please use the links below or complete the online form http://www.theisabellatrust.org/apply-for-course/
AUTISM & PUBERTY
18th NOVEMBER, 10am - 12pm

This webinar is being delivered by Lynn McCann from

Reachout ASC - Autism Support a very experienced teacher who has had over 10 years experience in autism education, outreach and training in a specialist education setting.

To book a place on this course please use the link below
https://www.eventbrite.co.uk/e/autism-and-puberty-tickets-120634696625 Pathological Demand Avoidance for Educators
24th November, 9.30am - 12.30pm

This webinar will run over 1 session, 9.30am until 12.30pm and is being delivered by the PDA society.

This course includes information on:

the background to PDA

research, demands

strategies

legal obligations

PDA children as learners

rewards/sanctions

collaborative problem solving

To book a place on this course please use the link below
https://www.eventbrite.co.uk/e/pathological-demand-avoidance-for-educators-tickets-117750467819 Pre-diagnosis and pathways support (Liverpool & Sefton)
8 th & 15 th December, 10am - 12pm

This webinar will cover:

First concerns & why is identification important

Referral process

Pathway

Diagnosis or not!

Reactions to diagnosis

Other support

To request a place for this webinar please use the link below.
http://www.theisabellatrust.org/apply-for-course/ AUTISM & GIRLS
9th December, 10am - 12pm

This webinar is being delivered by Lynn McCann from

Reachout ASC - Autism Support a very experienced teacher who has had over 10 years experience in autism education, outreach and training in a specialist education setting.

To book a place on this course please use the link below
https://www.eventbrite.co.uk/e/autism-and-girls-tickets-120635420791 Understanding Autism
This webinar provides parents and carers with an opportunity to discuss their child's autism diagnosis, learn more about autism and communication, and understand how to access support. It aims to provide parents with opportunities to share experiences, strategies and approaches in order to help them understand their child and support them in the future.

To request a place for this webinar please use the link below.
http://www.theisabellatrust.org/apply-for-course/ Elklan - Let's Talk with Under 5's
26th January 2021 - 16th March 2021 (no sessions on 16th February)

6.30pm - 8.30pm

A practical online training course for parents, carers (including child minders) and pre-school practitioners wanting some key skills and knowledge. The course will be delivered over 7 sessions via zoom.

This course covers:

What is communication?

Adult-child interaction

Play; the link between play and language.

Using words and sentence

Asking questions and sharing books

Helping children with unclear speech

For further information and costs for the accredited and non-accredited option please email [email protected] or complete the online form http://www.theisabellatrust.org/apply-for-course/
Pathological Demand Avoidance
29th January & 5th February, 10am - 12.30pm

This webinar will run over 2 sessions, on 9th and 16th October, 10am until 12.30pm and is being delivered by the PDA society.

The session will cover:

What is PDA, how it relates to the Autism Spectrum

What is a demand and how they make individuals with PDA feel

Panic Attacks/Meltdowns (why they happen)

Strategies to decrease anxiety and meltdowns

Look at Collaborative and Proactive Solutions

The importance of Trust

Diagnosis

SEN including education

Resources

Signposting

Q&A time

To book a place on this course please use the link below
https://www.eventbrite.co.uk/e/pathological-demand-avoidance-tickets-126251193719 Understanding Sensory Needs
This webinar aims to provide parents and carers with an introduction to the sensory systems and sensory processing differences some children may experience.

To request a place for this webinar please use the link below.
http://www.theisabellatrust.org/apply-for-course/ Elklan - Let's Talk Together
13 th April - 25 th May, 6.30pm - 8.30pm

Weekly sessions delivered over 7 weeks.

Delivered over 7 weekly sessions via zoom this is a practical training course for parents, carers (including child minders) and school based practitioners wanting some key skills and knowledge in developing the communication skills of children with social communication needs including autism.

This course provides:

Opportunities to discuss ideas to help children learn to listen, understand and talk.

Information about communication difficulties children can experience.

Information about normal speech and language development.

An illustrated workbook full of practical tips and ideas which provides a rich source of individualised strategies and information to support a specific child.

Designed to be delivered over seven weekly sessions, the course uses interactive teaching methods, practical activities, videos and group discussion to engage learners.

This is an accredited course and participants receive a certificate for the Let's Talk Together course accredited by an externally quality assured and Ofqual regulated national Awarding Organisation. The accreditation gained will be 3 credits at level 1. This could help you with employment opportunities. You will be given support and encouragement to achieve this goal.

There is also an option to complete the course without accreditation and participants will receive and attendance certificate.

For further information and costs for the accredited and non-accredited option please email [email protected] or complete the online form http://www.theisabellatrust.org/apply-for-course/
ADDITIONAL DATES COMING SOON FOR THE FOLLOWING WORKSHOPS:
Autism & Early Years

Autism in Primary Years

Autism in Secondary Years

Autism & Transitions

Autism & Anxiety

Introduction to ADHD

Sensory Stories for Children with SEND

Sensory Processing Difficulties

Sensory Defensiveness

Eating Difficulties - Limited & Restricted Diets

Toileting Difficulties

Sleep Difficulties

Emotional Regulation

For further information please contact us on [email protected]

Parents & Carers

Based on the Government guidelines regarding the corona virus we have taken the decision to ask all our trainers to postpone their face to face courses for the foreseeable future.

The situation will be continually reviewed.

We Apologise for the inconvenience but we do feel this is the right decision to keep everyone as safe as possible.

9th October & 16th October, 10am - 12.30pm
Pathological Demand Avoidance

This webinar will run over 2 sessions, on 9th and 16th October, 10am until 12.30pm and is being delivered by the PDA society.

The session will cover:

What is PDA, how it relates to the Autism Spectrum

What is a demand and how they make individuals with PDA feel

Panic Attacks/Meltdowns (why they happen)

Strategies to decrease anxiety and meltdowns

Look at Collaborative and Proactive Solutions

The importance of Trust

Diagnosis, SEN including education, Resources, Signposting, some Q&A time

https://www.eventbrite.co.uk/e/pathological-demand-avoidance-tickets-117747001451
4th November - 16th December, 6.30pm - 8.30pm
Elklan - Let's Talk with Under 5's
Professionals

Based on the Government guidelines regarding the corona virus we have taken the decision to ask all our trainers to postpone their face to face courses for the foreseeable future.

The situation will be continually reviewed.

We Apologise for the inconvenience but we do feel this is the right decision to keep everyone as safe as possible.

2nd October, 10am - 2pm (half day webinar)
Lego®-based therapy training
Approximately 2 hours of pre-course e-learning, a half-day live webinar and around 1 hour of post-course e-learning. The course is for professionals and aims to give you all the information you need to set up your own LEGO®-based therapy sessions. You will be given a login to the facilitators section of the Bricks for Autism website which includes practical resources, as well as a certificate of attendance.

The post-course learning is designed to compliment the work already done during pre-course learning and the webinar. It includes a number of elements such as, assessment and evaluation and research evidence base for Lego-based therapy. It also provides useful information and links to help you get started with ideas and activities. There is also a final assessment for all delegates to complete.
https://www.eventbrite.co.uk/e/lego-based-therapy-training-tickets-79947478059
4th November - 16th December, 6.30pm - 8.30pm
Elklan - Let's Talk with Under 5's
24th November, 9.30am - 12.30pm
Pathological Demand Avoidance for Educators
This webinar will run over 1 session, 9.30am until 12.30pm and is being delivered by the PDA society.

This course includes information on:

the background to PDA

research, demands

strategies

legal obligations

PDA children as learners

rewards/sanctions

collaborative problem solving

https://www.eventbrite.co.uk/e/pathological-demand-avoidance-for-educators-tickets-117750467819

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Courses & Workshops | The Isabella Trust

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To book a place please use the links below or complete the online form http://www.theisabellatrust.org/apply-for-course/ AUTISM & PUBERTY 18th NOVEMBER, 10am - 12pm This webinar is being delivered by Lynn McCann from Reachout ASC - Autism Support a very experienced teacher who has had over 10 years experience in autism education, outreach and training in a specialist education setting.

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Our guidance aims to help you address common eating difficulties for autistic people.

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Why do children have sensory food aversions? And, how can you help them overcome sensory issues with food? Get the answers and 8 simple strategies...
From the very beginning of Your Kid's Table, I have always wanted to help parents better understand sensory processing and anything related to kids and eating. Over the last few years, I have answered many comments about how the two things are related, and often result in a sensory food aversion.

I wanted to dedicate a post completely to sensory issues with food, to help you understand if sensory processing is playing a role in your child's picky eating and, perhaps more importantly, what you can do help!

I first noticed my son's sensory issues with food when I introduced food to him, I knew the red flags (you'll read about those later), and if I hadn't introduced specific sensory strategies to help him learn to eat foods, we'd likely still be struggling, years later, because a sensory food aversion is on a whole different level than just your average "picky eating".

Why Do Kids Have Sensory Issues with Food?

To understand food related sensory issues, we've first got to talk about sensory processing, which is our ability to interpret smells, tastes, sounds, touches, sights, and movement from our environment. Although most of us process this information in similar ways, it is completely unique to every individual, to every child. We are bombarded all day long with various sensory input, and eating, which many of us do 5 or 6 times a day, is a huge sensory experience that most of us take for granted.

As adults, we have been quite desensitized to the textures, flavors, and smells of food, but many of our kids have not. In the first few years of life, mealtimes are all about processing the sensory input they are receiving from various foods. Often, when kids display picky eating, especially those with food aversions/ extreme picky eating, the touch, taste, or smell of a food is being processed in their brain as dis-pleasurable in some way. And, by dis-pleasurable, I mean down-right uncomfortable. Think of something that makes you shudder... nails on chalkboard or touching a slug? That feeling that you have may be just as extreme for your child when they touch an orange.

