# data[].attributes.body
While substantial literature exists globally, particularly in the U.S., British research has often overlooked the transmission and effects of trauma within Black, Asian and minoritised ethnic communities. Despite being disproportionately exposed to trauma, adversity, and systemic inequality...

# data[].attributes.body
The effects of childhood trauma on the outcomes and development of children and young people are also increasingly understood. Research has found that those who have experienced childhood trauma are twice as likely to experience mental ill health in comparison to peers who have not experienced trauma (Lewis et al., 2019).

# data[].attributes.headline
The relationship between racism and trauma

# data[].attributes.subject
The relationship between racism and trauma

# data[].attributes.body
Some scholars have suggested that symptoms of racial trauma often mirror those of post-traumatic stress disorder (PTSD), such as dissociation, anxiety, difficulty sleeping and depression (Carter et al., 2020; William and Zare, 2022)

# data[].attributes.attachment_link.readable_text
Lower Key Stage 2

Everyone deserves a friend

Suggested age of first use

6 +

Topics Covered

What neurodiversity is.

What type of conditions come under the term neurodiversity.

That someone who has a neurodiversity condition is classed as neurodiverse.

That people who don't have any of these conditions are classed as neurotypical.

That we are all unique, and this includes neurodiverse people.

How to explore some of the qualities of being a good friend.

How to understand some of the boundaries in friendships.

How to promote that children should always tell an adult they know they can trust, if they are worried or scared.

Story Outcomes

I can say what neurodiversity is.

I can name some neurodiversity conditions.

I can tell you why we are all unique, including people with neurodiversity.

I can say why friendships are so important.

I can name different qualities that help make friendships work.

I can tell you some of the friendship boundaries.

# data[].attributes.attachment_link.title
Everyone deserves a friend - The Dog, Duck and Cat Trust

# data[].attributes.attachment_link.description
Lower Key Stage 2 Everyone deserves a friend 6 + What neurodiversity is. What type of conditions come under the term neurodiversity. That someone who has a neurodiversity condition is classed as neurodiverse. That people who don't have any of these conditions are classed as neurotypical.

# data[].attributes.body
50 minute read

# data[].attributes.attachment_link.authors[].name
NCMH (National Centre for Mental Health)

# data[].attributes.headline
An 'Anti Racist Understanding of Deficit Thinking'

# data[].attributes.subject
An 'Anti Racist Understanding of Deficit Thinking'

# data[].attributes.attachment_link.readable_text
Deficit thinking in action

Black Caribbean boys exclusions

Statistics about the disproportionate exclusion of Black boys have been a mainstay in our education system since Bernard Coard first published his pamphlet, How the West Indian Child is made educationally subnormal in the British School System, in 1971.

Some may argue that statistics like this raise awareness. But they also encourage us to think there may be a problem with the Caribbean culture, family structure, or something else associated with being from the Caribbean. As a result, we end up attempting to solve disproportionate exclusion rates through direct work with Black Caribbean boys, instead of grasping the problem of racism in education at its root.

A key priority in education at the moment is closing the attainment gap for young people eligible for Pupil Premium. This concept relies on deficit thinking because it asks young people to "catch up" to a target that we as professionals have set. If we want all young people to succeed, it's crucial that we acknowledge our history in the UK of denying some young people access to the quality education they deserve.

In 2006 Gloria Ladson-Billings wrote a paper called From the Achievement Gap to the Education Debt. She questions the focus on catching young people up, and refocused professionals on the debt we owe to young people from groups we have historically excluded from learning.

# data[].attributes.attachment_link.description
Deficit thinking in action Black Caribbean boys exclusions Statistics about the disproportionate exclusion of Black boys have been a mainstay in our education system since Bernard Coard first published his pamphlet, How the West Indian Child is made educationally subnormal in the British School System, in 1971.

# data[].attributes.headline
Adultification bias within child protection and safeguarding - Jahnine Davis

# data[].attributes.subject
Adultification bias within child protection and safeguarding - Jahnine Davis

# data[].attributes.headline
The maternal mental health experiences of young moms

# data[].attributes.subject
The maternal mental health experiences of young moms

# data[].attributes.body
Trauma informed approaches for women

# data[].attributes.headline
Anthony Davis Presenting Issues Intersections of trauma

# data[].attributes.subject
Anthony Davis Presenting Issues Intersections of trauma

# data[].attributes.headline
Lets talk about racism and micro-aggressions

# data[].attributes.subject
Lets talk about racism and micro-aggressions

# data[].attributes.attachment_link.readable_text
This page (together with the documents referred to on it) tells you the terms of use on which you may make use of our website https://practice-supervisors.rip.org.uk/ (our site), whether as a guest or a registered user.

Please read these terms of use carefully before you start to use the site. By using our site, you indicate that you accept these terms of use and that you agree to abide by them. If you do not agree to these terms of use, please refrain from using our site.

Information about us

https://practice-supervisors.rip.org.uk/ is a subsidiary site operated by The Dartington Hall Trust ("We"). We are registered in England and Wales as a company (1485560) and charity (279756) and have our registered office at Elmhirst Centre, Dartington Hall, Dartington, Totnes TQ9 6EL. Our VAT number is 402196875.

Accessing our site

Access to our site is permitted on a temporary basis, and we reserve the right to withdraw or amend the service we provide on our site without notice (see below). We will not be liable if for any reason our site is unavailable at any time or for any period.
When using our site, you must comply with the provisions of our "acceptable use policy" (below). You are responsible for making all arrangements necessary for you to have access to our site. You are also responsible for ensuring that all persons who access our site through your internet connection are aware of these terms, and that they comply with them.
Organisations can subscribe to our service and members of the subscribing organisation will be provided with a user login and password.
Some areas of the site are have restricted access for registered users only. If you choose, or you are provided with, a user login, password or any other piece of information as part of our security procedures, you must treat such information as confidential, and you must not disclose it to any third party. We have the right to disable any user login or password, whether chosen by you or allocated by us, at any time, if in our opinion you have failed to comply with any of the provisions of these terms of use.
More information on how we use cookies is available on our Cookies page.

Intellectual property rights

As a guest of the site you may print off one copy, and may download extracts, of any page(s) from our site for your personal reference and you may draw the attention of others within your organisation to material posted on our site.
As a registered user, you may print off multiple copies and may download multiple documents. These documents must only be used internally within the subscribing organisation to support your work. You must not pass on any part of the materials on our site to third parties and you must not use any part of the materials on our site for commercial purposes without obtaining a licence to do so from us or our licensors.
Either as a guest or a registered user, you must not modify the paper or digital copies of any materials you have printed off or downloaded in any way, and you must not use any illustrations, photographs, video or audio sequences or any graphics separately from any accompanying text. Our status (and that of any identified contributors) as the authors of material on our site must always be acknowledged.
If you print off, copy or download any part of our site in breach of these terms of use, your right to use our site will cease immediately and you must, at our option, return or destroy any copies of the materials you have made.
All Research in Practice (RiP) trademarks, service marks, trade names, logos, domain names, and any other features of the RiP brand are the sole property of RiP. We are the owner or the licensee of all intellectual property rights in our site, and in the material published on it. Those works are protected by copyright laws and treaties around the world. All such rights are reserved.
Our site changes regularly
We aim to update our site regularly, and may change the content at any time. If the need arises, we may suspend access to our site, or close it indefinitely. Any of the material on our site may be out of date at any given time, and we are under no obligation to update such material.
Our liability
The material displayed on our site is provided without any guarantees, conditions or warranties as to its accuracy. To the extent permitted by law, we, other members of our group of companies and third parties connected to us hereby expressly exclude:

All conditions, warranties and other terms which might otherwise be implied by statute, common law or the law of equity.

Any liability for any direct, indirect or consequential loss or damage incurred by any user in connection with our site or in connection with the use, inability to use, or results of the use of our site, any websites linked to it and any materials posted on it, including:

loss of income or revenue;

loss of business;

loss of profits or contracts;

loss of anticipated savings;

loss of data;

loss of goodwill;

wasted management or office time; and whether caused by tort (including negligence), breach of contract or otherwise, even if foreseeable, provided that this condition shall not prevent claims for loss of or damage to your tangible property or any other claims for direct financial loss that are not excluded by any of the categories set out above.

This does not affect our liability for death or personal injury arising from our negligence, nor our liability for fraudulent misrepresentation or misrepresentation as to a fundamental matter, nor any other liability which cannot be excluded or limited under applicable law.

Information about you and your visits to our site

We process information about you in accordance with our "privacy policy" (below). By using our site, you consent to such processing and you warrant that all data provided by you is accurate.

Transactions concluded through our site

Contracts for the supply of goods, services or information formed through our site or as a result of visits made by you are governed by our "terms and conditions of supply" (below).
Uploading material to our site
Whenever you make use of a feature on our site that allows you to upload material to our site, or to make contact with other users of our site, you must comply with the content standards set out in our "acceptable use policy" (below). You warrant that any such contribution does comply with those standards, and you indemnify us for any breach of that warranty.
Any material you upload to our site will be considered non-confidential and non-proprietary, and we have the right to use, copy, distribute and disclose to third parties any such material for any purpose.
We will not be responsible, or liable to any third party, for the content or accuracy of any materials posted by you or any other user of our site.
We have the right to remove any material or posting you make on our site if, in our opinion, such material does not comply with the content standards set out in our acceptable use policy (below).
Viruses, hacking and other offences
You must not misuse our site by knowingly introducing viruses, trojans, worms, logic bombs or other material which is malicious or technologically harmful. You must not attempt to gain unauthorised access to our site, the server on which our site is stored or any server, computer or database connected to our site. You must not attack our site via a denial-of-service attack or a distributed denial-of service attack.
By breaching this provision, you would commit a criminal offence under the Computer Misuse Act 1990. We will report any such breach to the relevant law enforcement authorities and we will co-operate with those authorities by disclosing your identity to them. In the event of such a breach, your right to use our site will cease immediately.
We will not be liable for any loss or damage caused by a distributed denial-of-service attack, viruses or other technologically harmful material that may infect your computer equipment, computer programs, data or other proprietary material due to your use of our site or to your downloading of any material posted on it, or on any website linked to it.
Linking to our site
You may link to our home page, provided you do so in a way that is fair and legal and does not damage our reputation or take advantage of it, but you must not establish a link in such a way as to suggest any form of association, approval or endorsement on our part where none exists.
You must not establish a link from any website that is not owned by you.
Our site must not be framed on any other site, nor may you create a link to any part of our site other than the home page. We reserve the right to withdraw linking permission without notice. The website from which you are linking must comply in all respects with the content standards set out in our acceptable use policy (below).
If you wish to make any use of material on our site other than that set out above, please address your request to ask@rip.org.uk.
Links from our site
Where our site contains links to other sites and resources provided by third parties, these links are provided for your information only. We have no control over the contents of those sites or resources, and accept no responsibility for them or for any loss or damage that may arise from your use of them.
Jurisdiction and applicable law
The English courts will have non-exclusive jurisdiction over any claim arising from, or related to, a visit to our site although we retain the right to bring proceedings against you for breach of these conditions in your country of residence or any other relevant country.
These terms of use and any dispute or claim arising out of or in connection with them or their subject matter or formation (including non-contractual disputes or claims) shall be governed by and construed in accordance with the law of England and Wales.
Trade marks
RESEARCH IN PRACTICE, RESEARCH IN PRACTICE FOR ADULTS and REASON are registered trade marks of The Dartington Hall Trust.
Acceptable use
Prohibited uses:
You may use our site only for lawful purposes. You may not use our site:

In any way that breaches any applicable local, national or international law or regulation.

In any way that is unlawful or fraudulent, or has any unlawful or fraudulent purpose or effect.

For the purpose of harming or attempting to harm minors in any way.

To send, knowingly receive, upload, download, use or re-use any material which does not comply with our content standards (below).

To transmit, or procure the sending of, any unsolicited or unauthorised advertising or promotional material or any other form of similar solicitation (spam).

To knowingly transmit any data, send or upload any material that contains viruses, Trojan horses, worms, time-bombs, keystroke loggers, spyware, adware or any other harmful programs or similar computer code designed to adversely affect the operation of any computer software or hardware.

You also agree:

Not to reproduce, duplicate, copy or re-sell any part of our site in contravention of the provisions of our terms of website use (above).

Not to access without authority, interfere with, damage or disrupt:

any part of our site;

any equipment or network on which our site is stored;

any software used in the provision of our site; or

any equipment or network or software owned or used by any third party.

Interactive services
We may from time to time provide interactive services on our site, including, without limitation:

Where we do provide any interactive service, we will provide clear information to you about the kind of service offered, if it is moderated and what form of moderation is used (including whether it is human or technical).
We will do our best to assess any possible risks for users (and in particular, for children) from third parties when they use any interactive service provided on our site, and we will decide in each case whether it is appropriate to use moderation of the relevant service (including what kind of moderation to use) in the light of those risks. However, we are under no obligation to oversee, monitor or moderate any interactive service we provide on our site, and we expressly exclude our liability for any loss or damage arising from the use of any interactive service by a user in contravention of our content standards, whether the service is moderated or not.
The use of any of our interactive services by a minor is subject to the consent of their parent or guardian. We advise parents who permit their children to use an interactive service that it is important that they communicate with their children about their safety online, as moderation is not foolproof. Minors who are using any interactive service should be made aware of the potential risks to them.
Where we do moderate an interactive service, we will normally provide you with a means of contacting the moderator, should a concern or difficulty arise.
Content standards
These content standards apply to any and all material which you contribute to our site (Contributions), and to any interactive services associated with it.
You must comply with the spirit of the following standards as well as the letter. The standards apply to each part of any contribution as well as to its whole.
Contributions must:

Be accurate (where they state facts).

Be genuinely held (where they state opinions).

Comply with applicable law in the UK and in any country from which they are posted.

Contributions must not:

Contain any material which is defamatory of any person.

Contain any material which is obscene, offensive, hateful or inflammatory.

Promote sexually explicit material.

Promote violence.

Promote discrimination based on race, sex, religion, nationality, disability, sexual orientation or age.

Infringe any copyright, database right or trade mark of any other person.

Be likely to deceive any person.

Be made in breach of any legal duty owed to a third party, such as a contractual duty or a duty of confidence.

Promote any illegal activity.

Be threatening, abuse or invade another's privacy, or cause annoyance, inconvenience or needless anxiety.

Be likely to harass, upset, embarrass, alarm or annoy any other person.

Be used to impersonate any person, or to misrepresent your identity or affiliation with any person.

Give the impression that they emanate from us, if this is not the case.

Advocate, promote or assist any unlawful act such as (by way of example only) copyright infringement or computer misuse.

Suspension and termination
We will determine, in our discretion, whether there has been a breach of this acceptable use policy through your use of our site. When a breach of this policy has occurred, we may take such action as we deem appropriate.
Failure to comply with this acceptable use policy constitutes a material breach of the terms of use upon which you are permitted to use our site, and may result in our taking all or any of the following actions:

Immediate, temporary or permanent withdrawal of your right to use our site.

Immediate, temporary or permanent removal of any posting or material uploaded by you to our site.

Issue of a warning to you.

Legal proceedings against you for reimbursement of all costs on an indemnity basis (including, but not limited to, reasonable administrative and legal costs) resulting from the breach.

Further legal action against you.

Disclosure of such information to law enforcement authorities as we reasonably feel is necessary.

We exclude liability for actions taken in response to breaches of this acceptable use policy. The responses described in this policy are not limited, and we may take any other action we reasonably deem appropriate.
Changes to the acceptable use policy
We may revise this acceptable use policy at any time by amending this page. You are expected to check this page from time to time to take notice of any changes we make, as they are legally binding on you. Some of the provisions contained in this acceptable use policy may also be superseded by provisions or notices published elsewhere on our site.
Your concerns
If you have any concerns about material which appears on our site, please contact .
Thank you for visiting our site.

# data[].attributes.attachment_link.title
Lets talk about racism and micro-aggressions - Practice Supervisor Development Programme Repository

# data[].attributes.attachment_link.description
The killing of George Floyd in the United States in 2020 and its galvanising impact on the Black Lives Matter [...]