How your child responds to foods, may at least in part, be simply neurological. I hope that this information helps you as the parent depersonalize the refused dinners, at least at little, anyways!

Here's the good news, children's brains are extremely plastic. Meaning they are able to easily learn new things. When a child learns something new or experiences something differently, a new connection is made in their brain. The more they have that same experience, the stronger that connection gets, and then they are able to react differently then they had previously because their brain is using a new connection to process the information.

Are you following me here? Let me say it another way by telling you about my son who has a long history of sensory food aversions. Isaac gags and shudders every time he touches chicken, but one day he helps me make chicken in a different way. We cut it into small pieces and serve it with a fun dip in a cool little ramekin. I pretend the chicken is little baby dinosaurs jumping into a pond of ketchup. Then, Isaac is really motivated and relaxed (because he isn't being pressured), so he picks up his "little baby dinosaurs" and sends them soaring into his dip without a hint of a shudder or gag.

Guess what, his brain just made a new connection, and then I had a starting point to build from!

While I've mostly been providing examples of a child who is sensitive to textures because the brain is over processing the input, it is also entirely possible that your child may be undersensitive to sensory input. Think of sensory processing as a spectrum with being sensitive or defensive to input (texture, smell, etc.) at one end and seeking input at the other end with a whole lot of variability in the middle.

Not processing input well can also cause picky eating because children may not feel certain soft textures in their mouth well (as if the sensation is dulled), and thus avoid them. These kids, in particular, will often prefer crunchy foods, seemingly spit out soft foods, or over-stuff their mouths to try and "feel" the food.
*Note that sensory processing isn't just related to food, head over sensory sensitivities in kids to learn more.
Does My Child Have a Sensory Food Aversion or Disorder?

While there is no specific diagnosis for a "sensory eating disorder" or a sensory food aversion, these terms might be used when your child eats a very limited amount of foods because they have difficulty with how foods smell, taste, feel, or even how they look. Remember this is because of the way their brain is interpreting the sensations they get from food, which leads to the question.

To help narrow down if your child's picky eating is related to sensory, it's first helpful to think about certain groups of kids that sensory processing difficulties affect more than other's. I'm going to list them here because if your child has one of these diagnoses and has eating difficulties, it is very likely that sensory processing is at least part of the picture. But, having sensory processing difficulties in general DOES NOT mean that your child has one of these diagnoses. Got it? Good!

Kids that fall into one of these groups and are picky eaters, often have sensory based food aversions:

Sensory Processing Disorder (Note that many health care providers acknowledge this diagnosis, but it is not in the current version of the DSM, which means some insurances providers will not accept this as a reason to justify therapy).

ADD/ADHD

Children Born Prematurely (The sensory system is one of the last to develop in utero, which is why sensory processing difficulties are common. However, this is not a rule. Many preemies display no difficulties in this area.)

Autism Spectrum Disorder

Down Syndrome

Children Adopted from Orphanages in Eastern European Countries or Russia

So, how do those sensory "difficulties" actually show up in our kids when they are related to food, here are some specific red flags to look for...

Red Flags for Sensory Issues with Food

If you child has most or all of the behaviors here, it is possible that sensory issues with food may be part of the underlying reason your child is selective about what they eat. You will notice some opposite extremes in the list below, which are indicating different ends of the sensory processing spectrum as I discussed earlier. As you're reading, make a mental checklist of any that you see your child doing regularly:

Gags at the sight, smell, touch, or taste of foods. Gagging while trying to eat is a different cause that has to do with the mechanics of eating. Gagging can also be a learned behavior that may have started from either a sensitivity to sensory input or difficulty chewing or swallowing food at some point. Read more on how to help with Gagging at the Smell of Food.

Eats only specific types of textures. Most of the time, the preference is crunchy foods, but sometimes soft foods are the preferred. This preference can even be carried over to highly specific requests of certain brands, colors, and flavors of food, feeding therapists call this a food jag.

Never went through an oral stage as a baby/toddler where they mouthed and chewed on toys and other objects.

Excessively mouths and chews on various toys past the age of 18 months.

Find more sensory red flags that cover all the senses, not just related to eating. And, if you'd like to dive into understanding sensory as it relates to picky eating, head over to oral sensory processing, you'll find more tips and activities there!

Are My Child's Eating Difficulties all Related to Sensory?

I realize I just wrote over 800 words describing how sensory processing may be the cause of your child's picky eating, but it is rarely the sole cause (have you notice I've been hinting about that). Picky eating is a complicated animal that often has many layers to it. Even if sensory processing is the major player, learned behavior and power struggles are most likely at play, too.

It is really important to make sure that you have a good routine and structure in place so that you are able to see the most improvement possible. See my Basic Strategies to Improve Eating and the plan I used to help my son for more strategies to help establish a consistent routine.

How to Get Help for Picky Eaters With Sensory Food Aversions

I want to provide you with some solid strategies to begin to improve your child's processing of sensory information (and I will in the next section). However, there are more specialized techniques that may be appropriate under the guidance of a therapist. If your child is under 3 and you live in the US, you may qualify for free in home services. Another option is, a private evaluation from an occupational therapist that specializes in feeding and sensory processing may be appropriate. Read all about the ins and outs of feeding therapy.

Learn more about the basics of addressing picky eating. This is really important guys, don't take this lightly! You will see so much more success with your sensory efforts if you put my 3 Keys to Turning Around Picky Eating in place. Discover what they are and how to use them simply in your home in my FREE workshop. Click here to save your seat!
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Strategies for a Sensory Food Aversion

With that said, these few tools can be very powerful when used consistently over a period of at least 4-6 weeks because they help to desensitize the sensory system. Come back to these strategies as needed.

Use a vibrating toothbrush two times a day. My kids use these one's all the time, but for smaller toddler mouths or those that are really sensitive, this brush is a great option.

If your child falls into the over-stuffing/seeking texture category, you will want to alternate crunchy bites of food with soft food. You can also give the cheeks a firm, but gentle squeeze if the stuffing or spitting out starts, or briskly stroke from the ears to the mouth a few times. This is not meant as a punishment, but to give input to help them process the sensation of the food better.

By implementing these strategies in combination with a solid routine, you will likely see some significant changes in your child's eating. If you'd like a little help getting your routine rock solid so you can build on these other sensory specific tips, then grab this FREE 9 Tips to Improve Your Child's Eating Printable.

More for Kids with a Sensory Food Aversion
The Best Picky Eating Strategy What is a Sensory Diet? Children's Books to Help with Picky Eating When Has Picky Eating Gone Too Far... Is it Something More?
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Alisha Grogan is a licensed occupational therapist and founder of Your Kid's Table. She has over 14 years experience with expertise in sensory processing and feeding development in babies, toddlers, and children. Alisha also has 3 boys of her own at home. Learn more about her here

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8 Secret Strategies for Sensory Food Aversions in Kids

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Why do children have sensory food aversions? And, how can you help them overcome sensory issues with food? Get the answers and 8 simple strategies... From the very beginning of Your Kid's Table, I have always wanted to help parents better understand sensory processing and anything related to kids and eating.

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Some disabled children have difficulties with eating and drinking. This might be because they have experienced difficulties in the past. Sometimes it can continue, even when the original cause of the difficulty has been resolved.

Warning Always seek professional guidance

Heartburn and acid reflux

Heartburn is a burning feeling in the chest caused by stomach acid travelling up towards the throat (acid reflux).

Some people may experience pain or difficulty with swallowing. It can also give an acidic taste in the mouth and cause people to feel sick.

Reflux can make you feel uncomfortable and tired as it can affect your sleep if you eat too close to your bedtime.

Swallowing difficulties (dysphagia)

A speech and language therapist can help if your child is having difficulties with their swallowing. They will watch them eat and drink and can often make recommendations based on this.
Swallowing difficulties (dysphagia)
Tube or non-oral feeding

Tube feeding may be necessary for some children who refuse or are not able to suck or swallow to get proper nutrition or to avoid food passing into the lungs rather than the stomach.

Some children need tube feeding to make sure they get enough calories to stay healthy.

NGT (Nasogastric Tube)

An NGT tube passes directly into the tummy via the nose.

PEG (Percutaneous Endoscopic Gastrostomy)

PEG passes directly through the skin into the stomach.

Some children have some food via their mouth and some food via the tube. Your SLT and dietician will be able to advise how much to give via the mouth and tube.

Jejunostomy

Some children need tube feeding because they have severe reflux. In certain cases, the tube passes through the stomach into the jejunum. Because this bypasses the stomach, the feed must be continuous. This means your child will have a constant drip of milk going into their jejunum.
Tube feeding
Sensory issues around food

Some families with children on the autism spectrum may struggle to get them to eat because they feel comfortable with a restricted diet. This means that they are more comfortable with:

certain types of food, such as crunchy, soft, dry or wet

certain colours

certain textures, so they may eat crunchy cereal and drink milk, but not together

Try to make a list of the foods that your child will eat. Work within those or try to find similar foods.

There are some things that could help at meal times:

Try to eat in a calm and relaxed environment.

Never force someone to eat. This always makes the problem worse.

Pretend you do not mind your child not eating, even if you do.

Try to get your child to join you, even for a short time.

Avoid mentioning uneaten food.

Offer a variety of food regularly.

Ask your healthcare professional for advice.

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More about eating difficulties

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Eating difficulties | Disability charity Scope UK

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Some disabled children have difficulties with eating and drinking. This might be because they have experienced difficulties in the past. Sometimes it can continue, even when the original cause of the difficulty has been resolved. Heartburn is a burning feeling in the chest caused by stomach acid travelling up towards the throat (acid reflux).