# data[].attributes.headline
The Consortium on Practices on Wellbeing and Resilience in BAME Families and Communities

# data[].attributes.subject
The Consortium on Practices on Wellbeing and Resilience in BAME Families and Communities

# data[].attributes.headline
Exploring Neurodiversity through an intersectional lens | John Innes Centre

# data[].attributes.subject
Exploring Neurodiversity through an intersectional lens | John Innes Centre

# data[].attributes.body
Helpful to pause at 17:41 section 1 of webinar

# data[].attributes.attachment_link.title
Exploring Neurodiversity through an intersectional lens | John Innes Centre

# data[].attributes.attachment_link.description
Our Neurodiversity Project aims to shed light on the unique challenges faced by individuals who navigate multiple layers of marginalisation.

# data[].attributes.headline
What is Neurodiversity? with Dr Chloe Farahar

# data[].attributes.subject
What is Neurodiversity? with Dr Chloe Farahar

# data[].attributes.attachment_link.title
What is Neurodiversity? with Dr Chloe Farahar

# data[].attributes.body
10 minute read

# data[].attributes.body
The Family Experience of PDA

# data[].attributes.attachment_link.readable_text
Eliza Fricker is an illustrator and author whose deceptively simple illustrations give way to endearingly perceptive and detailed observations, which are often irreverently humorous and highly emotional.

She writes about autism and education with beautiful artistic expression of difference in today's society.

Her work serves as a thought provoking and valuable contribution to visibility, acceptance and support.

Her publications act as a way to communicate difficult circumstances with teachers, educators, social workers, other parents and friends of those also experiencing these issues, with the hope of providing a drop more humanity in the world.

# data[].attributes.attachment_link.title
The Family Experience of PDA: An Illustrated Guide to Pathological Demand Avoidance

# data[].attributes.attachment_link.description
Eliza Fricker gets it. She knows how difficult PDA parenting can be, but she puts fun and humour back into it, despite the occasional mishaps! Humorous, quirky comic strips and empathetic writing will give essential advice and tips on how to navigate the challenges of PDA parenting.

# data[].attributes.attachment_link.title
Autism Acceptance Training | Spectrum Gaming

# data[].attributes.attachment_link.description
Specializing in acceptance-based strategies, Accepting Behaviour aids schools and families nationwide to support neurodivergent children. Founded by experienced specialists.

# data[].attributes.attachment_link.readable_text
"Your child could be one of the lucky ones and get a job shelf stacking in the supermarket" - Said by a SEN officer during annual review meeting for a 7 year old
Lets Reframe... "Your son has many strengths and interests, what are his aspirations for the future?"

Top Tip! The original comment is inappropriate and unnecessary. Avoid comments or judgements about future employability and focus on the child's current strengths and needs.

"Poor you, I don't know how you cope..." - Said by a variety of friends, family members and neighbours
Lets Reframe... "I can see you are working super hard to support your child. Is there any help we can offer to support you?"

Top Tip! The original comment frames the child as a burden and is dismissive, rather than supportive. Offer additional support and let them know what a good job they are doing.

"Your son isn't disabled enough to access our services" - Said by a social worker
Lets Reframe... "From our initial assessment your son's needs do not meet our threshold, because xyz. Would you like to add any additional information that may support the application or maybe we could explore some alternative support services to meet all of your families' current needs."

Top Tip! The original comment is inappropriate and invalidating. An explanation as to why the child does not meet the threshold and an offer of alternative support is much more beneficial and supportive to a family in this situation. This will avoid a family feeling let down and with no-where to turn.

"We are more like a babysitting service for your son, he does not come to school to learn" - Said by a Head teacher of a mainstream school
Lets Reframe... "Your son seems to be struggling in school at the moment and finds the learning environment challenging. Shall we all get together and plan a way forward for your son?"

Top Tip! The original comment is unhelpful, framing it as a choice of the child or that the parent is to blame. It fails to recognise school's responsibility in ensuring that the child can access the learning and that their needs are catered for.

"There's no point making another appointment as she won't participate"- Said by an audiologist during a hearing assessment
Lets Reframe... "She seems to be finding it difficult to engage with the test. Can you think of anything that may make it easier for her or would you like to try at another time?"

Top Tip! Parent's know their children best. It may be that the child has had a particularly difficult morning or that there is something in the room that is distracting. Acknowledging that the parent may be able to offer some tips as to how to engage their child, empowers parents and acknowledges the need to make the test accessible for each individual.

"They are fine in school" - Said by a Teacher
Lets Reframe... "Tell me more about what they find difficult at home and any concerns that you have. We will work together to ensure that we identify what we can do to support your child. Some next steps could be further assessment and support from other professionals."

Top Tip! Always remain curious rather than judgemental. The original comment is dismissive and may even suggest to a parent that the professional believes the home environment is to blame for the child's differing presenting needs. All professionals need to be fully aware of Masking as this could always be a potential reason. In any case, we need to acknowledge the parents' concerns to ensure that they feel listened to, understood and supported.

"They don't look autistic" - Said by a GP
Lets Reframe... "Let's discuss your child's unique set of strengths and challenges to get a full picture of their profile, then we can discuss next steps."

Top Tip! Autistic people don't have a 'look'. It is a comment which reflects a lack of knowledge and completely invalidates the family's thoughts/needs and knowledge of their own child.

# data[].attributes.attachment_link.description
The POW Project is a collaboration from Wolverhampton Outreach Service and Voice4Parents Wolverhampton. The aim of the project is to inspire positive change in the language used by professionals when speaking about children with SEND.

# data[].attributes.body
15 minute watch

# data[].attributes.attachment_link.title
The Power of Words | Voice4Parents Wolves

# data[].attributes.attachment_link.description
The Power of Words Project video, co-produced with Wolverhampton Outreach Service is NOW AVAILABLE.

# data[].attributes.headline
SEND Parent Partnerships with special guest Danise B. Grant

# data[].attributes.subject
SEND Parent Partnerships with special guest Danise B. Grant

# data[].attributes.attachment_link.title
SEND Parent Partnerships with special guest Danise B. Grant

# data[].attributes.attachment_link.description
In this episode we are discussing the difficult tripartite relationship between the LA; Parents and School

# data[].attributes.headline
Podcast- The Power of Language with our SEND Kids with Ali Fanshawe

# data[].attributes.subject
Podcast- The Power of Language with our SEND Kids with Ali Fanshawe

# data[].attributes.body
1 hour 3 minute listen

# data[].attributes.attachment_link.readable_text
SENDcast Sessions are a new way for schools to access high quality CPD from SEND experts brought to you by the SENDcast. It's the same great guests featured on our weekly podcast, delivering focused 1-hour online training sessions on a wide range of SEND topics.

SENDcast Sessions provide schools with in depth content that can be accessed forever. Build a library of online CPD that your school can continue to use in the future - choose from over 100 training sessions!

# data[].attributes.attachment_link.title
The Power of Language with our SEND Kids - Ali Fanshawe

# data[].attributes.attachment_link.description
Ali is the founder of FizzyKids and author of the book "How to stop telling your kids to calm down (and why it doesn't work anyway)".

# data[].attributes.body
55.59 minutes listening time

# data[].attributes.attachment_link.readable_text
The social and emotional development, mental health, and wellbeing of children have become critical issues, with a crisis now widely recognised. NHS Digital reports that 1 in 5 children face mental health challenges, and we continue to see alarming rates of exclusions and suspensions, even in primary schools.

It's clear that a strategic approach to prioritising children's social and emotional literacy, health, and wellbeing is essential for school improvement and positive outcomes.

In this episode, Clare Williams, author and creator from Hamish & Milo Wellbeing Resources discusses 'Creating an SEMH inclusive school', highlighting the pressing need for schools to adopt practices that foster social, emotional, and mental health (SEMH) support for ALL students, not just those with SEND.

Hamish & Milo advocate for inclusive, relational practices while ensuring that staff have access to evidence-based resources, qualitative CPD training, impact measurement tools, and opportunities for collaboration with parents.

Clare focuses on the 8 Public Health England Principles to promote a whole school approach:

1. Leadership and management

2. Ethos and environment

3. Curriculum and teaching and learning

4. Enabling student voice

5. Staff development

6. Identifying need and monitoring impact

7. Targeted support

8. Working with parents and carers

# data[].attributes.attachment_link.description
Clare Williams highlights the pressing need for schools to adopt practices that foster SEMH support for ALL students.

# data[].attributes.attachment_link.description
Clicking on the book covers will take you to the publisher’s websites where the books are available for purchase. You can also purchase some books directly from me for the prices indicated.

# data[].attributes.attachment_link.description
The Local Offer lets parents and young people know what special educational needs and disabilities services are available in Walsall, and who can access them.

# data[].attributes.attachment_link.readable_text
Latest news

A Walsall team which supports and treats adults and children with Tuberculosis (TB) - a major infectious disease - is helping to raise awareness among the borough's communities. On World [...]

# data[].attributes.attachment_link.description
Walsall Healthcare NHS Trust provides local general hospital and community services to around 260,000 people in Walsall and the surrounding areas.

# data[].attributes.attachment_link.readable_text
We support children and young people aged 0 - 18 with a wide range of mental health difficulties in Dudley, Sandwell, Walsall and Wolverhampton.

Mental health is something we all have and, just like physical health, at some times in our lives we struggle with it. Sometimes we develop mental health problems, such as feeling very sad or worrying a lot. When this happens, these difficulties can stop us living our life in the way we want to.

Our team of trained Children's mental health professionals work, every day towards recovery, with young people who are experiencing mental health difficulties such as psychosis, eating disorders and anxiety/depression. The focus is on helping the young person understand their mental health issues, build coping skills and find change through a range of therapeutic interventions.

We want to help the young person to recover from the mental health issues sufficiently to reach their potential. To achieve this all of the adults around a child play a part in building their confidence and supporting the young person and their families/carers.

How to refer

Black Country CAMHS offers help to young people with complex, severe or enduring emotional and mental health problems. We support young people who are aged between 0-18 years of age and who are registered with a Black Country GP.

At present, young people are referred into our service by a professional who knows what CAMHS offers, and knows the young person.

We accept referrals from these types of professionals:

GPs

Social Workers

Health Visitors

School Professionals

Paediatricians / Hospital Doctors

Paediatric Occupational Therapists

Specialist Nurses

School Nurses

If you are a referrer, wishing to refer a Child in Care, both Referral Forms (SPA and Additional Information) must be completed.
Referral Forms
You can access and download copies of our Black Country CAMHS Referral Forms here:
Black-Country-SPA-Referral-Form-v4.docx CAMHS-CYPiC-Additional-Information-Form-Black-Country-v2.docx

Virtual tour of services

We have worked with i360uk.com to create virtual tours of our children and adolescent mental health community services. This is so we can help young people prepare before they attend their appointments with an opportunity to familiarise themselves with a venue before they visit.

See a virtual tour of:

Canalside (Walsall CAMHS)

The Gem Centre, (Wolverhampton CAMHS)

Ladies Walk Health Centre, Dudley

Lodge Road, (Sandwell CAMHS)

Pinfold Health Centre, Walsall

The Elms Health Centre, (Dudley CAMHS)

Wysa App

Wysa is a wellbeing AI app, free to download on Google and Apple Stores.

Wysa can help young people with feelings of low mood, stress, anxiety and much more.

Young people from the Black Country can download the app using the QR code for the area they live in for free premium access.

Some smartphones may automatically apply the premium access code (after the QR is scanned).

You will find a section for each locality, and the unique code to enter to access premium content for free. Please ensure you use the right code for where you live.
Text-only version of the flyer. Dudley Wysa
Scan the QR code and enter the code BCDU2023 for free premium access
If you are accessing this site on a laptop or desktop, please scan the QR code with your phone to allow you to download the app from the relevant store. If you are accessing this site via your mobile click on the Apple or Play store link - this will take you directly to the app store for your device to allow you to download the app
Read about how Wysa can help young people from Dudley : BC Wysa Teen E-Flyer Dudley
Sandwell Wysa
Wysa Apple Store / Wysa Google Play

Scan the QR code and enter the code BCDU2023 for free premium access

If you are accessing this site via your mobile click on the Apple or Play store link- this will take you directly to the app store for your device to allow you to download the app

If you are accessing this site on a laptop or desktop, please scan the QR code with your phone to allow you to download the app from the relevant store.

​​​​Read about how Wysa can help young people from Sandwell: BC Wysa Teen E-Flyer Sandwell
Walsall Wysa
Wysa Apple Store / Wysa Google Play

Scan the QR code and enter the code BCDU2023 for free premium access

If you are accessing this site via your mobile click on the Apple or Play store link​​​​​​​ - this will take you directly to the app store for your device to allow you to download the app

If you are accessing this site on a laptop or desktop, please scan the QR code with your phone to allow you to download the app from the relevant store.

​​​​​​​​​​​​​​Read about how Wysa can help young people from Walsall: BC Wysa Teen E-Flyer Walsall
​​​​​​​​​​​​​​ Wolverhampton Wysa
Wysa Apple Store / Wysa Google Play

​​​​​​​Scan the QR code and enter the code BCDU2023 for free premium access​​​​​​​

If you are accessing this site via your mobile click click on the Apple or Play store link​​​​​​​- this will take you directly to the app store for your device to allow you to download the app

If you are accessing this site on a laptop or desktop, please scan the QR code with your phone to allow you to download the app from the relevant store.

​​​​​​​​​​​​​​You can read about how Wysa can help young people from Wolverhampton here: BC Wysa Teen E-Flyer Wolverhampton

Wysa Apple Store / Wysa Google Play

​​​​​​​

iThrive model

One of the ways we think about children and their mental health needs is something called the iThrive Model.

This way of thinking describes that children have all sorts of useful and important support in their lives. That this support, be it teachers or family or significant community members, is a vital part of helping children to thrive and helping children when there is something that gets in the way of their Thriving. Those same people can offer excellent advice and guidance based on their own experience and understanding when there are challenges.

There is also the opportunity to 'Get Help' which is usually a brief tailored intervention to help a young person resolve the challenges they face and when this might not be sufficient we might think about 'Getting More Help' which could be intervention from specialists like in Specialist CAMHS. When safety is at risk we add in Risk Support.

The help that a young person should be offered is based around what is most likely to be useful for them rather than 'how serious' the difficulty seems. We believe it is important to ensure that children and family achieve the success with the right amount of help.

# data[].attributes.attachment_link.title
Child and Adolescent Mental Health Services - CAMHS

# data[].attributes.attachment_link.description
We support children and young people aged 0 - 18 with a wide range of mental health difficulties in Dudley, Sandwell, Walsall and Wolverhampton. Mental health is something we all have and, just like physical health, at some times in our lives we struggle with it.

# data[].attributes.attachment_link.readable_text
Should you need urgent health advice please contact your GP or call NHS 111. In an emergency please visit A&E or call 999

Select your location for up-to-date news and information in your local area My Area

Get me out of here

Starting secondary school

Love your body, love yourself, #lovehealth

Cookie consent

We use cookies to improve your experience on our website. To find out more, review our cookie policy.

Find help in your local area

# data[].attributes.attachment_link.title
Health For Teens | Everything you wanted to know about health

# data[].attributes.attachment_link.description
Health for Teens offers a great choice of content and quizzes across all areas of your health, from sexual health to your feelings, growing up, lifestyle and much more.

# data[].attributes.attachment_link.readable_text
Should you need urgent health advice please contact your GP or call NHS 111. In an emergency please visit A&E or call 999.

Hailey
Comet

"Germs from our sneezes can travel up to 100 miles an hour! Wow that's almost as fast as a rocket!" Blast off to Planet X and learn more about avoiding illness.

Let's Go!

Sorry, your browser doesn't support canvas.
Please try another.

Hailey
Comet

"Germs from our sneezes can travel up to 100 miles an hour! Wow that's almost as fast as a rocket!" Blast off to Planet X and learn more about avoiding illness.

Let's Go!

The world of health

Take a trip and explore the fascinating world of Health for Kids. Tap a screen and away you go.