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How we can help people with eating, drinking and swallowing difficulties

Some people may not be able to eat, drink and swallow effectively or safely, this is known as an eating, drinking and swallowing difficulty and is also termed dysphagia.

What are eating, drinking and swallowing difficulties?

Eating, drinking and swallowing difficulties occur when an individual cannot pass food or drink safely from their mouth to their stomach. The normal swallow has three phases including:
Oral phase
Where the individual will prepare the food or liquid in the mouth by chewing or sucking for it to be passed into the throat.
Pharyngeal phase
This is where the swallow is initiated, the food or liquid passes through the throat and the airway is closed off in order to protect food or liquid from going down the wrong way.
Oesophageal phase
Is where the relaxing and contracting of the muscles of the feeding tube causes the food or drink to be passed through the oesophagus and into the stomach.

An eating or drinking problem can occur at any of the three stages of the swallow. Eating, drinking and swallowing problems can occur in both children and adults.

Common characteristics of eating, drinking and swallowing difficulties in adults include:

Coughing or choking when eating or drinking.

The feeling that food or liquid is stuck or lodged in the lower neck.

A 'wet' or 'gurgly' sounding voice when eating and drinking (or just after).

Holding food or liquid in the mouth for a long period of time without swallowing it.

Having to clear the throat regularly when eating and drinking.

Having to swallow several times for one mouthful of food or drink.

Food or drink falling out of the mouth.

Tiring easily when eating or drinking

Individuals with eating and drinking difficulties are at higher risk of aspiration (when food goes down into the windpipe) and at an increased risk of chest infections and pneumonia.

What conditions can cause eating, drinking and swallowing difficulties?

Any condition which can cause muscle weakness or nerve damage can result in eating and drinking difficulties. Conditions in adults which can cause eating and drinking difficulties include:

Neurological problems

Eating, drinking and swallowing difficulties

Voice problems

Speech disorders

Autism spectrum disorder

Head and neck cancer

Palliative care needs

Physical disabilities

Learning difficulties

Mental health problems

How are eating, drinking and swallowing difficulties diagnosed?

Eating, drinking and swallowing difficulties are diagnosed by a medical team of professionals. The speech and language therapist is the main professional who will assess if an individual has an eating drinking or swallowing difficulty. The speech and language therapist will carry out an initial assessment which will include an observation and physical examination of an individual's eating and drinking abilities. The speech and language therapist may also refer the individual for a videofluoroscopy (a specialist x-ray which looks at an individual's swallow in more detail). The speech and language therapist will be able to investigate the cause of the eating, drinking and swallowing problem and also what area of the swallow it is affecting.

How can speech and language therapy help with eating, drinking and swallowing difficulties?

Speech and language therapy can support and advise on eating, drinking and swallowing difficulties. The main aim of speech and language therapy for an individual with eating, drinking or swallowing difficulties is for the individual to be eating and drink as safely as possible.

Speech and language therapy input is essential due to the high risk of aspiration in individuals with eating and drinking difficulties.

The speech and language therapist will work closely with a team of medical professionals, the individual and also the individual's family in ensuring they gain the best outcome regarding their eating, drinking and swallowing needs.

Speech and language therapy will be individualised for each client and will consider factors such as their current and past eating and drinking abilities and also the underlying condition causing their eating, drinking and swallowing difficulties.

In more severe cases of eating, drinking and swallowing difficulties where an individual cannot eat or drink at all, the speech and language therapist and other medical professionals will decide upon the best option of alternative feeding. The individual and their carers will be involved in the decision making process regarding their treatment plan at all times.

What speech and language therapy treatment can benefit eating, drinking and swallowing difficulties?

There are many forms of speech and language therapy which can help and support an individual with eating, drinking and swallowing difficulties. Each treatment plan will be specifically tailored to the individual's specific eating, drinking and swallowing needs. Types of speech and language therapy treatments that are available for individuals with eating, drinking and communication needs include:
Training
Training involves training for individuals, parents, carers and other professionals involved in the individual's care, regarding their speech, language and communication needs.
Consultative role
A consultative role will include advice and support for the individual, their parents, carers and other professionals involved in their care regarding their speech, language and communication needs. The speech and language therapist may also provide information on compensatory strategies for the patient and their carer or parent to help support and maximise their communicative abilities.
Home programmes
Home programmes will include take home activities, which will help the patient and their parents or carers practise skills learnt in therapy. The speech and language therapist can provide home programmes on communication, for parents, carers and the individual, in helping them to maximise their communicative ability. School programmes can also be given to help support the individual in their educational environment.
One to one therapy
One to one therapy will provide intensive one to one treatment for the individual. One to one therapy will work on individual tasks in helping to maximise the individual's communication. One to one therapy can include receptive tasks, which work on the individual's understanding of spoken language. One to one therapy may also work on expressive tasks, which work on the individual's expressive communication including gesture and writing.
Total communication
A total communication approach works on all available communicative forms the patient has including, verbal, written and non-verbal communication.
Group therapy
Group therapy is where the individual and other clients with similar difficulties receive therapy together. Group therapy can often help in later stages of therapy and increase the individual's motivation, social skills and also help generalise the skills learnt in one to one therapy.
Augmentative and Alternative Communication
Augmentative and Alternative Communication systems will be used for patients with severe communication problems, or if the patient is non-verbal. Examples of alternative forms of communication include, alphabet charts, sign language and hi-tech voice aids.

Speech and language therapy may also include the following:

Assessments

Colleges, university and education settings

Clinic visits

Home visits

Reports

Reviews

Early intervention

Summary

Eating, drinking and swallowing difficulties occur when an individual is unable to eat and drink food safely. A speech and language therapist will be involved in the assessment and treatment plan of an individual with eating, drinking and swallowing difficulties. The speech and language therapist will aim to have the individual eating and drinking as safely as possible.

If you feel you may benefit from speech and language therapy or would like any more information on our services please email office@slt.co.uk or call 0330 088 5643.

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Eating, drinking and swallowing difficulties | SLT | Expert providers of speech and language therapy throughout the UK.

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Some people may not be able to eat, drink and swallow effectively or safely, this is known as an eating, drinking and swallowing difficulty and is also termed dysphagia. Eating, drinking and swallowing difficulties occur when an individual cannot pass food or drink safely from their mouth to their stomach.

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Find out how eating becomes a problem and what you can do if you're affected.

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Dysphagia is the medical term for having difficulty swallowing.

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How physical activity can support children with special educational needs and disabilities at home

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Looking for ways to encourage your child to get active at home? Dr Anthony J. Maher, Senior Lecturer in Physical Education and Children’s Physical Activity, has five top tips to help you get started.

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Relax and listen to the calming sounds from CBeebies Radio.
How it works
Listening to relaxing music can help children stop and reset. CBeebies Radio have eight calming sounds to choose from which allows you to experiment and find which one works best:
Waves, birdsong, rain, car journey, spaceship, white noise, pink noise and brown noise.
Claire Benton, Head of Audiology, Nottingham, says:

"Many children find these sounds relaxing and listening to them can help a child feel calm enough to fall asleep".

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Pablo - Seven techniques for helping kids keep calm

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Try these simple relaxation and mindfulness activities together and help your child learn to calm down when they feel stressed or anxious.

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An easy way to understand wellbeing is to say it's 'feeling good and doing good'.

Here are five ways you can help children keep their wellbeing topped up - and your own, too.

For many, it's going to be harder to get outside and move around, but we still need to keep active. When we move our bodies, it has a positive effect on how our brain works, as the brain starts releasing chemicals that make us feel good.

* Host a home disco. Play the family's favourite dance songs and have a boogie for ten minutes.

* Watch BBC Super Movers videos. These short films can get the whole family moving (and learning). Learning routines (or just attempting them) means your child's brain and body (and yours!) are keeping active and engaged.

* Blow up a balloon. Once you've tied it, see how long you can keep it up in the air while passing it between you.

Having more time at home together may also put additional stress on family relationships so give everyone in the family a chance to refuel. It can be as simple as curling up on the sofa together and watching a film or some cartoons - and then chatting about your favourite bits.

Having these sorts of conversations can help to make the positive buzz of watching (and laughing) together last for longer. It'll also improve your child's ability to reflect on their experiences and talk about their preferences.

Stories are another great way to help children recharge as they lose themselves in wonderful fictional worlds. There are likely to be some old favourites they want you to read again, as they'll take comfort from hearing a familiar tale (for children, knowing how it ends is a good thing, not a spoiler alert!).

It's helpful for children (and adults) to have a healthy balance of emotions in a day. Fears and anxieties about the current situation may, at times, overpower our positive emotions unless we make a conscious effort to re-address this balance.

Here are a couple of ways you can help your child to achieve this balance:

* Make a 'Top Times' scrapbook. Help your child to create a scrapbook of memories, with printed out photos, drawn pictures, saved tickets and other bits and pieces stuck in to help them remember. These don't have to mark occasions; they can capture smaller moments of joy, like throwing a ball for a dog or seeing a rainbow.

Once you've built a collection of pages (and maybe several scrapbooks), you can enjoy looking through them together.

* Create a gratitude jar. Another way to take in the good stuff is to write down a little note when something's gone well and keep it in a jar or box. Younger children may prefer telling you what to write so you can record the experiences for them. As they get older, they may want to write their own notes.

You can encourage them by doing this alongside them. The great thing about a gratitude jar is you can revisit it on days when you need a little boost to remind everyone of the things you've been grateful for.

Building gratitude habits doesn't mean we diminish the struggles that children (and we) experience. It's really important to talk about these difficult moments too. But, having a time in the day when you focus on the positive can be useful in helping children to keep their thoughts balanced.