Read all about it!

Don't let the weather stop you from exercising!

There are lots of fun things you can do indoors. Why not dance along to our Jungle Boogie zumba session?

Hey! Grown Ups!

Our resource area for parents and carers offers a wealth of information to help you support your children to be healthy and happy as they grow.

Find top tips and advice on all aspects of children's emotional and physical health, from keeping kids active and eating well, to building their confidence and equipping them to cope with specific health issues.

Let's Go!

Cookie consent

We use cookies to improve your experience on our website. To find out more, review our cookie policy.

# data[].attributes.attachment_link.description
Should you need urgent health advice please contact your GP or call NHS 111. In an emergency please visit A&E or call 999. "Germs from our sneezes can travel up to 100 miles an hour! Wow that's almost as fast as a rocket!" Blast off to Planet X and learn more about avoiding illness.

# data[].attributes.headline
Social, Emotional and Mental Health 3-5 years 

# data[].attributes.subject
Social, Emotional and Mental Health 3-5 years 

# data[].attributes.headline
Social Emotional and Mental Health 0-2 yrs 

# data[].attributes.subject
Social Emotional and Mental Health 0-2 yrs 

# data[].attributes.headline
Communication and interaction 3-5 years 

# data[].attributes.subject
Communication and interaction 3-5 years 

# data[].attributes.headline
Recommended Books from Walsall SEND partners

# data[].attributes.subject
Recommended Books from Walsall SEND partners

# data[].attributes.body
https://wordery.com/a-kids-book-about-executive-functioning-iris-wong-9798892810289

https://wordery.com/all-eyes-on-ozzy-k-fai-steele-9780062748584

https://wordery.com/daisy-the-daydreamer-jennifer-p-goldfinger-9780823453559

https://wordery.com/i-dont-want-to-be-quiet-laura-ellen-anderson-9781526602442

https://wordery.com/little-messy-marcy-su-cherie-fu-author-julie-kwon-illustrator-9780759556096

https://wordery.com/my-wandering-dreaming-mind-merriam-sarcia-saunders-author-tammie-lyon-illustrator-9781433831836

https://wordery.com/my-whirling-twirling-motor-merriam-sarcia-saunders-author-tammie-lyon-illustrator-9781433829369

https://wordery.com/next-level-samara-cole-doyon-author-kaylani-juanita-artist-9781668936832

https://wordery.com/sonia-and-the-super-duper-disaster-rachel-funez-author-kelly-kennedy-illustrator-9798885543903

https://wordery.com/stop-and-smell-the-cookies-gibson-frazier-author-micah-player-artist-9780525517146

https://wordery.com/the-boring-book-adam-ciccio-9781605378176

https://wordery.com/theres-a-yeti-in-my-tummy-meredith-rusu-author-martn-morn-artist-9780829457056

https://wordery.com/wiggles-stomps-and-squeezes-calm-my-jitters-down-lindsey-rowe-parker-9781952782688

https://wordery.com/wonderfully-wired-brains-louise-gooding-author-ruth-burrows-illustrator-9780241568163

https://wordery.com/zains-super-friday-hena-khan-author-nez-riaz-illustrator-9781643794242

https://www.amazon.co.uk/Unstoppable-Me-Susan-Verde/dp/0374307385

https://www.amazon.co.uk/Betty-Circus-Surprise-Reese-Witherspoon/dp/0593525124

https://www.amazon.co.uk/Different-Thinkers-Katia-Fredriksen-PhD/dp/B0CCSP1BX4

https://www.amazon.co.uk/My-Busy-Brain-Abcds-ADHD/dp/1634894227

https://www.amazon.co.uk/My-Life-ADHD-Mari-Schuh/dp/1681526387

https://www.amazon.co.uk/Brain-Race-Car-childrens-neuro-divergent/dp/B0BRZ66VMC

https://www.amazon.co.uk/Flap-Your-Hands-Celebration-Stimming/dp/1643792008

https://www.amazon.co.uk/Too-Much-Overwhelming-Jolene-Guti%C3%A9rrez/dp/1419764268

https://www.amazon.co.uk/I-Dont-Want-Be-Quiet/dp/152660244X

https://www.amazon.co.uk/Wepa-J-Vega/dp/1948066548

https://www.amazon.co.uk/Always-Happens-Sometimes-Kiley-Frank/dp/1984852434

# data[].attributes.attachment_link.readable_text
How our brain and body deal with information from our senses can affect how we cope with or react to things.

Our senses enable us to experience the world around us. The way our brain organises and interprets all this sensory information and then allows us to respond appropriately is called sensory integration or sensory processing.

We're all unique, so it's normal to have differences in how we process sensory information. But sometimes, these differences can make things tricky for some people, especially when it comes to certain activities. These differences can affect how well we understand or cope with sensory information, which then impacts how we can participate in daily activities.

A Day in the Life of... Stories

The following stories illustrate how people living with sensory differences may find those differences impact their day. Some sensory differences can have positive impacts, such as a keen eye for detail or a rich enjoyment of music. Here, we focus on the challenges of sensory differences to highlight areas where individuals may need support and adaptations to routines and environments.

Scroll down to read these stories of sensory differences or you can download them here:
A Day in the Life of a Child with Sensory Integration Difficulties.pdf A Day in the Life of a Teenager with Sensory Integration Difficulties.pdf A Day in the Life of an Adult with Sensory Integration Difficulties.pdf A Day in the Life of an Older Adult with Sensory Integration Difficulties.pdf

# data[].attributes.attachment_link.description
What is it like to have sensory integration differences? How our brain and body deal with information from our senses can affect how we cope with or react to things.

# data[].attributes.attachment_link.readable_text
This illustrated book is ideally suited for readers aged 7 and upwards and occupational therapists, teachers, parents, family members and friends of those with sensory processing difficulties.

# data[].attributes.attachment_link.title
Can I tell you about Sensory Processing Difficulties?: A guide for friends, family and professionals

# data[].attributes.attachment_link.description
Buy Can I tell you about Sensory Processing Difficulties?: A guide for friends, family and professionals by Sue Allen (ISBN: 9781849056403) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.body
5 minute read

# data[].attributes.headline
Reasonable adjustments possible at school 

# data[].attributes.subject
Reasonable adjustments possible at school 

# data[].attributes.body
10 minute read

# data[].attributes.body
90 minute read

# data[].attributes.body
30 minute report

# data[].attributes.body
30 minute read.

# data[].attributes.body
30 minute read.

# data[].attributes.headline
Sensory Support Strategies In The Classroom

# data[].attributes.subject
Sensory Support Strategies In The Classroom

# data[].attributes.body
58 minutes long

# data[].attributes.attachment_link.title
Sensory Support Strategies In The Classroom

# data[].attributes.attachment_link.description
Arron Hutchinson, Education Training Director and Therapeutic Practitioner of The ADHD Foundation Neurodiversity Charity, presents Sensory Support Strategies In The Classroom. Arron will explore all of the senses & sensory-seeking and sensory-avoiding behaviour.

# data[].attributes.body
A presentation for primary school children- 20 Minutes long

# data[].attributes.attachment_link.title
Neurodiversity Celebration Week: primary presentation : Mentally Healthy Schools

# data[].attributes.attachment_link.description
A presentation for a primary school assembly introducing the topic of neurodiversity, and looking at different types of neurodivergence.

# data[].attributes.headline
Neurodiversity Can Explain Differences in How People Experience Everyday Life

# data[].attributes.subject
Neurodiversity Can Explain Differences in How People Experience Everyday Life

# data[].attributes.attachment_link.title
Neurodiversity Can Explain Differences in How People Experience Everyday Life

# data[].attributes.attachment_link.description
Neurodiversity means that all people’s brains process information differently from each other. In other words, people think and learn in a variety of ways. Being neurodivergent means that the way a person’s brain processes information might be quite distinctive, or even rare—and in some cases this difference might have a name, like ADHD, autism, or dyslexia. About one person in every five is neurodivergent: maybe you are neurodivergent yourself! In this article, we discuss the ways that neurodiversity can affect how people experience day-to-day life. We explain some of the research that has explored how neurodivergent people process information. We also share some on-going research that focuses on making places like schools and hospitals more comfortable for neurodivergent people. When we all understand what neurodiversity is, it is easier for everyone to be themselves, no matter how they think, feel and learn.

# data[].attributes.headline
Neuroaffirming Practice | Bryden Carlson-Giving & Katherine McGinley | TEDxAlmansorParkLive

# data[].attributes.subject
Neuroaffirming Practice | Bryden Carlson-Giving & Katherine McGinley | TEDxAlmansorParkLive

# data[].attributes.attachment_link.title
Neuroaffirming Practice | Bryden Carlson-Giving & Katherine McGinley | TEDxAlmansorParkLive

# data[].attributes.body
5 minute read

# data[].attributes.attachment_link.readable_text
We have a great selection of events and challenges on offer for all ages and abilities, right across the UK.

There are many similarities in the eating patterns of autistic people with ARFID and those who have ARFID but no additional autism. These include: Sensory sensitivities, high anxiety around foods/eating situations and lack of interest in food. However, in autistic individuals (both children and adults) these issues can be more severe and more resistant to treatment. This is simply due to the additional difficulties and differences having autism places on the person. For example, sensory issues can be heightened and more complex; routines and rituals around foods can be more inflexible and rigid due to additional anxiety about change and the autistic person often has more problems recognising and responding to internal body states such as hunger or being full (known as 'interoception').

Autistic people also have extra difficulties communicating and interacting with others (often called 'social-communication' difficulties). This means it can be harder for them to explain their difficulties with food, it can be harder for family and friends to understand and manage the issues and harder for the individual to participate in treatment, particularly if this is offered in a group or is a 'talking therapy'.

In addition to having an ARFID style pattern of eating it is increasingly recognised that autistic individuals are at risk of developing other eating problems or disorders such as Anorexia Nervosa (AN) or Bulimia Nervosa (BN). Typically these eating disorders often appear for the first time in adolescence or early adulthood (whereas ARFID is often more obvious in earlier childhood) and often lead to serious weight loss and other physical and mental health problems. For more information about these types of eating problems and where to find support see:

Given that these type of eating disorders are generally more common in females; autistic girls and women appear to be more at risk. In addition, for some autistic girls and women controlling eating is a way of managing overwhelming feelings of anxiety. This can be particularly true during adolescence where physical changes such as puberty and social and academic pressures can cause anxiety to spiral out of control. As a result, it is very important that such anxiety and associated eating problems are recognised early and given the right support. For more information about these types of eating problems and where to find support see:

In addition to having ARFID some autistic people display 'Pica' which is the medical term for eating non-foods. Commonly eaten items include: Paper, cloth, wood, plastic, stones, earth, metal and faeces. Pica carries serious health risks with only 1 episode having the potential to lead to significant harm. For more information about these types of eating problems and where to find support see:

We don't know what causes pica and there may even be different types of pica behaviour. For autistic people managing sensory needs and supporting anxiety appear to be important as is controlling access, wherever possible, to potentially dangerous pica items. Doing so can help keep the individual safe and possibly even reduce the individual engaging in pica. For more information about these types of eating problems and where to find support see:

# data[].attributes.attachment_link.description
Feeding and eating problems are common autistic individuals. Difficulties such as only eating a very few foods, going a long time without eating and extreme anxiety about foods and mealtimes are frequently reported.

# data[].attributes.headline
Food selectivity and sensory sensitivity in children with autism spectrum disorders

# data[].attributes.subject
Food selectivity and sensory sensitivity in children with autism spectrum disorders

# data[].attributes.attachment_link.readable_text
J Am Diet Assoc. Author manuscript; available in PMC 2013 Mar 19.

Published in final edited form as:

Abstract

Autism spectrum disorders (ASDs) comprise a complex set of related developmental disorders that are characterized by impairments in communication, social interaction, and repetitive behaviors. Impairments in sensory processing are also extremely common. The prevalence of ASDs is increasing and is currently estimated to affect 1 in 150 children. ASDs are considered to be a major health and educational problem, affecting many areas of daily living, including eating. Children with ASDs are often described as picky or selective eaters. This paper provides a comprehensive narrative review of the empirical literature over the last 25 years on food selectivity and nutritional adequacy in children with ASDs. The possible contributions of sensory factors, such as sensory sensitivity, to food selectivity are discussed. The need for an interdisciplinary approach to managing atypical eating patterns in children with ASD is highlighted.

Keywords: autism, food selectivity, sensory sensitivity

INTRODUCTION

Early childhood is a period when children experience new foods, tastes, and textures. Parents of toddlers and young children often describe their children as "picky eaters", refusing to try or eat a variety of foods. Although picky eating is not uncommon among young children who are typically developing, pickiness in children with autism spectrum disorders (ASDs) may be even more restrictive and may extend beyond the early childhood period ( 1- 3).

Autism spectrum disorders are life-long neurodevelopmental disorders characterized by impairments in three domains of functioning: social behavior, communication abilities, and restricted, repetitive or stereotyped patterns of behavior. ASD currently affects one in 150 children in the US ( 4), a prevalence that has quadrupled in the last 20 years. The implications of this rise in prevalence is on the scale of an epidemic, but as yet no definitive cause has been determined, and the efficacy of specific interventions are not yet clear. Parents of children with ASDs report many challenges with children's daily activities, behavior, and communication. Parents also frequently express concern related to mealtimes.

Parents of children with ASDs often report that their children are highly selective eaters, with very restricted repertoires of food acceptance that may be limited to as few as five foods. Management of food selectivity and concerns about dietary adequacy have been found to be a major reason for referral of children for nutrition services ( 5). Picky eating, also referred to as food selectivity, is a significant problem because it may be associated with inadequate nutrition as a result of the restricted diet ( 6- 12).

Despite considerable anecdotal evidence and case reports to support that food selectivity is a significant problem in children with ASDs, only a few empirical studies have compared food intake and eating patterns of children with ASDs to that of typically developing children or other clinical populations. Furthermore, food selectivity has not been operationally defined in a consistent manner and has been used to refer to picky eating, frequent food refusals, limited repertoires of foods, excessive intake of a few foods, and selective intake of certain food categories such as carbohydrates. In this narrative literature review, studies that have examined the phenomenon of food selectivity and nutritional intake in children with ASDs are reviewed. Numerous anecdotal reports and autobiographies of individuals with ASDs suggest that sensory factors such as smell, texture, color, and temperature can contribute to food selectivity. Thus, we have included in our review the literature on sensory sensitivity in children with ASDs and explore how this may be an important dimension in understanding food selectivity. This paper concludes with a discussion of the need to understand food selectivity in this population and the importance of an interdisciplinary approach in addressing the needs of children who demonstrate significant food selectivity.

METHODS

The search used the electronic data bases of Medline, Cinahl, PsychInfo and Web of Science to locate pertinent literature published in English in the last 25 years. In the food selectivity and nutrient intake sections, search term combinations included a population term (autism, autism spectrum disorder, Asperger, pervasive developmental disorder) and a food-related term (food, feeding, mealtime, selectivity, picky, eating, nutrient, nutrition). In the sensory processing section, the population term was combined with a sensory term (sensory, reactivity, response, tactile, oral, gustatory, olfactory). Reference lists of the papers obtained were manually searched for additional references. Studies with empirical data were included; single subject intervention studies designed to modify eating behavior were not included nor were case studies. A limited number of research studies on food selectivity in children with ASD were identified. This included 12 articles, five without a comparison group, four with a typical comparison group (two used the same sample), and three with a special needs comparison group. An even more limited number of studies on nutritional status/diet adequacy in children with ASD were identified; three studies were identified that did not include a comparison group and four studies included a control group with typically developing peers. Of these studies, three examined both food selectivity and nutritional adequacy. Almost all studies were based on food records, questionnaires, or interviews involving parent report. Only one study observed actual food intake in which the type of food was manipulated. Due to the small number of studies, all were included in the review. (See Tables 1 and ​and2 2 for a summary of studies.) Parent and client reports using books, web sites, and contacts with individuals with autism were also examined to provide anecdotal reports to illustrate points.

Table 1

Author(s), year

Participants

Age (y)

Method

Autism and PDD-NOS c
(n=30)

3-14

Laboratory-based

Cornish, 1998 ( 6)

ASD a (n=17)
No comparison group

3.6-9.9

3-day dietary recall;
food frequency
checklist

ASD (n=26)
DD b (n=225)

1 mo-12 y

Retrospective chart
review

Klein and Nowak,
1999 ( 13)

ASD (n=43)
No comparison group

4-26

Parent Survey

ASD (n=40)
Typically developing
(n=34)

ASD: 10.6±4.3 d
Typical: 8.8±4.8 d

7-day food record;
Questionnaire to
measure parental
attitudes, beliefs, and
knowledge of nutrition

ASD (n=20)
Typically developing
(n=18)

7-10

Parent questionnaire; 3-
day food record

ASD (n=138)
Typically developing
(n=298)

7-9.5

Food Preference
Inventory; Children's
Eating Behavior
Inventory

ASD (n=138)

4.4-12.6

Food Preference
Inventory; Children's
Eating Behavior
Inventory

ASD (n=64)
DD (n=45)
Typically developing
(n=69)

2-12.4

Parent report; Food
frequency
questionnaire; 3-day
food record

Table 2

Author(s), year

Participants

Age (y)

Method

Cornish, 1998 ( 6)

ASD (n=17)
No comparison group

3.6-9.9

3-day dietary recall;
food frequency
checklist

Ho and Eaves,
1997 ( 21)

ASD (n=54)
No comparison group

13.3 c

3-day food record

ASD a (n=40)
Typically developing (n=34)

ASD: 10.6±4.3 b
Typical: 8.8±4.8 b

7-day food record;
Questionnaire on
attitudes and beliefs
about nutritional
knowledge

ASD (n=20)
Typical (n=18)

7-10

Questionnaire
3-day food record

Food Selectivity in Children with Autism Spectrum Disorders

Studies examining food selectivity in children with ASD include: those with an ASD group only, those with a typically developing comparison group, and those with a comparison group of children with other special needs. In the UK, Cornish ( 6) examined the diets and weight status of 17 children with ASDs, ages 3 to 10 years, and found that 10 of the 17 children (59%) ate fewer than 20 different foods. In a survey sent to parents of 43 children and adolescents with ASDs 4 to 26 years about dental treatment, oral hygiene behavior, and nutrition, including food preferences and eating patterns, Klein and Nowak ( 13) found that 53% of the participants were reported to be reluctant to try new foods. Williams et al. ( 12) surveyed 100 parents of children with ASDs ages 22 months to 10 years; 67% of the parents reported that their child was a "picky eater", in spite of the fact that nearly three quarters (73%) reported that their child had a good appetite for foods that they liked. This suggests that picky eating is not associated with a lack of appetite. The authors reported that the factors parents felt influenced food selectivity were: texture (69%), appearance (58%), taste (45%), smell (36%), and temperature (22%). The most frequently reported eating and oral behavior problems were reluctance to try new foods (69%), resistance to taking medicine (62%), eating too few foods (60%), mouthing objects (56%), and rituals surrounding eating (46%). Similarly, in a qualitative analysis of parent reports of 100 children with ASDs (79 children with autism, 21 with Asperger syndrome) ages 2 to 16 years, Whiteley et al. ( 14) found that eighty-three percent (83%) of parents reported that their child ate a restricted repertoire of foods as their core diet. Physical texture or consistency of food was often cited as the underlying factor in the choice of foods, although characteristics of food such as the brand, product name, or packaging/wrapping were also reported as determining factors. While these studies indicate that a high percentage of children with autism are selective eaters, the lack of a comparison group makes it is difficult to tell whether these characteristics more prevalent in children with ASD than in a sample of typically developing children.

Raiten and Massaro ( 10) published one of the first studies designed to compare the dietary intakes of children with ASDs and typically developing children. In their study of 40 children with ASDs and 34 typically developing children, the authors found that children with ASDs were more likely to adhere to the same foods and to show more food preferences than their typically developing peers. However, no statistical analyses were reported to indicate whether these differences were significant.

In a more recent and larger scale study, Schreck et al. ( 15) compared food selectivity in 138 children with ASDs and 298 typically developing controls, ages 7.0-9.5 years. Parents completed a food preference inventory developed by the author to assess the extent to which children ate a variety of foods. Parents of children with ASDs reported that their children refused significantly more foods and had a less varied diet than did parents of children without ASDs. In addition, the children with ASDs were reported to eat fewer foods within each food group category; in general, children with ASDs ate about half the number of foods in each food group except starches, where they ate about two-thirds the number of foods as typically developing children. Children with ASDs also were significantly more likely to accept only low-texture foods such as those that had been pureed. The authors concluded that children with ASDs had a significantly greater degree of food selectivity than typically developing children. Using the same data set in a subsequent analysis, Schreck et al. ( 16) reported that most of the restricted food intake in children with ASDs could be attributed to food presentation, such as different food items touching on a plate or specific utensil requirements. Across all food groups, children with ASDs ate fewer types of foods than did other members of their family. However, food preference (as defined by the number of different foods eaten) was also found to be related to the family's food preferences. In this study, as in the other studies described above, food selectivity remained broadly defined, and food texture was not defined.

In a study to examine the eating behaviors and nutrient intakes of children with ASDs, Schmitt and colleagues ( 11) asked the parents of 20 boys with ASDs and 18 typically developing boys ages 7-10 years to complete a questionnaire on eating behaviors and food preferences and a 3-day food record. Boys with autism spectrum disorders ate a considerably smaller variety of foods than controls (17±6 vs. 22±6 over a three-day period) and more often made their food choices based on texture than did the boys in the control group. Seventy percent of children with autism chose their food based on texture, compared to 11% of children without autism. Further, the parents of boys with ASDs reported having greater difficulty getting their child to eat. Boys with ASDs also had a particular aversion to mushy food. However, the authors did not provide any specific information on how they categorized food to determine variety or how they defined mushy foods since the sensory characteristics of "mushy" food are not clear. In addition, there were no diagnostic criteria for autism; it was determined by parental report.

Several studies have compared food selectivity in children with ASDs to that of children in other clinical populations. In a retrospective chart review of 349 children ages 1 month to 12 years referred for a feeding evaluation (225 had developmental disabilities, 26 had ASDs), Field et al. ( 17) found that the prevalence of food selectivity by type of food was significantly higher for children with ASDs than the other children in the study. However, information was obtained from a chart review based on interdisciplinary team evaluations and medical records, but no specific information was provided on how assessments were made.

In another study on food selectivity in children with ASDs and other developmental disabilities, Williams et al. ( 18) conducted a review of 178 children with and without developmental disabilities, ages 2 to 12 years, referred to a feeding program for selective eating. The sample included three groups: typically developing (n=69), ASDs (n=64), and other special needs (n=45). The evaluation incorporated a food frequency questionnaire which asked parents to report how many foods their child had eaten and also included a 3-day food record. The authors did not find differences between groups in the types or variety of foods consumed. However, the authors categorized their data by food group and did not appear to assess the numbers of different foods independent of food group that the child ate. Furthermore, all the children studied were referred for selective eating; therefore, it cannot be determined whether picky eating is more common in children with ASDs.

Using a parent interview, Dominick et al. ( 19) studied the prevalence of atypical behavior, including atypical eating behavior, in 67 children with ASDs and 39 children with a history of language disorders, ages 4-14 years. Atypical eating behavior was defined as food refusal, selectivity, or unusual behaviors or rituals associated with mealtimes. In the sample of children with ASDs, more than three quarters showed atypical eating behavior compared with only 16% of the children with a history of language disorders. Sixty-three percent (63%) of the children with ASDs were reported to eat a restricted range of foods. Over 30% of parents of children with ASDs reported that their child showed a preference for food based on textures. Problems were reported to have begun in the first year of life, with almost all the children demonstrating these behaviors prior to age 3. At the time of the study, 88% of children continued to have atypical eating problems, indicative of a persistent problem.

Whereas the studies reported above all were based on parent report, Ahearn et al. ( 20) conducted a laboratory-based observational study of food acceptance in 30 children, ages 3 to 14 years, with autism or pervasive developmental disorder-not otherwise specified (PDD-NOS). Children were seen for six separate sessions during which time their acceptance of 12 foods from four different categories of food (i.e., fruit, vegetable, starch, or protein) was assessed. Each session consisted of six consecutive presentations of each of four food items, one from each category. One of the four foods was offered in a pureed form. Food acceptance was determined and categorized as low, moderate, or high, depending upon the number of bites of food the child took. Food selectivity was classified as over-selective, moderately selective, or mildly selective, based on bites accepted within a food group. There was also an additional category for texture selectivity. Seventeen of the children were categorized as having low food acceptance, and 17 were categorized as being selective for either food type or texture. The authors reported that the findings were significant based on a chi-square analysis. These findings support the hypothesis that food selectivity is high in children with ASDs. The authors point out that food was offered as bites rather than servings which may have altered acceptance. Additionally, four children refused all foods presented during the assessment; however, these children were reported to accept at least two of the food items at other times. It was suggested that this discrepancy may have been the result of a new environment with unfamiliar staff and an unusual feeding procedure.

The studies described above indicate that food selectivity is a significant problem for many children with ASDs. However, the lack of a clear definition of food selectivity, the small numbers of children in most of the studies, and the lack of a control group make it difficult to draw conclusions regarding the magnitude and impact of the problem.

Food selectivity and nutritional adequacy

Restricted intakes of food can lead to nutritional insufficiency if the types and variety of foods remain restricted. This makes food selectivity a potential health risk. However, despite the widespread concern over food selectivity in children with ASDs, only a few studies have actually assessed the nutritional adequacy of these children's diets and they have revealed mixed findings. Two of the studies that reported a high degree of food selectivity in children with autism also assessed the nutrient adequacy of the children's diet. Raiten and Massaro ( 10) analyzed a 7-day diet record for 40 children with ASD and 34 typically developing children. They also assessed caregivers' perceptions of their children's eating habits and clustered these into the categories of sameness, specific eating behaviors, and specific food preferences. Despite the fact that there were higher numbers of children with ASDs in each cluster, they found no difference in the adequacy of the nutrient intakes between the two groups. However, overall adequacy of the diet based on nutrient needs was not provided.

In a small study, Schmitt et al. ( 11) compared the nutrient intake of 20 boys with autism and 18 controls 7-10 years of age using a 3-day food diary. There was no difference in nutrient intake between the two groups, although as noted earlier, the eating behaviors differed among the boys with ASD and the controls. In another small study of children ages 3 to 5 years with and without ASDs, Lockner et al. (9) found that most children met the EARs for selected nutrients. However, a greater proportion of children with ASDs was below the EAR for vitamin A.

In contrast, Cornish ( 6) reported inadequate nutrient intakes in children with autism based on a 3-day dietary recall and a food frequency checklist. Nine of 17 children with autism (53%) had intakes that were below the recommended nutrient intake for one or more nutrients. There was an inverse relationship between variety and nutritional adequacy; as the daily variety decreased, the number of nutrient intakes that fell below the recommended amount increased. Intake of protein, vitamin A, thiamin, vitamin B12, folic acid, sodium, potassium, magnesium, phosphorous, and copper were determined to be adequate for all children. Inadequate intakes of iron, vitamin D, vitamin C, niacin, riboflavin, and zinc were found in one or more children. The majority of children did not consume adequate amounts of fruit and vegetables, but 94% of the children ate foods on a daily basis that the authors considered to be in the "fatty" and "sugary" food groups. Two other studies collected 3-day food records in groups of children with ASDs. Ho and Eaves ( 12) reported low calcium intake in their sample; however, limited conclusions can be drawn from their data because the overall number of children for whom calcium intake was inadequate was not reported. Information was also lacking on the intake of other micronutrients. Levy et al. ( 22) only reported on the macronutrient content of children's diets which was found to be adequate in almost all the children. A substantial number of children also had a high protein intake. They provided no information on the micronutrient content of the diets.

In a recent study to examine nutritional intake between children with ASD and typically developing children, Herndon et al. ( 8) used a 3-day diet record and found that a large number of both children with ASDs and typically developing children consumed less than the recommended dietary intakes for several nutrients, including calcium, iron, vitamins D and E, and fiber. Children with ASDs were also found to have higher intakes of vitamins B-6 and E and lower intakes of calcium than typically developing children. When the analysis excluded children on gluten-free/casein-free (GFCF) diets, these differences were no longer significant, except for higher vitamin B-6 intake in the children with ASDs.

In summary, results of studies of nutrient intake of children with ASDs have produced conflicting results with different studies indicating that the nutrient intakes of children with autism are below, above or the same as children without ASDs. Several studies have compared the intakes of children with ASDs to dietary standards but they did not include a control group so it was not possible to consider what was unique to ASD. Even more importantly, most studies did not compare children with ASDs with and without food selectivity so it was not possible to determine whether food selectivity placed children at risk.

Various factors such as changing definitions of ASDs and parental dietary restrictions such as GFCF diets may influence current findings such that it is not clear if differences between children with ASDs are due to parental dietary restrictions or to food selectivity. Determining nutritional risk of this population is essential to develop strategies to maximize health. Similarly, examining data for individual children is critical given the high variability within this population.

Autism Spectrum Disorders, Sensory Sensitivity, and Food Selectivity

Various factors may contribute to food selectivity and a number of explanations have been proposed ( 14). One of these factors relates to sensory sensitivity (also referred to as sensory defensiveness or sensory over-responsivity). Ayres ( 23) first described sensory defensiveness in the tactile domain (tactile defensiveness) in some children with learning and behavioral disorders. She described tactile defensiveness as an over-reaction to certain experiences of touch, often resulting in an observable aversion or negative behavioral response to certain tactile stimuli that most people would find innocuous. For example, children who show tactile defensiveness often have difficulty being cuddled and pull away from touch. It is possible that early tactile sensitivity may contribute to some of the sensory feeding issues such as difficulty with food textures seen in children with ASDs.

Early descriptive research identified the problem of tactile defensiveness in children with ASDs, although they did not use that terminology. Ornitz and Ritvo ( 24) described behaviors in children with ASDs that were characterized by the inability to tolerate certain tactile materials such as woolen blankets or clothes that came in contact with their skin. In his initial description of children with Asperger's syndrome, Hans Asperger (1944, cited in 25) also described the sensory over- and under-sensitivities in this population. Numerous individuals with ASDs and their families have identified atypical processing of sensory information ( 26). Recent research has reported a high prevalence of sensory processing disorders in children across the autism spectrum and at various ages. For example, Leekam ( 27) reported that in a sample of 200 children with ASDs, >90% had sensory abnormalities and sensory symptoms and that these occurred in multiple domains. In particular, the proximal domains of touch and smell/taste distinguished autism and non-autism groups. Dunn, Myles, and Orr ( 28) examined the differences between children with Asperger syndrome and typically developing children and found differences on almost all (96%) of the items on the Sensory Profile ( 29), a parent questionnaire that assesses children's responses to every day sensory activities. Rogers et al. ( 30) reported that both children with ASDs and children with Fragile X syndrome had more sensory sensitivity symptoms than children with other developmental disabilities or typically developing children. Ben-Sasson et al. ( 31) examined young children and found that toddlers with ASDs showed high frequency of under-responsivity (89%) and over-responsivity (75%), with 67% of the group showing both under- and over-responsivity. Baranek et al. ( 32) reported similar findings in a sample of children ages 2 to 7 years with ASDs, although the prevalence was somewhat lower (63% under-responsiveness, 56% over-responsiveness, and 38% both over-responsiveness and under-responsiveness). In a recent meta-analysis, Ben-Sasson et al. ( 33), reviewed results from 14 studies (of 97 potential studies identified), 13 of which included a comparison group of typically developing children and four of which included a comparison group of children with developmental disabilities. The meta-analysis found significant between-group (ASD:comparison) differences. Mean effect sizes across studies was high and significant, with the majority of 42 individual effect sizes Cohen's d >.81 indicating that children with ASDs were much more likely to have sensory processing challenges than children without ASDs.