Having more time at home offers an opportunity to set some goals about new things you and your child want to learn. It could be something that helps encourage their independence when they return to school, like tying their own shoelaces or buttoning up their coat. Or it could be something that helps at home, such as how to put their clothes away or helping out with washing up. When children feel they're contributing to family 'work', it can enhance their sense of belonging. If your child is capable of doing things for themselves, give them as many opportunities as you can to practise these skills.

Whatever the learning goals, it can be helpful if children understand they can improve their skills and abilities. This is often referred to as a 'growth mindset' since it's about realising we all have the ability to change the way we think and do things. So, whether it's tying shoelaces, learning to spell, or even how to hop on one leg, the way adults talk to children about the learning will influence those children's beliefs.

Here are two ways to encourage your child to adopt a growth mindset:

* Add the word 'yet'. Changing the way you talk about intelligence and ability can help your child understand that learning is a process - our skills and traits aren't fixed from birth. When your child claims "I can't do this" (whether they're talking about a new hobby, homework, or anything else), say: "You can't do it yet".

Adding and emphasising this tiny word subtly reinforces the learning process and may help them to try again.

* Practise (and fail) with your child. Trying new things can be scary, but it's often less daunting when you do it with others. As a family, you might decide to try something new and celebrate your learning and your failures when it doesn't work (the first, second, or even the ninety-ninth time!).

Being able to support your child's wellbeing also involves taking care of yourself. As a starting point, try and eat nutritious healthy food; it's a great idea to turn cooking into an activity the whole family takes part in. Life can often feel very busy and parents give themselves a hard time about being unable to do everything perfectly. Remember, though, there are no 'perfect parents'.

We all get things wrong, we all have days when we struggle. And while it may be true that you might not have done everything 'perfectly', you've probably done more things to support your child's wellbeing than you realise. So, try and focus on what you're doing well - it's not you being boastful, it's actually really helpful for your child to do this. Children can learn a lot from hearing adults respond kindly to themselves when things don't work out - and then from seeing the grown-ups try again. Notice how you speak to yourself about your mistakes. If you can cultivate kindness towards yourself, your child is more likely to practise this when they get things wrong too.

It might also be useful to take a moment and think about the activities, people and places that help you to feel brighter and refuelled. Even if you can't do these things at the moment, perhaps there are new ways that you can connect with the things that matter to you, like chatting with friends on the phone instead of meeting up. No matter how busy you are, try and squeeze in a little time for yourself. It's likely to help you with the many joys and challenges that parenting can bring.

Dr Hazel Harrison is a Clinical Psychologist with a particular focus on mental health and wellbeing.

For further information check out the rest of Starting Primary School which has lots of ways to help prepare children for different aspects of school life - both practically and emotionally.

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Five ways to support children's mental health

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Clinical psychologist, Hazel Harrison, suggests five ways you can support your child's mental health.

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The term 'mindfulness' may conjure up images of trying to sit still and quietly meditate, this could be described as 'formal meditation'. However, there are also ways mindfulness can be brought into everyday life with a more 'informal practice'.

The essence of mindfulness is to bring the mind into 'the present moment' and notice what is going on around us - both internally and externally. Our minds can wander often, so it can be really beneficial to practise bringing your mind to the present moment. One way we can try this is by exploring different activities. It can help us to be really present in our day, not getting caught up in the past or worrying about the future.

It's really normal for your mind to wander to other things when we try these activities. The important part is to gently and kindly bring your mind back to the present moment. The more you practise, the easier it will become. The top tips below are perfect for children and adults alike. Why not have a go together?

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Five ways to incorporate mindfulness into your child's day

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The term 'mindfulness' may conjure up images of trying to sit still and quietly meditate, this could be described as 'formal meditation'. However, there are also ways mindfulness can be brought into everyday life with a more 'informal practice'.

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There are lots of way to feel calmer. Try our breathing exercises, activities and games or watch a video to help let go of stress.

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It can be easy to feel other people's lives are better than our own, especially when we're bombarded with perfect images on social media. We can get stuck thinking others are more beautiful, have more money and fun, or simply 'have more'.

And children are just as susceptible as adults to this comparison trap. So how can we help them (and ourselves)?

One idea is to bring attention to what's working well in your/their life by developing gratitude skills. To develop these skills, you can use techniques such as starting a gratitude jar, writing a gratitude journal or having a gratitude conversation.

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Five steps to help with children's wellbeing

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It can be easy to feel other people's lives are better than our own, especially when we're bombarded with perfect images on social media. We can get stuck thinking others are more beautiful, have more money and fun, or simply 'have more'. And children are just as susceptible as adults to this comparison trap.

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For early years, modelling helps to improve children's fine motor skills, curiosity, communication, problem-solving skills as well as resilience. Whilst experimenting and trying out different ideas during modelling, things often go wrong; persistence and perseverance helps children to overcome obstacles and eventually succeed. The list is endless of materials that could be used, from newspaper and PVA glue for papier mâché models of The Romans, paper and card for making castles, cardboard boxes for constructing spaceships to recycled materials such as toilet roll tubes for making caterpillars or trains. Why not include natural materials too such as pinecones, twigs, bark and leaves for creating large collages and 3D pictures?

Modelling clay can be an ideal method for engaging dyslexic students using all five senses. Initially, the child could watch a video about a topic such as dinosaurs, brainstorm the ideas, and then sketch out how they plan to make the model. Materials such as modelling clay or salt dough can be easily made in the kitchen at home. They can be used to make models of the earth or a plant cell, and adapted for use for children across the ages and stages. Other materials could be added providing different aromas and textures such as essential oils (e.g. peppermint or lavender), fruit, chocolate, dried pasta shapes, googly eyes or wooden beads.

For primary children, modelling clay can be superb for making contour maps in geography. For history, it is handy for making personal armour and historical artefacts such as Tutankhamun's death mask and Stonehenge. For science, it is a valuable tool for visualising and explaining body parts and the planets.

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Five multisensory activities you can do with your child at home

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For early years, modelling helps to improve children's fine motor skills, curiosity, communication, problem-solving skills as well as resilience. Whilst experimenting and trying out different ideas during modelling, things often go wrong; persistence and perseverance helps children to overcome obstacles and eventually succeed.

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BBC Bring the Noise, with the support from teachers and experts, presents a set of introductory music lessons for use with young disabled learners or those with additional support needs.
Watch as beatboxer Bigg Taj briefly outlines the activities in the upcoming episodes and presents a series of starter tips so that you're ready to deliver a music class, even if you've never led one before.

Each film is accompanied by a downloadable lesson plan and lyric sheet so you have everything you need to support your lesson. Each activity in the films has been inspired by one of the exclusive songs found on BBC Bring the Noise and are compatible with , the digital interactive learning tool.

Learn how four teachers adapted the songs , Be in the Band , Take You Home and to support the needs of their pupils and gain confidence utilising music technology and other resources for the activities.

The songs and activities are suitable for young learners who are visually impaired or blind, deaf, restricted with physical movement and diagnosed with autism or Down's syndrome.

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Teacher Techniques: Pupils with additional support needs

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BBC Bring the Noise, with the support from teachers and experts, presents a set of introductory music lessons for use with young disabled learners or those with additional support needs. Watch as beatboxer Bigg Taj briefly outlines the activities in the upcoming episodes and presents a series of starter tips so that you're ready to deliver a music class, even if you've never led one before.

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A series of short films demonstrating different techniques for teaching music activities to SEND pupils.

Deliver a story with songs, increase numeracy by using simple songs to teach and encourage children to explore music using objects and sensory materials.

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SEND music teaching guides and tutorials

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A series of short films demonstrating different techniques for teaching music activities to SEND pupils. Deliver a story with songs, increase numeracy by using simple songs to teach and encourage children to explore music using objects and sensory materials.

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Do you remember your favourite books as a child - you know, the ones you read time and time again and knew practically every word of? Maybe you were lucky enough to regularly read stories with your family and had someone to read you a bedtime story before you drifted off to sleep? You won't have known at the time, but those experiences were building vital building blocks for your future.

Reading, being read to, and sharing books in the home helps to build a child's vocabulary and understanding of the world. Research shows children who start school with good vocabulary and communication skills make friends more easily, have fewer behavioural issues and are more likely to do well academically. A strong, early foundation in language has even been linked to better mental health as children get older.

Reading with your child, or encouraging your child to read independently for just ten minutes each day can make all the difference. Here are some tips to help children of all ages to enjoy reading and to get reading more often.

Your child doesn't have to read an entire book in one go! Any time spent sharing or talking about a book is beneficial, even if it's just a couple of minutes at a time. If they have to close the book early because it's time for tea, or they're just losing interest, that's okay. Reading can take a lot of mental energy and taking breaks gives children a chance to slowly build the mental stamina they need, so that soon they will be able to read for longer stretches of time.

National Literacy Trust research has found that, when used appropriately and with an adult, technology can provide an important route into reading for many children, including those in the early years, and boys. Feel free, at times, to use your mobile phones, tablets, computers, laptops and other devices to engage your child in reading and activities that can help them build their vocabulary. This can include a multitude of activities, such as:

* Telling a story using pictures on your phone

* Video calling friends and relatives to engage children in conversation

* Using YouTube to find the lyrics to nursery rhymes

* Using apps to read e-books or listen to audiobooks (many organisations are providing them for free during school closures)

These activities, or similar ones, can be used with children of all ages. Young children will learn best when doing these activities alongside you, and you can help your older child by showing them how to use the technology appropriately. All children benefit from seeing and hearing their parents and carers do things. This helps them understand how to do it themselves. Technology is also most effective when it is linked to other things your child is learning, and when it is balanced with other learning activities.