Overall, research indicates that sensory issues are extremely common in children with ASDs. In fact, some researchers have argued that atypical sensory processing should be one of the diagnostic criteria of ASDs ( 26, 34). Sensory issues are seen in very young children, seem to persist, and are seen across a range of severity of ASDs.

Effects of Sensory Sensitivity on Eating

Many researchers as well as individuals with ASDs have suggested that there is a link between the sensory processing problems that a person experiences and difficulties managing daily life ( 25, 35- 37). Eating is one of the areas of daily life activities that may be negatively affected by sensory aversions ( 1, 3, 12, 29, 38, 39). Oral defensiveness, which may be a component of tactile defensiveness, is defined as an avoidance of certain textures of food and avoidance of activities using the mouth, such as tooth brushing. Tactile defensiveness and oral defensiveness may be part of a larger problem in modulating sensory input which can take different forms. Oral over-responsiveness (defensiveness) may result in difficulty with food textures and therefore food selectivity. Oral under-responsiveness, in which the child does not appear to adequately perceive sensations, may result in the child over-stuffing his/her mouth. Oral seeking behavior may result in the child putting everything in his/her mouth for the purposes of oral stimulation. Such concerns can be seen in multiple sensory modalities such as hearing, vision, taste, smell, and touch. Of particular interest in this paper is sensory over-responsivity, which may result in a child being a "picky" or selective eater.

Smith et al. ( 40) studied children ages 3-10 years with and without tactile defensiveness who did not have autism. Using the Sensory Profile ( 29), the authors reported that children who showed tactile defensiveness had significant differences in eating habits and food choices as compared to children who scored in the normal range. The children with tactile defensiveness were reported to have a fair to poor appetite, hesitated to eat unfamiliar foods, did not eat at other people's houses, and refused certain foods because of smell and temperature. They also were resistant to eating vegetables, with overall vegetable consumption being half that of children without tactile defensiveness. Children with tactile defensiveness also were reported to gag and/or bite their inner lips and cheeks. Furthermore, these children showed more limited selection of foods and had a pronounced aversion toward textures, smells, and temperatures of food compared to children who did not show tactile defensiveness. This study suggested that food selectivity is not a unique characteristic of autism per se, but may reflect sensory defensiveness.

It has been suggested that sensory sensitivity may lead children with ASDs to restrict their intake to food of preferred, tolerable, and manageable textures ( 1, 3, 12, 17, 20). In the studies described here, the texture of foods was consistently identified as a related aspect of food acceptance, suggesting that sensory sensitivity may be a contributing factor to food selectivity. Attwood ( 25) pointed out that the resistance to eating certain types of food may relate to texture or smell. For example, olfactory over-responsivity may result in a person becoming highly uncomfortable in the school cafeteria, being bothered by the smells of other children's foods. In describing the effects of food textures, Stephen Shore ( 41), an adult with high functioning autism, wrote,

"Canned asparagus was intolerable due to its slimy texture, and I didn't eat tomatoes for a year after a cherry tomato had burst in my mouth while I was eating it. The sensory stimulation of having that small piece of fruit explode in my mouth was too much to bear and I was not going to take any chances of that happening again." (p. 44).

"Carrots in a green salad and celery in tuna fish salad are still intolerable to me because of the contrast in texture between carrots or celery and salad or tuna fish is too great. However, I enjoy eating celery and baby carrots by themselves." (p. 44).

Such narrative descriptions are supported by the parental reports described previously in this paper ( 12, 14).

In addition to the relation between food selectivity and sensory sensitivity, it is also possible that the mealtime behavior problems frequently seen in children with ASDs may reflect problems with sensory sensitivity. Leekam et al. ( 27) suggested that particular sensory inputs can cause behavior problems in individuals with ASDs who are unable to describe their distress. Of importance is the finding that sensory-based feeding issues create increased stress and negatively affect family mealtimes and quality of life ( 1, 42- 44). Fiese and Schwartz ( 45) emphasized the importance of mealtimes since it is the primary daily activity that families share as a group and highlighted the importance of a positive family climate during mealtimes. Child behavior problems during mealtimes increase family stress and are disruptive to the family climate.

In summary, research and clinical observations indicate that food selectivity is a major problem in children with ASDs. One of the consistent themes in the food selectivity literature relates to food textures. It is possible that sensory sensitivity experienced by many children with ASDs may contribute to their difficulty with food texture and resultant food selectivity. Further research is needed to inform appropriate interventions.

Implications for Practice

Evidence to date suggests that food selectivity is a frequently occurring problem in children with ASDs and that their unusual eating patterns may be a significant stressor for their families ( 1, 44). Some literature suggests that the diets of children with ASDs are nutritionally inadequate, although these findings are mixed. Moreover, research indicates that sensory sensitivity is frequently seen in children with ASDs and may explain their difficulty with food textures, smells, and tastes and may contribute to the development of food selectivity. Greater insight into the factors that give rise to eating difficulties is important because it allows for the design of more focused interventions.

Feeding problems are complex and often multi-factorial. Complex problems are often best addressed using an interdisciplinary approach. In the case of children with ASDs who are displaying highly selective eating patterns, interventions might be devised using the input of a dietitian, an occupational therapist, and a behavioral psychologist. Children with food selectivity are often first referred to dietitians for help with eating and nutrition. Parents are often concerned that their child is not eating a nutritionally adequate diet. Since sensory issues are so common in children with ASDs and may influence feeding and family mealtimes, it is important for dietitians to talk with families about children's responses to different types of sensory input, particularly tactile/texture, gustatory, and olfactory input. If it appears that sensory issues are a concern, the child can be referred to an occupational therapist for an evaluation of sensory processing. The occupational therapist will typically interview the parent and may administer a parent questionnaire such as The Sensory Profile ( 29), which includes a section on Oral Sensitivity.

If sensory sensitivity contributes to the child's food selectivity, this can be targeted by multiple approaches. Occupational therapists can help parents understand that the child's seemingly uncooperative behavior and limited food repertoire may actually be the result of sensory sensitivities that can cause great discomfort, and that the child's food refusals may reflect an attempt to cope or compensate for this discomfort ( 38, 41). Dietitians can identify whether nutritional intake is adequate and can work with parents and occupational therapists to identify alternative foods or alternative food preparation strategies to yield different sensory characteristics that will provide adequate intake of nutrients. Nutritional assessment is essential to the rest of the team members' understanding of how urgent the problem is and what interventions are needed. The initial assessment should include anthropometric measures (height and weight) and comparison to age and sex associated reference data to see how well the child is growing. Significant variation in growth from established reference norms may be related to nutritional inadequacy. The degree of under or over nutrition should be categorized and monitored.

The use of food records and/or 24-hour diet recalls can help provide information on the total intake profile to guide determination of at-risk nutrients (calories, micro and macronutrients). Nutrition support may be needed in the form of vitamin and mineral supplementation. This may be especially true when the child is a selective eater and is on a specific diet such as a gluten-free, casein-free diet. The dietitian or other nutrition professional can also suggest ways to enrich the diet so that every bite contributes to nutritional adequacy in the child's diet. While working on increasing the acceptable foods, nutrition counseling is critical.

Programs and strategies also can be developed to reduce the child's sensory defensiveness ( 43). For example, occupational therapy using a sensory integration approach can provide activities that incorporate deep touch pressure and proprioception, which have been reported to decrease sensory defensiveness ( 46, 47). The therapist can also develop social stories ( 48), sensory stories ( 49, 50), mealtime stories ( 51), or written charts ( 1) to help prepare the child to anticipate different foods. The occupational therapist can make suggestions to modify the environment such as dimming the lights or playing soft music, which can help reduce the child's general arousal levels and facilitate his/her ability to tolerate the sensory stressors presented by food ( 52). The dietician, occupational therapist, and family can also work with a psychologist to incorporate behavioral approaches to shape the child's acceptance of various food textures (e.g., 53).

Collaboration among dietitians, occupational therapists, and psychologists can enhance the effectiveness of the dietary intervention. Identifying appropriate foods, modifying the sensory characteristics (i.e., texture) of the food, providing appropriate eating utensils, modifying the environment (stimuli), and incorporating supportive behavioral interventions can help facilitate adequate nutrition and reduce family stress at mealtimes, ultimately enhancing the health of the child.

CONCLUSIONS

Food selectivity appears to be a significant issue for many children with ASDs. However, the construct of food selectivity has not been operationally defined and there are not "gold standard" measures. Food selectivity in children with ASDs may occur for a number of reasons. Sensory sensitivity has been suggested as one possible mechanism to explain, in part, the food selectivity of children with ASDs. Further research is needed to examine factors associated with food selectivity including sensory issues, behavior problems, parental preferences, and family mealtimes. Another important area worthy of future research is a critical examination of the effect of food selectivity on nutritional adequacy, which has implications for child health. Finally, it is critical to examine the outcomes of interventions designed to affect food selectivity in children with ASDs and to improve the nutritional status of this population of children.

The criteria for autism spectrum disorders has shifted over time, making it difficult to compare studies and to determine whether subgroups of children with ASDs are at greater or lesser risk for food selectivity and whether this problem attenuates or persists over time. Moreover, the relation of food selectivity, special diets, and nutritional adequacy needs to be examined. Additional research is needed in studies that include carefully characterized participants so that the phenomenon of food selectivity across the spectrum of autistic disorders can be understood.

Acknowledgements

We gratefully acknowledge Melissa Maslin for assistance with the preparation of this manuscript. This research was supported in part by NIH grants R21 HD048989 and HRSA 2 T73MC00056.

Footnotes

Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

Funding Disclosure

This study was supported in part by a grant from the National Institutes of Health and Child Development (NIH grants R21 HD048989 and HRSA 2 T73MC00056).

Contributor Information

Sharon A. Cermak, Current: Professor, Division of Science and Occupational Therapy University of Southern California, 1540 Alcazar St., Los Angeles, CA 90033 Phone: 339-225-1909; moc.liamg@kamrec.norahs At time work was completed: E.K. Shriver Center, University of Massachusetts Medical School, 200 Trapelo Rd., Waltham, MA 02452.

Carol Curtin, Research Assistant Professor, E.K. Shriver Center/Family Medicine & Community Health University of Massachusetts Medical School, 200 Trapelo Road, Waltham, MA 02452 Phone: 781-642-0256; Fax: 781-642-0162; ude.demssamu@nitruc.lorac.

Linda G. Bandini, Associate Professor, E.K. Shriver Center/Department of Pediatrics University of Massachusetts Medical School, 200 Trapelo Road, Waltham, MA 02452 Phone: 781-642-0280; Fax: 781-642-0162; ude.demssamu@inidnab.adnil and Clinical Assistant Professor, Department of Health Sciences Boston University, 635 Commonwealth Ave., Boston, MA 02215 Phone: 617-353-7519; ude.ub@inidnab.

# data[].attributes.attachment_link.title
Food selectivity and sensory sensitivity in children with autism spectrum disorders

# data[].attributes.attachment_link.description
J Am Diet Assoc. Author manuscript; available in PMC 2013 Mar 19. Published in final edited form as: Autism spectrum disorders (ASDs) comprise a complex set of related developmental disorders that are characterized by impairments in communication, social interaction, and repetitive behaviors. Impairments in sensory processing are also extremely common.

# data[].attributes.attachment_link.readable_text
Dyscalculia is a neurodifference that affects a person's ability to understand and use mathematical skills. It is estimated that around 5% of the population have dyscalculia, which is often referred to as "number blindness", and it can affect individuals of all ages.

Dyscalculic individuals may have challenges with basic arithmetic , such as adding, subtracting, multiplying and dividing. They may also have challenges with more complex mathematical concepts, such as algebra and geometry. Dyscalculia can affect a person's ability to tell the time, count money, and measure distances accurately. It can also impact their ability to understand and interpret graphs, charts and other visual representations of numerical data.

What is Dyscalculia?

Dyscalculia is a neurodifference that affects an individual's ability to understand and work with numbers.

Dyscalculic individuals may experience challenges with:

Understanding and using symbols and signs related to mathematics, such as +, -, ×, ÷, =, <, and >

Recognising patterns and sequences

Understanding the concept of time and estimating time

Measuring and estimating distances

Understanding and working with money

Memorising and recalling mathematical facts, such as multiplication tables

Understanding and applying mathematical concepts, such as fractions, percentages, and decimals

It is important to note that dyscalculia is not the result of a lack of intelligence or effort. It is a neurodifference that affects the brain's ability to process and understand numerical information.

Some people are born with dyscalculia, others acquire it after a stroke, or head injury, or as a result of another neurological condition. When it is acquired, it is known as 'acalculia'.

Dyscalculia can have a significant impact on an individual's daily life, however, with the right support , dyscalculic individuals can learn to manage their challenges and thrive in their personal and professional lives.

"My job involves working with customers, which I love, but occasionally I have to create invoices and I would often make mistakes. Now, I use templates that make the process a lot simpler, and I have a speaking calculator so I don't have to worry about mixing up symbols like I used to."
- Vaishni,
Senior Digital Designer

Common Strengths Associated with Dyscalculia

Dyscalculic individuals may face challenges in certain areas, but many often also possess unique strengths that may be highly valuable in both their professional and personal lives. Here are some of the strengths commonly associated with dyscalculia:

Spatial reasoning: Many dyscalculic individuals have strong spatial reasoning skills, which can be useful in fields such as architecture, engineering, and art.

Creativity: Dyscalculia has been linked to increased creativity, as individuals with this neurodifference often need to find alternative ways to solve problems. This creativity can be useful in fields such as writing, music, and design.

Verbal skills: Some dyscalculic individuals may have strong verbal skills, which can be useful in fields such as journalism, law, and public speaking.

Visual thinking: Dyscalculic individuals often think in pictures, which can be useful in fields such as graphic design, photography, and film.

It is important to recognise that dyscalculia does not define an individual's abilities or potential. By focusing on their strengths , dyscalculic individuals can achieve success in a wide range of fields.

Many people with dyscalculia possess unique skills. These skills vary from person to person, but commonly include creativity, problem-solving, intuitive and strategic thinking and having a love of words.

Causes of Dyscalculia

While the exact causes of dyscalculia are not yet fully understood, research has identified several factors that may contribute to its development:

Common Traits Associated with Dyscalculia

Let's look at some of the traits associated with a diagnosis of dyscalculia:

Childhood Traits

In children, dyscalculia can manifest in various ways . Some common traits include:

Challenges understanding basic number concepts such as counting, addition, subtraction, multiplication, and division

Challenges memorising basic arithmetic facts

Challenges understanding mathematical symbols and concepts

Challenges with mental arithmetic

Challenges with problem-solving and applying mathematical concepts in real-life situations

Adult Traits

In adults, dyscalculia can continue to cause challenges with mathematics. Some common traits include:

Challenges with basic arithmetic operations

Challenges with fractions, decimals, and percentages

Challenges with time and money management

Challenges with spatial awareness and visualising numbers

Challenges with reading and interpreting graphs and charts

Dyscalculia often partners with having other neurodifferences

A common term for dyscalculia is 'number blindness'

Dyscalculia is not linked to low intellect

Many famous people have dyscalculia
(for example, Cher, Henry Winkler and Robbie Williams)

Diagnosis of Dyscalculia

A formal diagnosis of dyscalculia can be made by a qualified professional, such as an educational or occupational psychologist. The assessment may involve:

An interview with the individual to understand their history and traits

Cognitive tests to assess mathematical ability and overall cognitive functioning

Standardised tests to assess mathematical ability

It is important to note that dyscalculia can often co-occur with other neurodifferences such as dyslexia and attention-deficit/hyperactivity disorder (ADHD) . As a result, a comprehensive assessment from a qualified professional is necessary to accurately diagnose dyscalculia.

Living with Dyscalculia

Dyscalculia can have an impact on various aspects of life, including education, social interactions, and career choices :

Download our Dyscalculia Information Sheet:

This information sheet has been created by our team of expert psychologists, and provides information about Dyscalculia, common challenges, and suggestions of the support available.

How Can Lexxic Help?

At Lexxic, we have a range of diagnostic tools to help assess your needs, or the needs of your employees.

Our team of highly qualified psychologists provide support and advice for adults in the workplace. We work with you from the point of diagnosis, through to identifying what you need to get the best long-term outcomes.

We can help you to better understand your strengths and challenges, know your learning style, and give you training for specific skills.

Get in touch if you would like to chat with one of our team, or find out more about the services we can provide.

Further Resources

Take a look at our blog to learn more about neurodiversity.

Find Out About Other Neurodifferences

Bob Lawson

Digital Communication services, including website design, search engine optimization, social media, and content creation for nonprofit organizations, consultants, and creative entrepreneurs.

http://www.sustainabledigital.com

Dyscalculia is a neurodifference that affects a person's ability to understand and use mathematical skills. It is estimated that around 5% of the population have dyscalculia, which is often referred to as "number blindness", and it can affect individuals of all ages.

Dyscalculic individuals may have challenges with basic arithmetic , such as adding, subtracting, multiplying and dividing. They may also have challenges with more complex mathematical concepts, such as algebra and geometry. Dyscalculia can affect a person's ability to tell the time, count money, and measure distances accurately. It can also impact their ability to understand and interpret graphs, charts and other visual representations of numerical data.

What is Dyscalculia?

Dyscalculia is a neurodifference that affects an individual's ability to understand and work with numbers.

Dyscalculic individuals may experience challenges with:

Understanding and using symbols and signs related to mathematics, such as +, -, ×, ÷, =, <, and >

Recognising patterns and sequences

Understanding the concept of time and estimating time

Measuring and estimating distances

Understanding and working with money

Memorising and recalling mathematical facts, such as multiplication tables

Understanding and applying mathematical concepts, such as fractions, percentages, and decimals

It is important to note that dyscalculia is not the result of a lack of intelligence or effort. It is a neurodifference that affects the brain's ability to process and understand numerical information.

Some people are born with dyscalculia, others acquire it after a stroke, or head injury, or as a result of another neurological condition. When it is acquired, it is known as 'acalculia'.

Dyscalculia can have a significant impact on an individual's daily life, however, with the right support , dyscalculic individuals can learn to manage their challenges and thrive in their personal and professional lives.

"My job involves working with customers, which I love, but occasionally I have to create invoices and I would often make mistakes. Now, I use templates that make the process a lot simpler, and I have a speaking calculator so I don't have to worry about mixing up symbols like I used to."
- Vaishni,
Senior Digital Designer

Common Strengths Associated with Dyscalculia

Dyscalculic individuals may face challenges in certain areas, but many often also possess unique strengths that may be highly valuable in both their professional and personal lives. Here are some of the strengths commonly associated with dyscalculia:

Spatial reasoning: Many dyscalculic individuals have strong spatial reasoning skills, which can be useful in fields such as architecture, engineering, and art.

Creativity: Dyscalculia has been linked to increased creativity, as individuals with this neurodifference often need to find alternative ways to solve problems. This creativity can be useful in fields such as writing, music, and design.

Verbal skills: Some dyscalculic individuals may have strong verbal skills, which can be useful in fields such as journalism, law, and public speaking.

Visual thinking: Dyscalculic individuals often think in pictures, which can be useful in fields such as graphic design, photography, and film.

It is important to recognise that dyscalculia does not define an individual's abilities or potential. By focusing on their strengths , dyscalculic individuals can achieve success in a wide range of fields.

Many people with dyscalculia possess unique skills. These skills vary from person to person, but commonly include creativity, problem-solving, intuitive and strategic thinking and having a love of words.

Causes of Dyscalculia

While the exact causes of dyscalculia are not yet fully understood, research has identified several factors that may contribute to its development:

Common Traits Associated with Dyscalculia

Let's look at some of the traits associated with a diagnosis of dyscalculia:

Childhood Traits

In children, dyscalculia can manifest in various ways . Some common traits include:

Challenges understanding basic number concepts such as counting, addition, subtraction, multiplication, and division

Challenges memorising basic arithmetic facts

Challenges understanding mathematical symbols and concepts

Challenges with mental arithmetic

Challenges with problem-solving and applying mathematical concepts in real-life situations

Adult Traits

In adults, dyscalculia can continue to cause challenges with mathematics. Some common traits include:

Challenges with basic arithmetic operations

Challenges with fractions, decimals, and percentages

Challenges with time and money management

Challenges with spatial awareness and visualising numbers

Challenges with reading and interpreting graphs and charts

Dyscalculia often partners with having other neurodifferences

A common term for dyscalculia is 'number blindness'

Dyscalculia is not linked to low intellect

Many famous people have dyscalculia
(for example, Cher, Henry Winkler and Robbie Williams)

Diagnosis of Dyscalculia

A formal diagnosis of dyscalculia can be made by a qualified professional, such as an educational or occupational psychologist. The assessment may involve:

An interview with the individual to understand their history and traits

Cognitive tests to assess mathematical ability and overall cognitive functioning

Standardised tests to assess mathematical ability

It is important to note that dyscalculia can often co-occur with other neurodifferences such as dyslexia and attention-deficit/hyperactivity disorder (ADHD) . As a result, a comprehensive assessment from a qualified professional is necessary to accurately diagnose dyscalculia.

Living with Dyscalculia

Dyscalculia can have an impact on various aspects of life, including education, social interactions, and career choices :

Download our Dyscalculia Information Sheet:

This information sheet has been created by our team of expert psychologists, and provides information about Dyscalculia, common challenges, and suggestions of the support available.

How Can Lexxic Help?

At Lexxic, we have a range of diagnostic tools to help assess your needs, or the needs of your employees.

Our team of highly qualified psychologists provide support and advice for adults in the workplace. We work with you from the point of diagnosis, through to identifying what you need to get the best long-term outcomes.

We can help you to better understand your strengths and challenges, know your learning style, and give you training for specific skills.

Get in touch if you would like to chat with one of our team, or find out more about the services we can provide.

Further Resources

Take a look at our blog to learn more about neurodiversity.

Find Out About Other Neurodifferences

Bob Lawson

Digital Communication services, including website design, search engine optimization, social media, and content creation for nonprofit organizations, consultants, and creative entrepreneurs.

http://www.sustainabledigital.com

# data[].attributes.attachment_link.title
Dyscalculia Test | Dyscalculia Diagnosis | Lexxic

# data[].attributes.attachment_link.description
Dyscalculia is a learning difficulty that affects your ability to acquire & use mathematical skills. We have a range of dyscalculia assessment tools to help you.

# data[].attributes.attachment_link.readable_text
This section describes a variety of products and services offered by the Dyscalculia Information Centre for Teachers.
The on-line Dyscalculia Test
You can enter a pupil or student for the on-line Dyscalculia Test by

buying on-line from our on-line shop

paying by cheque before the test,

or by supplying by post or email a school order number.

Our phone number is 01604 880 927; our email is This email address is being protected from spambots. You need JavaScript enabled to view it. and our address is 1 Oathill Close, Brixworth, Northampton NN6 9BE

In each case you will be sent a link to enable you to access the test on-line.

Please note that with all orders you must provide an email address so that we can direct you to the link that gives access to the test.

Other dyscalculia resources

BACKGROUND AND METHODOLOGY
BOOKS FOR USE WITH PUPILS AND STUDENTS WHO HAVE DYSCALCULIA

Dyscalculia activities 1: addition to division:Schools' Edition - copiable resource of activities to teach the four basic functions to children

Dyscalculia activities 2: shapes, fractions, percentages - following on from "Practical Activities" this book assumes that the student has mastered adding, subtraction, multiplication and division.

Dyscalculia activities 3: Time and timetables - book of activities for pupils and students who have difficulty telling the time, following the sequence of days, weeks, months, seasons, etc.

Dyscalculia Practice Activities: book of activities ranging from more or less to times tables, from division to the properties of shapes, and finally from fractions to percentages.

You can order any of these resources

for immediate download from our on-line shop

with a school order number by email to This email address is being protected from spambots. You need JavaScript enabled to view it.

by phone to 01604 880 927 again with a school order number or credit card

with a cheque by post to Schools.co.uk, 1 Oathill Close, Brixworth, Northampton, 9BE. Please make cheques payable to Websites and Blogs Ltd

Understanding Dyscalculia: An Introduction for Schools
Dyscalculia is a specific learning difficulty - an unexpected inability to handle one or more aspects of maths. It has for many years been overshadowed by dyslexia, and yet the inability to handle basic mathematical issues can be just as big a problem for those who suffer from it, as is dyslexia.

Although some children with dyslexia also have great difficulties learning maths, this is not always the case. Research suggests that around 25% of dyslexic children are actually above average in their ability at maths. This suggests that there are different factors at work in dyscalculia from those causing or exacerbating cases of dyslexia.

Understanding Dyscalculia: An Introduction for Schools examines the five main causes of dyscalculia and sets out the methods of working available which can help pupils overcome their dyscalculic problems. The book contains short sections which can be photocopied to give out to other members of staff in school, to worried parents, and to governors, so that everyone can share in the awareness of what dyscalculia is, and how it can be tackled.

Above all the book shows that once we understand and accept the causes of dyscalculia we can adopt appropriate methods of teaching to overcome the problem. Research suggests that most children who gain appropriate help in school can overcome their dyscalculic difficulties and achieve an acceptable grade at GCSE, thus allowing entry into further and higher education.

Order code: T1628 £14.95

Available as a download only.To see samples pages please click here

Research in recent years has shown that children with dyscalculia can be taught maths if certain specific points in their understanding of maths are addressed. If this approach can be followed by the adoption of particular methods of teaching by the teacher and methods of learning by the pupils, then these children can readily reach the average standard of the class.

What's more the techniques that are known to work well with dyscalculic pupils also work well with pupils who have an average ability at maths.

The book outlines a series of individual methods of teaching maths, which is followed by a series of methods of learning which will benefit all pupils, irrespective of their levels of mathematical achievement. It also contains information on enhancing pupil memory and pupil ability to handle sequences. The methods can be adapted and used with all age groups. The approaches can be used by special needs teachers in small group or individual sessions, and can also be used within full class lessons.

Methods of t eaching m aths to p upils and students with suspected d yscalculia also contains information for parents as well as information on how homework can be structured to the maximum benefit of dyscalculic pupils.

Order code: T1630 £14.95

Available as a download only. To see sample pages please click here
Books for use with pupils and students who have dyscalculia

Dyscalculia activities 1: addition to division: the Schools' Edition

One in 20 children is believed to have such problems in understanding basic maths that the child can reasonably be called "dyscalculic".

Dyscalculia activities 1: addition to division is the first ever book that can be used by teachers working with individuals or small groups of such children. The book provides a series of activities that will resolve the mathematical "block" that many of these children face, in a series of small group or individual lessons.

By working through these activities children who have fundamental problems in handling the most basic of mathematical concepts will learn how to handle numbers, sequences, addition, multiplication, subtraction and division. The book takes the child from the concept of "higher" and "lower" to division by numbers over 12.

Dyscalculia activities 1: addition to division works from the basis that virtually all children who have particular difficulties with mathematics have these problems because they have failed to grasp one or more of the fundamental principles of maths, and it is this that causes their subsequent problems. The book takes the children through these fundamentals using a newly developed multi-sensory approach alongside conventional notation of maths.

It is not anticipated that most children will need to work through the whole book; rather the volume is constructed so that the teacher can direct the pupil to work on specific topics in order to clarify issues previously misunderstood.

The school will need to provide a series of coloured counters (such as those used with games of Ludo or tiddlywinks) and for some of the later work, a set of cards.

Dyscalculia activities 1: addition to division is photocopiable throughout so that, where it is deemed desirable, sections may be copied and handed over to parents so that they can work with the child at home on simple exercises.
Order code: T1654 £14.95
Available as a download only.To see sample pages please click here
Dyscalculia activities 2: shapes, fractions, percentages
Dyscalculic pupils have a significant problem understanding mathematical concepts. These pupils can learn their way around maths if they are taught in a specific multi-sensory manner.

Our volume Dyscalculia activities 2: shapes, fractions, percentages uses this technique to teach such pupils the concepts of number and the four basic functions of mathematics. It is now used with thousands of children across the UK.

Dyscalculia activities 2: shapes, fractions, percentages follows on from "Practical Activities" and uses the same multi-sensory techniques that have proved successful in the earlier book. As before the book comes as a photocopiable volume and requires no additional equipment or materials save for a collection of coloured counters.

One of the huge benefits of this approach is that it not only works with children who have the genetic disorder which gives rise to dyscalculia, it also benefits those children who are failing to grasp mathematical concepts because of interrupted schooling, home problems or even a maths aversion which has developed because of early failure. Experience suggests that a short period of using multi-sensory techniques can be enough to overcome such problems and bring the pupil back to the class average.

Dyscalculia activities 2: shapes, fractions, percentages can be used with secondary school pupils either within special needs lessons or at home with co-operative parents. Each activity within the book can be completed within a maximum of ten minutes, thus allowing the teacher or parent to stop the work the moment the child shows signs of maths-aversion, frustration or tiredness.
Order code: T1719 £14.95
Available as a download only. To see sample pages please click here
Dyscalculia activities 3: Time and timetables
Time is the ultimate sequence, and children who master the concept of time usually overcome all their problems with sequencing and also find many concepts in maths much easier to handle. Indeed it is noticeable that many children who have difficulties with maths also have particular difficulties with the concept of time.

Dyscalculia activities 3: Time and timetable s contains exercises and activities that are designed to overcome such problems and ensure that children have a full ability to handle all the concepts of time - from the passing of seasons to the use of the 24 hour clock and the reading of timetables.

The book contains a range of straightforward tests which will reveal where the child's particular problems lie. This is followed by a series of activities covering all aspects of time. These activities can be undertaken in the classroom and can be photocopied and taken home. Indeed those children who are able to do five minutes homework a day on the subject of time will find that their understanding of time develops extremely quickly.

The book is available in photocopiable format which means that the activities can be shared with other staff in your department.
Order code: T1712 £14.95
Available as a download only. To see sample pages please click here.
Dyscalculia Practice Activities
Some dyscalculic pupils and students find that they have complete blocks when it comes to specific areas of maths - such as odds and evens, fractions, division, time, etc. For such pupils and students the "Practical Activities" series of books is ideal, each dealing with specific areas of mathematical process in a step by step manner.

However some pupils and students will have picked up some basics of maths and will not need this in-depth re-learning of fundamental mathematical activities.

Instead they will benefit from a multi-sensory set of revision activities across a much wider area.

It is for these pupils and students, and of course their teachers, that Dyscalculia Practice Activities has been developed.

The copiable volume consists of 91 separate activities - each of which is divided into a number of parts. Each activity deals with a different teaching point ranging from more or less to times tables, from division to the properties of shapes, and finally from fractions to percentages.

The materials are also ideal for allowing teachers and their pupils to go back and revise topics recently learned with a set of quick multi-sensory revision activities, all graded so that the pupil is not asked to solve issues that have not recently been revised.

Throughout, the book is written in a way that will allow the teacher or teaching assistant to work either with a single individual or with a small group of pupils or students whose difficulties fall into the same area.
Order code: T1782 £14.95
Available as a download only. To see sample pages please click here.
Maths cards and counters
We sell packs of times table cards and blank cards which are suitable for use when working with dyscalculic children. They will be needed when working through the Dyscalculia Activities books.

The pack comprises: multiplication cards, division cards, blank cards and counters.

Times tables covered are from 0 to 10, and 20, and they come in assorted colours. Blank cards come in assorted colours in packs of 144.

The counters come in a bags of 80 counters - 2 each of red, yellow, blue and green.

Delivery will be via Royal Mail and will require a signature.
£29.95 plus £1.95 postage and packing.
You can order these at Maths cards and counters

You can order any of these resources

with a school order number by email to This email address is being protected from spambots. You need JavaScript enabled to view it.

by phone to 01604 880 927 again with a school order number or credit card

with a cheque by post to Schools.co.uk, 1 Oathill Close, Brixworth, Northampton, 9BE. Please make cheques payable to Websites and Blogs Ltd

# data[].attributes.attachment_link.title
The Dyscalculia Information Centre - Resources for Teachers

# data[].attributes.attachment_link.description
Iona Bain is a National Numeracy ambassador and BBC Morning Live's money expert. Iona has dyscalculia and shares some tips for feeling better about numbers if you, or your child, has dyscalculia. Watch Iona's video and take a look at her tip sheet. Her advice may be useful even if you don't have a dyscalculia diagnosis...