Research shows that children who engage regularly in conversational turn-taking with an adult learn faster when they're older. Taking every opportunity to chat with your child will help them build the language and vocabulary skills they need for school. Let your child pick the topic they want to talk about, listen to them, ask questions and share your ideas. You can use daily activities to spark conversation with your child, such as getting dressed or making a meal. You'll learn a lot about your child's interests!

Pictures are a great support for young and struggling readers. They are enjoyable to look at, capture children's attention and help them make sense of what they are reading. If your child is unsure about reading all the words in the book, they can start by telling a story using the pictures. Ask your child to describe the pictures they see, ask questions about what the characters are doing and why they might be doing it, and see if they can guess what might happen next. By the end of the book, you may find they have created a whole new and exciting tale!

Tara Parker is Senior Programme Manager for Early Years at the National Literacy Trust, where she supports families to engage in their young child's communication and language development.

For further information check out the rest of Starting Primary School which has lots of ways to help prepare children for different aspects of school life - both practically and emotionally.

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Top tips to support your child's reading at home

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Language development expert, Tara Parker, suggests some top tips to help you make the most of your child's reading time.

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Something Special

Something Special uses Makaton signs, speech and symbols to help children learn how to communicate and develop their language skills in a fun and exciting way. Join Mr Tumble and friends as they sing, play and learn together.

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Something Special uses Makaton signs, speech and symbols to help children learn how to communicate and develop their language skills in a fun and exciting way. Join Mr Tumble and friends as they sing, play and learn together.

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Ashley, Donna, Aimee and Simon translate poetry with British Sign Language. Watch poems and join in with the theme song.

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There are twelve crucial movement skills that help children to perform everyday activities, and underpin the fine motor skills they'll need for classroom learning later on:
Balance
This is the ability to hold a position without falling over, either while still (static balance), or while moving around (dynamic balance).
Trunk rotation
This is the ability to hold the lower body still whilst turning the upper body to the side. It's important for activities like throwing a ball or crawling.
Shoulder stability
This is the ability of the muscles to hold the shoulder joint steady. It allows the arms to be held in different positions so that your child can use their hands for things like writing or using cutlery.
Pelvic stability
This is the ability of the muscles to hold the pelvis steady. It's important for sitting, standing, and moving around, and affects control of the hands for things like reaching out.
Trunk / arm separation
This is the ability to move the arm in a controlled and accurate manner away from the body. It is affected by pelvic and trunk stability, and is important for activities like pouring a drink or throwing a ball.
Trunk / leg separation
This is the ability to move the legs in a controlled and accurate manner away from the body. It is affected by pelvic and trunk stability, and is important for things like kicking a ball or pedalling a bike.
Fluency of movements
This is the ability to move the body in a smooth and controlled manner. It is important for activities like drawing, running or spreading butter on toast.
Proprioception
This is the ability to sense where your body is in space and how it is moving without looking. It is generated by feedback from the muscles and joints and helps with sitting squarely on a chair, and moving around without bumping into people or objects.

It also helps us to know how much force we're using, so that we can carefully pick up objects or pour a drink.
ATNR
The asymmetrical tonic neck reflex (ANTR) is sometimes known as the 'fencing response'. This describes the movement of a baby's arms and legs when their face turns to one side. It's useful in babies as it helps with the development of hand-eye coordination.

If it remains in older children, though, it can affect their ability to bring both hands together or keep hold of an object when looking around a room. It can also affect their postural stability, for example, sitting at a school desk.
Spatial concepts
This refers to the child's awareness of how their body moves in relation to their position in space, and where objects are in relation to their body.

It is important for understanding diagrams and directions (for example, up, down, into and away from the body), and for activities such as pulling a jumper over the head and scooping food onto a spoon.
Midline crossing
This is the ability to move one hand or foot across the middle of the body to carry out an activity. It's important for developing hand/foot dominance and for activities like pulling on a coat or writing across a page.
Fine motor skills
This is the ability to use the hands, fingers and thumbs in a precise and controlled manner. This is important for holding and manipulating objects such as pencils and cutlery.
More from the BBC: Tree Fu Tom on CBeebies Tree Fu Tom online games Around the web: The Dyspraxia Foundation

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Tree Fu Tom - Dyspraxia: how Tree Fu Tom can help

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There are twelve crucial movement skills that help children to perform everyday activities, and underpin the fine motor skills they'll need for classroom learning later on: Balance This is the ability to hold a position without falling over, either while still (static balance), or while moving around (dynamic balance).

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by Karen Mace Head of Assessment, Education and Training, British Dyslexia Association

Multisensory simply means using more than one of a child's senses at a time. Because of the way the dyslexic brain works, learning this way is far more effective.
For example, if your child just reads a book they are using one sense - sight. But if they read along with an audiobook, they are using two senses - sight and hearing. This would be multisensory learning and would mean your dyslexic child absorbs and retains the information in the book far better.

An activity should include at least two senses -seeing something (visual), hearing something related to what is seen (auditory), some form of related movement of muscles, for example speaking or writing (kinaesthetic), and touching or feeling something (tactile).

Here is an example of how you might apply multisensory learning if your child needs to do some alphabet work...

1. Lay out an alphabet arc by putting the letters of the alphabet into an arc shape

2. Sing the alphabet song while touching each of the letters in turn

3. Discover the letter being introduced by taking items out of a bag that begin with the same letter

4. The learner feels the objects, names them and pulls them out to check if they are right

5. Identify the target sound and letter name

6. Demonstrate how to form the letters on a whiteboard

7. The learner explores forming the letter in sand, shaving foam, wiki sticks or similar

Multisensory learning is useful for children of any age. For an older child, multisensory teaching can be as simple as, instead of getting them to read a book about Ancient Egypt, do a virtual tour of the British Museum and discuss the topic with them as you take a virtual walk through their Ancient Egypt galleries. At the moment, lots of galleries and museums are offering free virtual tours on their websites. There is lots of information out there on multisensory teaching.

Nowadays, there are so many free programs our computers, tablets and smartphones that can make a huge difference to young people with dyslexia.
In particular, the ones to look out for are text to speech programs, which read out written words on the device; speech to text, which allows your child to dictate their work to a device; and advanced spelling and grammar checkers. All the big technology companies have these features now and you will find lots of information out there about how to use them to support dyslexic learning.

Learning to touch type is one of the big skills that we find helps young people with dyslexia in education and on into the workplace. There are many free options available including the BBC's Dance Mat Typing.

Whilst they might not necessarily enjoy reading books, young people with dyslexia often take to listening to audiobooks and find a love of literature that way. Many audiobook companies even offer free children's books. This would be a fabulous activity to do as a break from other learning, or at the end of the day.

Karen Mace is Head of Assessment, Education and Training at the British Dyslexia Association. She has 25 years teaching experience in primary schools - both in the UK and abroad - including four years as a deputy headteacher and seven years as a SENCO.
If you're looking for more on dyslexia and how to support your child, the British Dyslexia Association website is full of practical information and includes the latest information on the support available for parents.

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Five ways to support your child with dyslexia at home

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Karen Mace from the British Dyslexia Association provides tips on home schooling your child if he or she has dyslexia.

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Resources to help parents, carers and families support pupils with Autistic Spectrum Disorder (ASD) and Speech, Language and Communication Needs during the period of school closures.

We have compiled a list of resources to help with:

Wellbeing

'Know your normal', a well researched resource to support mental health and wellbeing by 'Ambitious about Autism' - designed with young people and CRAE (Centre for Research in Autism Education).

It enables people with autism to document their usual preferences and routines, so that when they are not well, their changes in behaviour can be more easily recognised:

Explaining the current situation

A wide selection of social stories to help your young person make sense of the current situation, from Furze Down School:

Therapy (Furze Down School website)

Information for children about coronavirus from our colleagues on the Special Needs Team in Tower Hamlet:

Supporting education

For parents and carers with children with more profound needs who are worried about maintaining progress. A very useful resource full of supportive ideas for all ages - free download:

Resources to support the education of children with SEND developed by a number of charities. We will unpick it piece by piece over the coming weeks, but here is the whole collection:

Designing a work space for children with Autism who are easily distracted:

Think about

Sensory processing - what can we remove/what can we add?

Visual timetables.

Structured ways to de-stress.

Quiet spaces to learn.

Ways to maintain exercise.

Using special interests to motivate learning

Information about obsessions, routines and ritualised behaviours developed by The National Autistic Society:

Special interests are an excellent motivator for learning, so using trains, lego, animals, maps, transport maps, city-scapes, music or anything else can be powerful ways to motivate learning.

There are many resources online, many of which have been made free during the Coronavirus crisis. Some examples include:

Monitoring progress and identifying areas of focus

Communication and interaction.

Social understanding and relationship.

Sensory processing.

Interests, routines and processing.

Emotional understanding and self-awareness.

Learning and engagement.

Healthy living.

Independence and community participation.

Resource

Sensory processing

Some children with autism find sensory processing very difficult and this can result in emotional dysregulation and subsequent loss of control. This is a very useful article from the National Autistic Society:
Disclaimer

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Communication and interaction: wellbeing and learning

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Resources to help parents, carers and families support pupils with Autistic Spectrum Disorder (ASD) and Speech, Language and Communication Needs during the period of school closures. We have compiled a list of resources to help with: 'Know your normal', a well researched resource to support mental health and wellbeing by 'Ambitious about Autism' - designed with young people and CRAE (Centre for Research in Autism Education).

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RNIB's services are needed more than ever in these uncertain times. Our teams are working hard and we aim to increase our support for blind and partially sighted people over the coming weeks.