# data[].attributes.attachment_link.description
Dyscalculia is a math learning disability that makes it hard to make sense of and work with numbers. Read about what dyscalculia means, symptoms, and how to help.

# data[].attributes.attachment_link.description
Parent Carer Forums are grant funded to enable the voice of families of children and young people with Special Educational Needs and Disabilities (SEND) to be heard in the local area. Dudley Parent Carer Forum became a fully independent forum in Dec 2020 and have been working hard in the local area since.

# data[].attributes.attachment_link.readable_text
KIDS support over 11,800 disabled children, young people and their families every year by delivering over 60 services throughout England.

We ensure disabled children from birth to 25 have the opportunity to learn, play, build friendships, gain confidence and improve their well-being and we provide vital time, emotional and practical support to parents and siblings.

# data[].attributes.attachment_link.keywords[]
special educational needs and disability

# data[].attributes.attachment_link.description
KIDS support over 11,800 disabled children, young people and their families every year by delivering over 60 services throughout England. We ensure disabled children from birth to 25 have the opportunity to learn, play, build friendships, gain confidence and improve their well-being and we provide vital time, emotional and practical support to parents and siblings.

# data[].attributes.attachment_link.description
Dudley Council’s Special Educational Needs and Disabilities (SEND) team supports SEND children and young people from the age of 0-25 years.

# data[].attributes.headline
Happier Minds - Mental Wellbeing For Young Persons, Parents/Carers and School Staff In Dudley

# data[].attributes.subject
Happier Minds - Mental Wellbeing For Young Persons, Parents/Carers and School Staff In Dudley

# data[].attributes.attachment_link.title
Neurodiversity and autism-friendly days out in the West Midlands - The AOC

# data[].attributes.attachment_link.description
Neurodiversity and autism-friendly days out in the West Midlands
At the AoC Trust in Dudley, we understand that the summer is often a chance to relax, spend time with family and friends, and explore. But for some, the busy summer period can be

# data[].attributes.headline
Family Hub Peer support groups in Dudley 

# data[].attributes.subject
Family Hub Peer support groups in Dudley 

# data[].attributes.attachment_link.title
Launch of our Dudley Family Hub Peer Support Programme - Dudley CVS

# data[].attributes.attachment_link.description
We are excited to share the launch of our Dudley Family Hub Peer Support Programme. Dudley Council have commissioned Dudley CVS as part of the Start For Life Programme and Family Hub Network to deliver on the development of a ... Read More

# data[].attributes.attachment_link.readable_text
Autism is a lifelong, developmental disability. It can affect a person's social interaction, behaviour, communication and how they experience the world around them.

The aim of the Dudley Autism Partnership is to raise the profile of adults with autism and Asperger syndrome . We want to ensure the delivery of better services to meet their needs.

The Dudley Autism Partnership oversees the the Autism Strategy for the borough. The group is made up of:

Find out more about the Dudley Autism Partnership Board.

To help people learn more about autism the council has developed an online training programme . It is free and you can do it at any time.

The step-by-step guide explains what autism is and how it affects people's behaviour. It offers suggestions on how to deal with difficult situations.

There are two modules - About Autism and Helping People with Autism. Each module takes about 30 minutes to complete.

People with autism or sensory sensitivity can enjoy a trip to the cinema.

ODEON hosts autism friendly cinema screenings every month. For more information please visit ODEON.

Showcase present Autism Friendly screenings in partnership with not-for-profit support provider, Dimensions. For more information please visit Showcase.

Sunday mornings throughout the month there are a number of other cinemas showing autism friendly screenings in partnership with Dimensions.

Other groups and further support can be found on the Dudley Community Information Directory

Support for children and young people aged 25 and under with Autism can also be found on the Dudley SEND Local Offer

Over the past year, we have delivered a range of online activities and engagement sessions with various groups with an interest in supporting the Autism Strategy . We were especially interested to hear people's views on the impact of Covid-19 on people with autism.

We delivered 5 online engagement events, coordinated by Dudley Voices for Choice (DVC). If you would like any further information about these events please contact Dudley Voices for Choice or call 01384 217057.

# data[].attributes.attachment_link.description
The Dudley Autism partnership attempts to raise autistic awareness, check out the awareness training offered and the services available.

# data[].attributes.attachment_link.description
Welcome to the Dudley Autism Partnership Board website.

# data[].attributes.attachment_link.description
Supporting people with learning disabilities and autism to speak up for themselves

# data[].attributes.attachment_link.title
Neurodivergent Parents Peer Support – New Baby Network

# data[].attributes.attachment_link.description
Supporting Neurodivergent Families: Antenatal, Birth, and Postnatal Care in Dudley Our Partnership New Baby Network CIC is thrilled […]

# data[].attributes.attachment_link.title
Special Educational Needs & Disabilities (SEND) | Oldswinford CofE Primary School

# data[].attributes.attachment_link.title
ADHD in the Workplace | Adult ADHD Assessment | Lexxic

# data[].attributes.attachment_link.description
Attention Deficit Hyperactivity Disorder is a condition of the brain that may result in hyperactivity and difficulty focusing. Book an ADHD screening with us today.

# data[].attributes.headline
Digital technologies for assessing attention deficit hyperactivity disorder adhd

# data[].attributes.subject
Digital technologies for assessing attention deficit hyperactivity disorder adhd

# data[].attributes.body
50 minute read

# data[].attributes.attachment_link.authors[].name
NCMH (National Centre for Mental Health)

# data[].attributes.headline
Wolverhampton  Inclusive Schools for Everyone 

# data[].attributes.subject
Wolverhampton  Inclusive Schools for Everyone 

# data[].attributes.attachment_link.title
Wolverhampton Inclusive Schools for Everyone | City Of Wolverhampton Council

# data[].attributes.attachment_link.description
Welcome to the ‘Wolverhampton Inclusive Schools for Everyone’ (WISE) webpages.

# data[].attributes.attachment_link.readable_text
This list is not exhaustive, Voice4Parents welcome any additional information that we can share please send it to us at

They do this by seeking the views of parents and carers to find out what is working well and where improvements can be made. Common issues are shared with service planners and providers at the strategic meetings that Voice4Parents attend. They help to pin point problems that are frequently experienced by families. This knowledge is useful to professionals and helps everyone to come to an agreement on how services are delivered so they better meet the needs of children, young people and their families.

Voice4Parents offer regular coffee mornings, Autism Café and occasional Leisure Activities as advertised on their website page and facebook page. Once you are a member all information is also shared via email.

A supportive Meet and Greet Session run by Voice4parents in conjunction with Dudley Voice for Choice and funded by NHS Black Country Services. This is a monthly session that provides opportunity for families, Children and Young People to meet up socially. Details can be found on the V4PP webpage and Newsletters

Local authorities must publish a Local Offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans

This team can also be contacted for Young Carers Assistance and Help.

IASS is a statutory and confidential service working with parents, carers, children and young people. It offers free and impartial information, advice and support on matters relating to a child or young person‛s special educational needs or disability from birth to 25 years.

Citizens Advice are an independent charity and a member of the Citizens Advice national network. They provide information, advice, guidance and specialist casework to the people of Wolverhampton from several locations across the city. They also deliver certain housing advice and Pension Wise services in the Black Country.

For general advice enquiries phone Adviceline: 0344 411 1444

Opening hours: Monday to Friday 10am to 4pm

Freephone 0800 144 8848 (England Only)

Textphone 18001 0800 144 8884

The Educational Psychology service is a consultation service giving parents the opportunity to talk with a psychologist over the telephone to find solutions to issues that are concerning them, with regards to their child's learning, behaviour, relationships or emotional wellbeing. Contact - 01902 550609 or email inclusionsupportadmin@wolverhampton.gov.uk

Chathealth is an NHS text messaging service for young people, 11-19 years old direct to their mobile phone, across Wolverhampton. They can text a school nurse on 07507 332 631 to get confidential advice and support for a range of health and wellbeing issues, including: anxiety, emotions and anger; bullying; family issues and friendships; sexual health and contraception; smoking, alcohol and drugs; sleep and staying healthy.

ChatHealth is available 10am to 4pm Monday to Friday (except bank holidays) during term time and is available 10am to 4pm, Monday, Wednesday and Fridays (excluding banks holidays) during school holidays.

Neachells Lane, Wolverhampton WV11 3PG 01902 446 270

Provide a culturally safe service that meets the needs of the African and Caribbean communities and their families affected by Mental Ill Health.

Changing Our Lives is a rights-based organisation, so human rights underpin everything that they do. They work alongside disabled people and people experiencing mental health difficulties, of all ages, as equal partners to find solutions to social injustice and health inequality.

Changing Our Lives work with disabled people and people with lived experience of mental health difficulties of all ages. Whilst all of the individuals they work with experience multiple disadvantages and discrimination, some of their projects specifically target the following groups with the following labels: People with the label of profound and multiple learning disabilities (PMLD); People with the label of Black, Asian and Minority Ethnic (BAME); People who find themselves stripped of the most basic human rights (for example, hospital inpatients)

Contact details - 0300 3020770

Connexions can provide your child or young person with expert careers guidance and support. They can get careers advice, information and practical support to get into education, training, jobs and apprenticeships. If your child is still at school or college they can ask their Careers Teacher or Student Services department to arrange an interview for them. If your young person has left school or college and are living in Wolverhampton they can drop-in to see a Connexions Personal Advisor at Wolverhampton Civic Centre every Wednesday and Friday from 1:30pm to 4:30pm. (Ask for Connexions at the main reception desk)

They are a constituted voluntary parent led group, fully insured, and offer the following; Peer support online meetings; physical peer support meetings; weekly webinars; Outreach activities; lockdown activities; sensory play activities; online members area; Peer support online; befriending service; food parcel service; training and youth activities.

Provides services including Health Visiting, School Nursing and the Partnering Families Team. Main Aims are health promotion; health protection; prevention of ill health and accidents and early intervention. Services are provided by qualified Health Visitors, School Nurses and Midwives.

Referrals are accepted from anyone by contacting on 01902 441057

The coffee mornings are led by the school's Family Liaison Officer, at Tettenhall Wood School. This is an opportunity for parents/carers of children and young people with autism to meet.

For further information email mhaywood@aatrust.co.uk or enquiriestws@aatrust.co.uk

Radar Keys offer disabled people independent access to locked public toilets around the country. Toilets fitted with National Key Scheme (NKS) locks can be found in shopping centres, pubs, cafés, department stores, bus and train stations and many other locations.

There are many accessible toilets in the Wolverhampton, many of them are controlled with a key that is operated under the RADAR

Contact number - 01902 551199

To qualify for a Blue Badge, you must have a permanent and significant disability. It is not for temporary disabilities or conditions. To find out the criteria for being issued a blue badge head to the website. Contact number - 01902 551155 option 5.

Contact support families with the best possible guidance and information. They bring families together in local groups and online, to support each other by sharing experiences and advice. And they help families to campaign, volunteer, fundraise and shape local services to improve life for themselves and others.

Contact's Listening Ear service is for parent carers looking for emotional support, practical advice and ideas and strategies to cope with the daily challenges you face - especially now, during the pandemic. It's a free and totally confidential telephone call-back service to talk through anything worrying you with one of our friendly, non-judgemental family support workers, some of whom have a child with additional needs themselves and so understand exactly where you are coming from. You will need to go onto their website to book a slot for this service.

The Council for Disabled Children is the umbrella body for the disabled children's sector bringing together professionals, practitioners and policy-makers. They provide a collective voice that champions the rights of children, young people and their families and challenges barriers to inclusion. They believe that every child and young person should enjoy the same rights and opportunities and that every aspect of society should be fully inclusive to disabled children and young people. They have an online library of resources that parents can access to find out more about disability policy and practice and includes a selection of materials specifically written with parents in mind.

Independent Provider of Special Education Advice (known as IPSEA) is a registered charity operating in England. IPSEA offers free and independent legally based information, advice and to help get the right education for children and young people with all kinds of special educational needs and disabilities (SEND). They also provide on the SEND legal framework to parents and carers, professionals and other organisations.

By law, children with SEND are entitled to educational support that meets their individual needs. Since IPSEA was formed in 1983, they have helped to improve educational support for thousands of children with all kinds of SEND, by providing free and independent legally-based information, advice and casework support.

Disability Rights UK is the leading charity of its kind in the UK, run by and for people with lived experience of disability or health conditions. Their resources meet the hugely increased need for free, independent, up-to-date information and represent disabled people's rights in the face of huge challenges to their well-being and ability to live independently. They offer advice and information on independent living, and career opportunities, as well as training on disability rights and welfare benefits.

Coffee mornings for parent carers of Children and Young People agued up to 18 with a diagnosis of Autism. Group meets at a venue located at the Special Needs Early Years' Service Base at Warstones Primary School. Meetings take place once every half term, however due to COVID 19 are currently online and monthly. Visitors from supporting professionals are welcomed to join for a section of most meetings by prior arrangement. Parents /Carers from this group are frequently involved in coproducing information for parents/carers.

Family Fund is the UK's largest charity providing grants for families raising disabled or seriously ill children and young people. Their purpose is to improve the lives of low-income families raising disabled or seriously ill children and young people by providing items and services to all low-income families in the UK raising disabled or seriously ill children, that they could not otherwise afford or access, and that help improve their quality of life, realise their rights, and remove some of the barriers they face.

Family Fund provide grants for a wide range of items, such as washing machines, sensory toys, family breaks, bedding, tablets, furniture, outdoor play equipment, clothing and computers. It can be a struggle financially, emotionally and physically for families raising a disabled or seriously ill child, and these grants help break down many of the barriers families face, improving their quality of life and easing the additional daily pressures.

There is an eligibility criteria which can be found on their website. You must meet all Family Fund eligibility criteria in order to be considered for a grant.

Fledglings is part of the national charity, Contact they are a non-profit shop that helps families with disabled children by supplying products and equipment that help with everyday challenges. Fledglings provide an easy and trusted environment to find the right solutions and allow families to connect and share their experiences.

A befriending service for parents of children with additional needs with a focus on Autism/ADHD.

Sharing rooms, take place once a month at CAMHS (befriending/signposting) - This is where the families are invited to come along and meet other parents, in a relaxed and calming environment. Parents can learn about other services and support networks that they can access. We have a mindfulness table, with relaxation techniques, colouring sheets and crocheting. Information table that have books and leaflets about AUTISM/ADHD and fidget aids that can support relaxation for adults and children.

Virtual "This Is Me" (TIM) programme for parents and carers(also delivered in Walsall)

(TIM is 6 virtual workshops over 3 weeks)

Listening Books provides a postal and internet-based audiobook service to over 100,000 members in the UK who have a disability or illness that impacts their ability to read printed words. The service is quick and easy to use and opens up the wonderful world of books for people with an illness or condition that affects their reading ability. This could be a specific learning difficulty such as dyslexia, a mental health condition like anxiety, a visual impairment, or a physical condition that makes it more difficult to hold a book, such as arthritis. They have a huge range of fiction and non-fiction titles for both adults and children, and support school age children from age 7 upwards. Listening to audiobooks allows children and young people to listen to the same books their friends are reading, helping to instil a greater understanding and enjoyment of literature. For adult members, listening to audiobooks can not only provide hours of entertainment, but they can also be a welcome distraction from loneliness or a health condition.

The Wolverhampton Outreach Service offers support to mainstream practitioners to enable them to more confidently meet the needs of children with Special Educational Needs or Disabilities (SEND) and also offer Parent Carer workshops

Kidz to Adultz exhibitions are organised by Disabled Living. They run FREE UK exhibitions totally dedicated to children and young adults up to 25 years with disabilities and additional needs, their parents, carers and all the professionals who support and work with them.