As the situation regarding Covid-19 changes, information is vital and we are working to ensure blind and partially sighted people are kept informed and have access to help.

It is a fast-evolving situation and we are ramping up our support networks and capabilities. We urge anyone in our community who needs help to call our Helpline on 0303 123 9999.

Matt Stringer, CEO of RNIB, said:

We know that RNIB's services are a lifeline to potentially quarantined people. The safety of our customers, employees, volunteers and people in our establishments is paramount, but we continue to support delivery of critical services to our customers - from our Helpline to ECLOs. In addition to the usual advice and support about anything to do with living with sight loss, our team will offer further support to anyone with sight loss who becomes isolated or is concerned about accessing information, products or services, and over the coming weeks we will increase that support to the blind and partially sighted community."

Five key ways RNIB is offering help and support

1. Our Helpline is open

RNIB's Helpline remains open on weekdays (from 8am-8pm) and on Saturdays (9am-5pm). Staff will be working from home in order to support our customers over coming weeks and, in addition to the usual advice and support about anything to do with living with sight loss, our team can offer further support to anyone with sight loss who becomes isolated or is concerned about accessing information, products or services.

Our team of advisers will help to connect people to sources of local support and find solutions with anyone who calls us. Not all the information about Covid-19 is accessible so we are working with public information providers to ensure information is accessible, including image descriptions online. If anyone is finding it challenging to access key information, we can help.

You can call the RNIB Helpline on 0303 123 9999 or email .

2. More opportunities to connect online or by phone

As people are spending more time at home, we're offering more opportunities to connect with others via telephone and online; please contact the RNIB Helpline to sign up. You can also join our popular regional Facebook groups where many people are sharing local information, useful hints and tips and interesting things they have been up to.

3. Supporting hospital eye care services

As hospital eye care services are affected, our Eye Clinic Liaison Officer (ECLO) service will be mostly delivered by telephone, so eye clinic patients can continue to access practical and emotional support. We are working with several other organisations, including the NHS and other charities, to focus our support where it is needed most.

4. Our products are available online

RNIB's Online Shop remains open and you can continue to shop our large range of products designed to support people living with sight loss.

5. Borrow more books

We've increased the number of books you can borrow in USB format from our Talking Books Service to four books at a time. In anticipation of production and delivery challenges in the coming months, we also encourage as many customers as possible to receive books through our new RNIB Reading Services online library.

The latest news

Stay up to date with the latest updates from RNIB by visiting our coronavirus page.
The latest on RNIB and coronavirus

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Covid-19: Five ways RNIB services can help

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RNIB's services are needed more than ever in these uncertain times. Our teams are working hard and we aim to increase our support for blind and partially sighted people over the coming weeks. As the situation regarding Covid-19 changes, information is vital and we are working to ensure blind and partially sighted people are kept informed and have access to help.

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With the outbreak of COVID-19 (coronavirus), we want to reassure you that we are working hard to provide as much support as we can to deaf children and their families. We want to make sure that deaf children aren't facing further barriers as schools close and that their families have access to information and resources to support their child.

Information for parents, carers and families

Coronavirus has changed lots of things in terms of support for deaf children. Our blogs provide more information on these changes and how they might impact on your child.

We're regularly updating these blogs in light of any changes to government advice so please do check back for the latest updates.

Information for deaf young people

Our Buzz website includes information about coronavirus for deaf young people. The Buzz also includes lots of top tips from deaf young people on managing life during the lockdown.

Information for professionals

So you can best support deaf children and young people that you work with, we have put together an information for professionals blog post with useful information, resources and reliable links. This will be updated on a regular basis so please bookmark it to come back to over the next, days, weeks and months.

Our work

All face-to-face activities have been put on hold due to COVID-19.

We know that, for many, our events and services are a lifeline and that you might be feeling confused and isolated. We are still here to help and support you and our helpline is still running as normal. Please contact us if you are uncertain about anything or need any support.

We're running a number of online events which you can book onto. You can also visit our information and support section for resources and guidance.

With lots of running and challenge events cancelled or rescheduled, we've created some virtual challenge events for you to take on.

We're also campaigning to make sure that deaf children and young people continue to receive the support they need.

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COVID-19 (coronavirus): support for deaf children

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With the outbreak of COVID-19 (coronavirus), we want to reassure you that we are working hard to provide as much support as we can to deaf children and their families. We want to make sure that deaf children aren't facing further barriers as schools close and that their families have access to information and resources to support their child.

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Dyslexia help reading, spelling, tables, school, assessment,

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Find practical tips to assist helping your child, assistive technology, reading, spelling, at school.

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Before starting our lessons, please watch this short video. Our Subject Lead will explain what we cover in this subject area and the resources on offer. They'll also explain the best way to use them to support your learners or child. We hope you enjoy them, and that you love learning with Oak.

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Numeracy - Specialist - Oak National Academy

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Before starting our lessons, please watch this short video. Our Subject Lead will explain what we cover in this subject area and the resources on offer. They'll also explain the best way to use them to support your learners or child. We hope you enjoy them, and that you love learning with Oak.

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Specialist therapies - Oak National Academy

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Free online specialist therapy video lessons and resources

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Specialist therapies - Oak National Academy

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Free online specialist therapy video lessons and resources

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Specialist therapies - Oak National Academy

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Free online specialist therapy video lessons and resources

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Specialist therapies - Oak National Academy

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Free online specialist therapy video lessons and resources

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Thousands of FREE teaching resources to download

Pick your own FREE resource every week with our newsletter

Suggest a Resource! You want it? We'll make it

24/7 customer support (with real people!)

Sign Up Now to Download

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Building Brick Therapy - Friendship and Social Skills

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Thousands of FREE teaching resources to download Pick your own FREE resource every week with our newsletter Suggest a Resource! You want it? We'll make it 24/7 customer support (with real people!) Sign Up Now to Download

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SALT Intervention packs to support with sounds that are commonly found to be challenging by children.

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SEND Intervention - Twinkl Boost - SATs - Teaching Resource

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SEND intervention packs to support children with cognitional and learning difficulties, including dyslexia.

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Many parents and teachers struggle to distinguish between specific learning disabilities that impact on literacy skills. This confusion is made even worse when they have such similar names. While dyslexia is traditionally associated with reading, dysgraphia affects writing. Both are language disorders that can cause a child to struggle in the classroom, but they are separate conditions with unique neurological and behavioral profiles (1).

Children with dysgraphia may have trouble with letter formation and word spacing in handwriting. They can experience difficulty with written expression, from translating ideas into language, and organizing their thoughts, to using grammar, capital letters, and punctuation correctly. For students with dyslexia, it is often English spelling and sounding out words in reading that are problematic.

Brain imaging studies involving groups of dyslexic and dysgraphic individuals have shows different patterns of fMRI functional connectivity and suggested that the integrity of the white and grey brain matter is also unique for each group (2).

However, research has also indicated that both conditions cause left-hemisphere processing delays compared to children who are classed as 'typical' readers and writers (3). What complicates the situation further is that some children may co-present with both dyslexia and dysgraphia. It's also possible for a student to be struggling with ADHD and dysgraphia.

Keep in mind every learner is unique and no two individuals will have the same set or severity of symptoms. Depending on the difficulties a child experiences, classroom accommodations and strategy training can help.

Phonics and training with sight words can enhance reading fluency in dyslexia and certain dyslexia-friendly fonts may make printed words easier to read. For students with dysgraphia, it can be helpful to explore alternatives to handwriting, such as teaching kids to touch-type on a computer.

The earlier a specific learning difficulty is addressed, the better, as children with language based learning difficulties that go undiagnosed may quickly fall behind their peers. They are also at risk for developing low self-esteem and a negative attitude toward school and learning that can follow them well into adulthood.

Dyslexia

The British Dyslexia Association explains that "Dyslexia is a hidden disability thought to affect around 10% of the population, 4% severely." Dyslexia is not a measure of intelligence, it is simply the result of differences in the way the brain processes language. In fact, many individuals see their dyslexia as one of their greatest strengths.

It has even been associated with out of the box thinking, creativity and enhanced problem solving skills. Nonetheless, the most common form of dyslexia also causes difficulties in identifying the sounds that make up words, which can lead to problems in reading and spelling. This is the result of issues with phonemic awareness or the ability to segment speech into its component sounds.

Spelling in English is further complicated by the opaqueness of the language. Words are not always spelled in the way that they sound and there are many exceptions to the rules.

Learn more about dyslexia strengths, spelling in English and helping students with dyslexia.

What is dysgraphia?

Dysgraphia can affect a child's ability to form letters in writing. It can also impact on their written expression and capacity to translate ideas into language. Children with dysgraphia may produce illegible written work. Letters can be malformed and words written across a page without attention to line and margin spacing.

Unfortunately, there are far fewer research studies of dysgraphia than dyslexia (4) so less is known about the causes. Given the amount of cognitive strain writing activities cause for children with dysgraphia, students may feel frustrated during classroom activities. They may miss out on the content of the lesson due to difficulties with note-taking. As is the case for many students with specific learning disabilities, performance on written quizzes and exams may not accurately reflect the child's knowledge.

Learn more about strategies for individuals who have dysgraphia.

What dyslexia and dysgraphia have in common

Students with dyslexia and learners with dysgraphia regularly produce written work that is below their ability level. It can be quite messy and hard to read. Vocabulary use and spelling skills can be poor as compared to their peers. Students may also avoid activities that involve reading and writing, and can develop a lack of confidence and low self-esteem.

When spelling is particularly problematic, dyslexia can affect a child's fluency in written expression in the same way that dysgraphia does. It may also impact on the way they organize information within paragraphs and in the composition as a whole. Moreover, some students with dyslexia struggle with visual dyslexia, which can interrupt letter formation and mimic the symptoms of dysgraphia. Learn more about the different kinds of dyslexia and how to tell dyslexia from visual processing difficulties.

Recognizing writing related specific learning disabilities

It's important to recognize language disorders that affect writing before they negatively impact on a child's confidenceand self-esteem. Here are somethings to look for:

Awkward posture and grip in writing

When writing problems are a result of poor muscle control or coordination of fine motor skills, such as in dysgraphia and dyspraxia, the physical act of gripping writing utensils can be painful. Students may hold their arms and wrists in an unusual way. Teachers will also observe uneven pressure applied with darker and lighter bits of text or a paper that slips out from under them and moves around the desk. Dyspraxia is not actually classed as a learning difficulty but it can affect students in the same way as dysgraphia does.

Written work doesn't reflect knowledge or ability

If a student consistently underperforms in written exercises, it can be a sign of a specific learning difficulty. A child may use a limited range of words that doesn't match their spoken vocabulary or they may not be able to express themselves in writing and provide answers in the same way as they can orally.

Inconsistent use of spelling, capitalization or punctuation

It can be frustrating to have a student spell words correctly one day, and not the next but this may be an indicator that a learning difficulty is present. Inconsistent spelling is commonly seen in dyslexia. The misuse of capital letters can also be a sign of dysgraphia or visual processing disorders and is sometimes related to difficulty in forming lowercase letters. Learn more about writing capitals vs. lower-case letters.

Avoidance of homework and written assignments

One of the most obvious signs of writing difficulties is a refusal to do homework or sit down to compose written work. Students may be overly fidgety or anxious before writing and they may act out or refuse to participate. Note that children who struggle with attention issues, such as those who have ADHD or ADD, may have difficulty getting started in writing and can benefit from brainstorming activities to help them get going.

Negative attitude towards school

Having a negative attitude toward school and learning can be a sign that a learning difficulty is present. Kids may feel embarrassed in front of their peers because of perceived deficiencies in writing, spelling or reading. They may be ashamed, lack confidence, and have feelings of low self-worth. Moreover, they may be lacking in the ability to get these feelings out through written expression and diary writing. This is why identifying a learning difficulty early on and providing appropriate classroom accommodations is so important.

Learn more about recognizing the signs of dysgraphia in children.

5 Tips for teachers

Here are some things to keep in mind when working with children and older learners who have dysgraphia and/or dyslexia.

1. Pay attention to the time of day. Avoid scheduling writing activities for the end of the day, after lunch, or any other time when students with specific learning disabilities are likely to be tired and have difficulty focusing. For learners with dyslexia and dyspraxia, reading and writing can be particularly draining and this is even more so the case if they are tired to begin with.

2. Keep writing tasks brief. In cases of severe dysgraphia, students will find the act of writing cognitively exhausting. Reducing the amount of text they are expected to produce can help. Schedule a shorter time slot for writing and/or provide frequent breaks so students can get up and walk around the room.

3. Focus on quality over quantity. Every word counts for a student who struggles with written expression. Judge them on the quality vs. the amount of text they produce to allow them to focus their attention on proofreading their work.

4. Allow exams to be taken orally. If reading and writing are a problem, an oral exam will often provide a more accurate assessment of a child's knowledge and allow them to better demonstrate what they have learned. Additionally, dysgraphic students who are okay with reading may do better with multiple choice vs. short answer question types.

5. Teach touch-typing. Using the right typing program can reinforce phonics knowledge and harness muscle memory in the fingers to assist dyslexic students with spelling. Writing on the computer can also eliminate the physical strain of handwriting for children with dysgraphia. Additionally, it opens up access to spell checkers, grammar tools and outlining programs. Taking a multi-sensory approach to typing may be particularly effective for learners who struggle with language disorders.

Learn more about common handwriting problems in children and helping students develop strong writing skills.
TOP TIP: Touch-type Read and Spell is a multi-sensory touch-typing course designed to help students with dyslexia and dysgraphia boost their literacy skills.
Diagnosing dyslexia and dysgraphia

When a child struggles with literacy skills, it can have a spiral effect and impact on all areas of learning. Reading and writing are required across subjects and if dyslexia or dysgraphia have not been diagnosed, a child who turns in messy work with poor spelling, punctuation and organization may be told they are "lazy" or just not "trying hard enough."

This is particularly tragic when students with learning difficulties have spent extra time and effort on an assignment but do not see an improvement in performance. Providing extra encouragement and finding new ways to motivate students can give children with specific learning difficulties the support they need to achieve their full potential in the classroom.

What about dyspraxia and visual processing disorders?

Dyspraxia is characterized by difficulty with fine motor skills. It can make it hard for students to use scissors and hold a pen or pencil in writing. Sometimes, using a thicker pen can help. As with dysgraphia, painful handwriting can be a frustrating experience that prevents children from focusing on the content of their composition. It also distracts from attention to spelling and punctuation.

Visual processing disorders interrupt the brain's processing of visual information, including written language, and can result in irregularly shaped letters and words, as with dysgraphia.

Learn more in these articles on dyspraxia vs. dyslexia and visual processing disorders.

Share your story with us

Do you have experience teaching or parenting kids who struggle with language disorders that affect writing? How did you first recognize there was an issue? Please share any advice you have for supporting learners in the comments below. We look forward to hearing from you!

References
1) Berninger, V., Richards, T. & Abbott, R. (2015). Differential diagnosis of dysgraphia, dyslexia and OWL LD: behavioral and neuroimaging evidence. Reading and Writing, 28(8), 1119-1153.
2) Richards, T. L., Grabowski, T.J., Boord, P., Yagle, K., Askren, M., Mestre, Z., Robinson, P. Welker, O., Gulliford, D., Nagy, W. & Berninger, V. (2015). Contrasting brain patterns of writing-related DTI parameters, fMRI connectivity, and DTI-fMRI connectivity correlations in children with and without dysgraphia or dyslexia. NeuroImage: Clinical, 8, 408-421.
3) Mather, D. (2003). More than written langauge difficulties in common. Journal of Learning Disabilities, 36(4), 307-317.
4) Dohla, D. & Heim, S. (2016). Developmental dyslexia and dysgraphia: what can we learn from the one about the other? Frontiers in Psychology, 6.

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Dyslexia and dysgraphia - what's the difference?

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Many parents and teachers struggle to distinguish between specific learning disabilities that impact on literacy skills. This confusion is made even worse when they have such similar names. While dyslexia is traditionally associated with reading, dysgraphia affects writing.

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4 ways to help students with dyslexia in September

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Learning online was a challenge during lockdown, says one student with dyslexia. But there are strategies that teachers can use to make things easier when schools return

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A range of support resources for children, young people, parents, carers and teachers to facilitate the transition back to school and the challenges they may face.

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Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills.

It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

Delphi definition of dyslexia

Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.

In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.

Across all languages, difficulties in reading fluency and spelling are key markers of dyslexia.

Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.

The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.

Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.

The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e., in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.

Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia.

Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.

The journey to find a new definition of dyslexia

The Dyslexia Delphi Study aimed to establish 'areas of consensus among a wide range of experts' and to reduce 'confusion and misinformation' about how dyslexia should be defined.

The papers have been published in the Journal of Child Psychology and Psychiatry and the Dyslexia Journal.

Carroll, J.M., Holden, C., Kirby, P., Thompson, P.A., Snowling, M.J. and (2025), Toward a consensus on dyslexia: findings from a Delphi study. J Child Psychol Psychiatr. https://doi.org/10.1111/jcpp.1...

Holden, C., Kirby, P., Snowling, M.J., Thompson, P.A. and Carroll, J.M. (2025), Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification. Dyslexia, 31: e1800. https://doi.org/10.1002/dys.18...

It is important to note that the definition identifies the same or similar underlying cognitive indicators of dyslexia as the previous Rose (2009) definition, alongside recognition of its impact on individuals. For this reason, there is no suggestion that anyone diagnosed under the previous definition would not continue to meet the criteria for a diagnosis.

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What is dyslexia? - British Dyslexia Association

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Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is...

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Get the kids moving with these fun games inspired by some of their favourite Disney characters.

These boredom-busting activities will help them reach the 60 active minutes they need every day!

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10 Minute Shake Up games - Healthier Families

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Get the kids moving with these fun games inspired by some of their favourite Disney characters. These boredom-busting activities will help them reach the 60 active minutes they need every day!

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Chat, play, read!

Here are some tips and activities to help your child develop their speech skills:

use things your child is interested in for play, follow their lead and make sure you're physically at their level while playing

if you notice your child looking or pointing at something, talk to them about it before they lose interest in it

picture books introduce your child to new things they haven't seen yet in real life - ask them to tell you the story, or talk about what the characters might be thinking and feeling

make reading, singing and playing even more fun by using lots of actions and different voices

take turns to make noises or speak - your child will be able to hold longer conversations, so slow down your speech, give them plenty of time to respond and listen carefully to what they have to say

talk to your child in short, simple sentences, as it's easier for them to understand you and have a go at copying when they are ready

try to use the same book or sing the same song, as young children learn a lot from repetition

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Find out how you can help your child with their speech & language development. If you have any concerns, talk to your doctor or health visitor.

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An occupational therapy assessment looks at ways we can help children with additional needs carry out key life tasks at home, school and at play.

The aim of an assessment is to identify equipment, adaptations and activities which will help them develop their independence.

Who qualifies for an assessment?

We will carry out an assessment for a child or young person who:

has a physical or neurological condition that significantly impacts their ability to access school facilities, get in and out of their home, bedroom or bathroom, or use a toilet or bath

has a sensory-motor need that significantly impacts their ability to carry out everyday tasks such as washing, going to the toilet, dressing and feeding

is aged 18 or under and lives in Liverpool. Children with a sensory-motor need must also be registered with a local GP

Make an online request

A parent, school, social care or health professional can request an assessment for a child using the online form below.

Request an occupational therapy assessment

What happens next?

We will review your request and let you know our decision within 15 working days.

If we decide to carry out an assessment, we will put the child or young person on our waiting list.

There is a high demand for assessments but we will look at how urgent the child or young person's needs are when we place them on our waiting list.

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Occupational therapy assessments for children

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An occupational therapy assessment looks at ways we can help children with additional needs carry out key life tasks at home, school and at play. The aim of an assessment is to identify equipment, adaptations and activities which will help them develop their independence.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Supporting individuals and families affected by dyspraxia/DCD

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The Children's Occupational Therapy Team is offering a service to our families during the current Corona Virus Pandemic which is in-line with social distancing advice from the Government. This means that face to face appointments are significantly reduced and will be considered on a case by case basis. All work delivered by the service is being prioritised based on risk of harm to children, young people and their families. A significant amount of our support is currently being provided remotely. Any changes to service delivery will be made in line with Government recommendations. We continue to accept referrals to the service.

Please note: SPD awareness sessions are being delivered as webinars, to find more information relating to this please see the flyer located in the documents section titled "Addvanced Solutions Online Training" here you can find dates and booking information.
If you have any questions about appointments, referrals or support please email chot@liverpool.gov.uk or call Careline on 0151 233 3700. Due to a high level of demand we may be slower than usual to respond to enquiries. All enquiries will be dealt with on a priority basis.
If you have an appointment and you or your child is displaying symptoms of Coronavirus (temperature and/ or new and persistent cough) please do not attend your appointment and contact 0151 233 5989 OR chot@liverpool.gov.uk and we will rearrange your appointment.

Who we are:

The Children's Occupational Therapy (OT) team is a community based service for children and young people who live in Liverpool. We pride ourselves in working across Education, Health and Care sectors to support children from 0 - 18 years of age. The service aims to promote independence and inclusion at home, nursery, school, or short breaks settings.

The Occupational Therapists assess children aged 0 - 18 who are experiencing functional difficulties with everyday tasks due to a disability or special educational needs.

Difficulties may include:

self-care - such as bathing, toileting

independence skills - such as using cutlery, dressing

school activities - using scissors, changing for PE classes

play activities

co-ordination difficulties

sensory difficulties

What we do:
Following a referral and assessment the occupational therapist can help to find ways to enable children to participate in activities necessary for life at home, school and play.
Assessment of the home and school environment
If a child is experiencing difficulties with accessing home or school the OT can:

assess your child and their home and/or school environments to identify any barriers to your child participating in family and school life. This includes children with physical disabilities and those with a decreased awareness of danger

recommend ways in which the physical environment can be changed to enable your child to move around the home, get to their bedroom and bathroom, use the toilet or bath or access their school setting

make recommendations about equipment that will help you and your child to carry out everyday activities

support your child with transition to a new school setting by providing advice to the new school on how to reduce physical barriers to learning

Assessment of sensory-motor needs
If a child is experiencing difficulties with motor co-ordination and independence skills the OT can arrange an assessment at our clinic base. Depending on the child's needs identified at the assessment the family will either be offered advice or a block of therapy sessions. The OT will discuss what's important to the child and family and agree on goals to work towards.

The OT will give advice about:

Fine motor coordination skills

Visual perception

Independence skills such as dressing and feeding

Developmental activities

Use of compensatory aids and equipment to promote independence

Upskilling parents and professionals

Clinic base: appointments are offered at the Royal School for the Blind, Church Rd. North Wavertree, L15 6TQ

If your child is struggling with activities of daily living please see the attached resources that can be tried at home and school without an OT assessment. (Please note: do not complete any of the activities if you have been advised against this by a medical practitioner, for example if the child has been given advice about joint protection.)

How do I request an Occupational Therapy assessment?
For a home or school environmental assessment:
Requests for assessment of the home environment can be made by parents and carers. The service can be accessed by making a request for an assessment through Careline. Parents and carers should contact Careline on 0151 233 3700 to make a request by telephone.

Requests for assessment of the home and school environment can be made by education, health and social care professionals. They should complete the Request for Occupational Therapy Form and forward to Careline. This can be faxed on 0151 233 3700 or posted to Careline, Venture Place, Sir Thomas Street, Liverpool, Merseyside, L1 6BW. Parents should be asked for their signed consent before making a request.
Referral criteria for home and/or school environmental assessment:

The child or young person must be under 18 years of age and live in the Liverpool city catchment area;

The child must have a physical or neurological condition which is significantly and persistently impacting on their ability to access their home and/or school and using essential facilities such as getting in and out of the property or school, accessing a bedroom or bathroom, using a toilet and washing facilities.

For an assessment of sensory-motor needs:

Professionals should complete the Request for Occupational Therapy Form and forward to Careline. This can be faxed on 0151 233 3700 or posted to Careline, Venture Place, Sir Thomas Street, Liverpool, Merseyside, L1 6BW. Parents should be asked for their signed consent before making a request.

If you are a parent and feel that an assessment is required for motor co-ordination or self-care please speak to the child's SENCO, School Nurse, GP, Community Paediatrician or Physiotherapist. There may be things that can be put in place or tried first before a requesting occupational therapy involvement. Parents and school should trial general strategies for at least 3 months prior to making a referral. Please refer to the advice leaflets in the documents section of this page for further ideas and guidance.
Referral criteria for a sensory-motor assessment:

The child or young person must be under 18 years of age and be registered with a Liverpool GP;

The child or young person must be experiencing a difficulty that significantly and persistently impacts on their ability to participate in activities of daily living. This may include but is not limited to washing, dressing, feeding and toileting.

Please Note:

It is highly recommended that parents attend a Sensory Processing Awareness session before making a request for a sensory-motor assessment if any of the following are a concern for their child:

Attention and concentration

Behaviour

General developmental delay

What happens after a referral has been made?
The referral is triaged to work out if we are the best service to offer help

If the referral is accepted then we make a decision about the level of need using our triage tool

The timescales to the first assessment are:

Priority referral - we aim to see the child within 9 weeks

Routine referral - we aim to see the child within 18 weeks

Please note: We are currently experiencing high levels of demand for sensory-motor assessments and the waiting times are approximately 25 weeks at the moment.
In Liverpool there are two occupational therapy teams so who do I refer to?
The two occupational therapy teams in Liverpool have different responsibilities.

The Liverpool City Council OT Team sees all children apart from pre-schoolers who aren't attending a nursery.

The Alder Hey OT Team see in-patients and out-patients in the hospital setting, they also see children under 2 years of age who aren't in a nursery setting.
How do I get some advice or find out more about referring to the service?
There is a Duty OT available in office hours Monday to Thursday from 8.30am to 4.45pm and Fridays 8.30am to 4.15pm (excluding Bank Holidays) on 0151 233 5989 or by email to chot@liverpool.gov.uk

If you would like to know more information about Occupational Therapy please visit the RCOT website.

What if my child has Sensory Processing Difficulties?
The Sensory Processing Difficulties (SPD) Offer
For children with sensory processing difficulties a referral is not required to access support. We offer a graduated response in partnership with ADDvanced Solutions.

We advise parents to attend a Sensory Processing Difficulties (SPD) Awareness session with ADDvanced Solutions. They can be contacted on 0151 486 1788 and at http://www.addvancedsolutions.co.uk

We also offer alternative SPD Awareness sessions for parents where their child is under 5 years of age. These are held at Children's Centres across the city. See attached poster for dates and venues. Parents need to contact the Children's Centre to book a place.

Once you have attended an SPD Awareness Session they can book onto an SPD Strategy Workshop with one of our Sensory Integration Advanced Practitioner Occupational Therapists. This is a two and a half hour practical session for parents to learn how to implement the practical strategies which they have learnt about in the previous awareness session. During the workshop you will have the opportunity to try specific strategies, and explore resources which might be helpful for your child. Following this session parents can take the strategies away and try them at home.

Parents are advised to try the strategies for three months. Then if they find they aren't working can call the team for advice on 0151 233 5989. Here you may be offered a telephone consultation, where additional strategies may be given.

We also offer a two day Understanding SPD and Eating Difficulties course in partnership with ADDvanced Solutions for parents and professionals. This can be booked directly with them on 0151 486 1788

Professional awareness sessions are carried out in partnership with ADDvanced Solutions. Professionals should contact them directly on 0151 486 1788 to book onto these.

How do I get a Sensory Processing Assessment for my child?
We are unable to routinely offer assessments for all children with SPD. However, following a telephone consultation with the OT, if your child's needs meet the criteria below the OT may consider making a referral into the SPD service for further support.

Referral criteria:

The child or young person is under 18 years of age and is registered with a Liverpool GP;

Parents have attended a Sensory Processing Difficulties Awareness Session and a Strategy Workshop.

Parents have tried the strategies advised by the OT for at least three months and the child continues to present with sensory processing difficulties that significantly and persistently impacts activities of daily living and academic achievement AND there is a significant risk of: family breakdown, or exclusion from school, or harm to self or others.

What happens next?
If the referral is accepted the OT will give further advice and strategies and may offer short term targeted support.

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Children's Occupational Therapy Liverpool City Council

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Coronavirus update: The Children's Occupational Therapy Team is offering a service to our families during the current Corona Virus Pandemic which is in-line with social distancing advice from the Government. This means that face to face appointments are significantly reduced and will be considered on a case by case basis.