Newlife provide equipment families need, usually equipment that has often been refused by the statutory services or the delays in provision mean that the child will suffer unnecessarily. Newlife runs the only fast track equipment services in the UK helping those children in urgent need.

Telephone contact for the charity is 01543 562777

Caudwell Children transform the lives of disabled children across the UK. They act as a safety net for families who are unable to gain the help they need. They offer practical and emotional support through compassionate and efficient services including autism services, providing support with specialist equipment and services, sensory pack and the warm homes scheme.

Caudwell Children provide Autism services via child-centred multidisciplinary clinical assessments alongside practical and emotional support services so that children and their families can learn to understand their unique and individual profiles; helping to manage the areas of daily life they find difficult and celebrate their strengths.

Criteria for Autism Assessment via Caudwell Children:

Caudwell also provide sensory kits for families on application for a contribution of £22 towards the value of the kit.

Caudwell Children run a free Digital Skills Training programme for young people with autism, living in the West Midlands. For further information head to www.caudwellchildren.com/digital

The National Autistic Society is the UK's leading charity for people on the autism spectrum and their families. They provide support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people

Autism West Midlands are the leading charity in the West Midlands for people on the autism spectrum, enriching the lives of autistic people and those who love and care for them. Their staff and volunteers work across all age groups and abilities, providing direct support. They support autistic people to live as independently as possible, in residential care, or in their own or the family home, provide a free autism information helpline offering a first point of contact for families and individuals in crisis, provide advice and support sessions families and carers of children on the autistic spectrum, enable adults to access support within their local community to build resilience, confidence, and skills to actively participate in society and offer training to parents, professionals and individuals.

Resources for Autism is a registered charity. They provide practical services for children and adults with a diagnosis of autism and for those who love and care for them, including holiday play schemes and youth clubs.

AET provides videos and information for parents about receiving and understanding a diagnosis. It also provides a parent's guide, which includes, working together with your child's school - an AET autism standards guide for parents and carers. A parents and carers' guide to finding a school for your child with autism. Children and families act information; AET information for schools; parent survey summary. and PANTS autism for parents.

Autistic Girls Network is a registered charity working to support, educate, and bring change.

Their mission is two-fold. To campaign for better recognition and diagnosis of autistic girls and to support them in finding their identity and feeling understood.

We can sign post you to support networks, organisations and resources and provide a safe space to ask questions, raise concerns and share experiences in our private Facebook group.

On the website you will find a resource section with links to useful resources, YouTube videos, books, Apps etc.

Facebook group that offers support to all but it has very specific rules including on dietary or medical advice or natural remedies. It is extremely anti-ABA and appears to be mostly USA based where ABA seems to generally be the only option. It may feel quite biased to some families. No vaccine related posts. No ABA, autism speaks or Martyr Parent Mentality. No images of meltdowns/nudities or injuries. No puzzle pieces please. No fund raising, promotion or spam. No Tone policing. No bringing drama from other groups. Reporting problematic posts and comments. Dirty deletes will get you banned from the group - they want all comments to remain even if there is negative feedback as it silences voices

One to one support is available and all staff are autism trained.

Support can be given to enable young people to make the transition from home to clubs through home visits, social stories, visual supports in fact anything that might help. We do not provide transport to and from clubs but will help negotiate with local social services for help with this where appropriate. Clubs are run at weekends and after school in various venues. They are age and ability specific and once your referral is received your child will be assessed as to which club would best suit their needs. There is likely to be a waiting list for clubs.

There is a small charge which is means tested and no one is turned away for financial reasons but everyone pays at least something.

BIBIC is a national charity and exists to maximise the potential of children and young people with conditions affecting their social communication, sensory, motor and learning abilities. They offer therapy programmes for every child and family to help children and young people manage their difficulties, to cope better in the world around them. To help parents and carers understand their child's behaviour and needs, and to help teachers support struggling children emotionally and educationally. They see children and young people age 6 months to 25 years old with or without a diagnosis, experiencing a variety of difficulties and symptoms.

And support developmental difficulties, learning disabilities, special educational needs (SEN) and genetic conditions. As well as helping many children and young people with Autism, Brain injury, Cerebral palsy, Attention deficit hyperactivity disorder (ADHD), Global developmental delay (GDD), Dyslexia, Down's syndrome, Sensory processing difficulties and many more.

BIBIC empower desperate parents and carers with the support and strategies they need to improve not only their child's life, but their family's too. Helping children and young people understand their condition better and live more independent lives.

#A non-medical approach to improving your health and wellbeing. It can help you to have more control over your own health and find ways to improve how you feel in a way that suits you. Social prescribing is for:

Young People who may feel isolated & want support to meet other people.

Young People who may feel low or a bit anxious and might feel better joining a social group.

Young People who may have a long-term chronic health condition which would be helped through community activities

Young People who may need help to find support or advice with practical issues such as money or housing

Young People who may want help and support with their wellbeing and education.

Mencap is the leading voice of learning disability. Everything they do is about valuing and supporting people with a learning disability, and their families and carers. The services they provide range from round-the-clock care to helping someone join in with local leisure activities, providing advice and information on things like employment and education, helping someone to live independently for the first time, and even things like reporting a crime to the police. In a nutshell, MENCAP try to help in any area of a person's life where they need support.

The National Deaf Children's Society is the leading charity for deaf children and there for every deaf child who needs them - no matter what their level or type of deafness or how they communicate.

The National Deaf Children's Society run events and workshops and have a new online forum as well as a resource hub with information and one to one support and tailored services which help reduce barriers for deaf children. They also provide a service where you can borrow technology and devices which support deaf children's communication and independence.

Afasic is a parent-led organisation to help children and young people with speech and language impairments and their families. Providing information and training for parents - and professionals - and producing a range of publications. Members meet in local groups in many areas of the UK. Afasic seeks to raise awareness and to create better services and provision for children and young people with speech and language impairments and communication needs.. It works in partnership with local and national government, professional and statutory bodies and other voluntary organisations.

At Cerebral Palsy Midlands they primarily provide a day care service for people with cerebral palsy and other disabilities, however this is not the only service they provide. They also teach vital life skills to stay healthy and safe, including things like cooking, personal hygiene, reading and writing skills, music, arts and crafts and much more. For some of these skills they have groups that meet between two and three times a week. These are: CPM connection, Access for all, Pathfinders, URconnectAble, Being Heard, and VeraNic art.

Charity Choice is a comprehensive directory of the groups campaigning for, supporting or assisting trans and gender non-conforming individuals, including those who are non-binary and nongender, as well as their families across the UK

Stonewall stands for the LGBTQIA+ community that provide workshops and fundraising, support for youths to better peoples understanding of issues faced by individuals.

Contact Number - 0207 5931850

Wings run a wide variety of evening, weekend and holiday playscheme activities for children. These provide them with a social group and a sense of belonging, as well as stimulus in drama, music, art and physical exercise. We also run regular trips and outings to all sorts of exciting places. Parent support groups.

Families benefit from the respite from a caring role as WINGS provides trained and volunteer staff for these sessions: most of the children require 1:1 supervision.

YMCA has been serving the Black Country since 1888. A local charity, that's part of the largest youth organisation in the world. We support people to grow and develop in Mind Body & Spirit. Our places are found in the heart of communities, working with children, young people and their families.

Zebra Access is a Deaf-led charity dedicated to ensuring that all Deaf and Hard of Hearing people enjoy equal participation and access without communication barriers. They provide Deaf role models, enabling Deaf and Hard of Hearing people to have self belief and confidence to achieve their aspirations by breaking down barriers. As well as services to support Deaf and Hard of Hearing individuals along with a variety of events, clubs and activities. Zebra Access also delivers Deaf Awareness and BSL training to organisations and individuals who work with Deaf and Hard of Hearing communities and individuals.

Dyspraxia UK offers expert advice, assessments and strategies to children, young people and adults with dyspraxia throughout the UK.

HemiHelp provide lots of information about hemiplegia on their webpages and in their HemiHelp magazine which is packed with inspirational and informative stories by and for people living with hemiplegia. They also offer a range of online and real-life events and training workshops that allow families to connect with others living with hemiplegia. Their myhemicheck.hemihelp.org.uk creates a free printable overview of how an individual's hemiplegia affects their daily life which is great to give to teachers or employers.

They provide world class diagnosis, assessment and rehabilitation for children and young people with epilepsy and undertake into the condition and how it can be treated. Their unique blend of specialist services includes a school, college and residential services providing education and healthcare for children and young people with epilepsy, autism and other neurological conditions.

Guide Dogs provides a wide range of services for children and young people, including mobility and life skills, large print books and grants for specialist technology. And are there for the whole family, providing support and advice on a range of issues, including education.

Guide Dogs don't believe a vision impairment should stop you, or your child, from knowing the joy of reading. That's why their CustomEyes Books in large print give children the chance to read a real book, just like everybody else. From Dr Seuss to Shakespeare, from inspirational fiction to educational textbooks, they have over 4,200 large print books available, and each one is custom made, with font size, spacing, colour and more all tailored to your child's individual needs.

The Royal National Institute of Blind People (RNIB), is one of the UK's leading sight loss charities and the largest community of blind and partially sighted people. They recognise everyone's unique experience of sight loss and offer help and support for blind and partially sighted people - this can be anything from practical and emotional support, campaigning for change, reading services and the products they offer in their online shop.

Inspiring people with sight loss to transform their own personal experience, their community and, ultimately, society as a whole. Their focus is on giving them the help, support and tools they need to realise their aspirations.

Young Minds is the UK's leading charity fighting for children and young people's mental health. Young Minds provide young people with tools to look after their mental health. They empower adults to be the best support they can be to the young people in their lives. And give young people the space and confidence to get their voices heard and change the world we live in. They will provide young people with reassurance and advice to help them make positive choices for their mental health and know what to do next if they are struggling. Make sure young people have adults around them who can really help, and build a youth-led movement to make sure support is there for anyone who needs it.

Down's Syndrome Association

Children and adults with Down's syndrome are all unique individuals with their own personalities, family backgrounds and preferences that make them who they are.

At Down's Syndrome Association you will find answers to questions that they are often asked about Down's syndrome. This information will help you to separate the facts from some common misconceptions. If you do not find what you are looking for ring their helpline 0333 1212 300 and speak to one of our specialist advisors.

The Down's Syndrome Association Helpline offers information, support and advice to people with Down's syndrome, their families and the people that support them. The helpline is open 10am to 4pm Monday - Friday (closed Bank holidays) or you can email info@downssyndrome.org.uk

The organisation is divided into various teams, including: Training & Information, who delivers provide information about all aspects of living with Down's syndrome including specialist advisers on benefits, education, health and social care; advise new parents or anyone with questions; promote and facilitate information exchange between members through various groups; provide support on their throughout the UK for members, professionals and carers. And also run their project, giving people who have Down's syndrome a platform to have their say and be heard.

is the organisation's employment programme which brings together employers and jobseekers who have Down's syndrome. It is a tailored service dedicated to training employers about the learning profile of people who have Down's syndrome so that they can be supported in the workplace. They focus on finding the right employment opportunities for people who have Down's syndrome and ensuring that they have the support they need to be successful in the workplace. And providing as many opportunities as possible for people who have Down's syndrome to lead active and healthy lives.

Communication is the most fundamental life skill for children and young people. Their ability to learn and to develop friendships depends upon it, but many face an uphill struggle. A lack of knowledge and resources means that too many children and young people with speech, language and communication needs don't receive enough appropriate support. This affects their educational outcomes, their employability and their health and wellbeing.

I CAN want a world where all children have the communication skills, they need to fulfil their potential, and are working towards this vision by offering practical help for parents who are concerned about their child, running outreach programmes in the community, empowering early years and school professional through training, support and information and developing intervention programmes for nurseries and schools across the UK.

The Cleft Lip and Palate Association (CLAPA) is a small charity working to improve the lives of people born with a cleft and their families in the UK. They reach out to families from the moment of diagnosis and help them through any difficulties they have before and after the birth of their child by providing a specialist feeding service as well as targeted information and a national network of trained volunteers providing one-to-one emotional support and local events and meet ups.

Scope provide practical advice and emotional support whenever people need them most. They do this through their helpline, their online community, a range of employment and child sleep services, community engagement programmes, and more.

Scope's helpline provides free, independent and impartial advice and support on issues that matter to disabled people and their families.

They are open Monday to Friday, 9am to 6pm. Saturday and Sunday, 10am to 6pm. And most bank holidays.

Help for adults concerned about a child call 0808 800 5000

Help for children and young people call Childline 0800 1111

Let Us Play support children with special needs between the ages of 5-19. They have a huge range of activities that are adaptable to the individual needs of the children present. Offering 4-hour Saturday sessions on average 3 times a month, usually with lunch provided. They offer after school cycling sessions on Monday evenings during term time and extra sessions during the school holidays. Where possible they encourage adults with disabilities to volunteer to support them in their work with children. Let Us Play also run fortnightly a parent group where parents meet for crafts, walks, meals and a time to refresh their batteries.

Include Me TOO (IM2) is a United Kingdom based charity supporting disabled children, young people and their families from diverse range of backgrounds, participation, equality, inclusion, rights and aspirations nationally and internationally. They work with families, supporting parents and carers to become Champions; support Disabled Children, Young People and their Siblings to become Ambassadors and Role Models and supporting Communities to become more involved and inclusive. Working at grassroots Include Me TOO provide a range of support including peer support, befriending services, activities and holiday clubs for disabled children, outreach and information and advice to families.

Give Us A Break is a charity run by volunteers in the Wolverhampton area providing activities during school holidays for children and young people with severe and complex learning difficulties and physical impairments. It was established to allow children with special needs to have access to activities that are appropriate to their needs and interests. The criteria for eligibility is that the child would find it difficult or impossible to access mainstream activities. Children and young people can attend activities with their brothers and sisters and other members of their family knowing that other families will understand and support them.

There is no membership fee but they do ask for a donation for most activities so they can continue running them. The age range for the children and young people is flexible between 2 and 25 years although some activities may have age limitations. Parents and/or carers are required to attend with their children to share in the fun and provide adequate supervision.

Reflexions is a Mental Health Support Team (MHST), we are a service that helps increase access to mental health support for children and young people in schools.

Get access requirements recognised at thousands of attractions across the UK. Designed to streamline the process of communicating access needs, the Access Card translates A disability or impairment into easy-to-understand symbols. In addition to translating your needs into symbols, the Access Card serves as a recognised proof of requirements, eliminating the need for repeated explanations at different venues. This recognition is crucial in building a more inclusive environment, as it encourages venues and service providers to be proactive in their accessibility efforts..

Available on the first Sunday of every month at 11am, where the lighting is kept on during the screening, the volume is reduced, there are no adverts or trailers and you can take your own food in.

The CEA Card is a national card scheme developed for UK cinemas by the UK Cinema Association (UKCA). The Card enables a disabled cinema guest to receive a complimentary ticket for someone to go with them when they visit a participating cinema. The Card is also one way for cinemas to make sure they look after their disabled guests. If you require an adjustment to visit a cinema because of your disability, cinema staff should make them for you whether you have a CEA Card or not.

To apply, the person requiring assistance must be 8 years of age or older and be in receipt of one of the following:

There is a small free for each CEA Card issued.

The Central Youth Theatre deliver weekly drama sessions for young people with disabilities (known as Acting Up), and support them to stage productions & short films

Charlottes Tandems lend, at no cost (i.e., for free), tandems and tag-alongs to (and only to) people with disabilities or additional needs, who are unable to ride a bike safely on their own, so that they can enjoy the wonders of cycling.

Gazebo Theatre Company has been providing Theatre, Theatre in Education, out of school activities, mentoring, employment, training, Community Arts for more than 40 years.

Huggle Pets in the Community is a non-for-profit organisation, they offer a range of activities and therapy sessions, incorporating animals. These include Animal Assisted Therapy, Educational Workshops (Animal Welfare and the Environment) and coffee mornings with their animals. Through their animal therapy focused work, Huggle Pets in the Community support and work alongside individuals and groups to improve mental health, combat loneliness, challenge behavioural issues and promote psychological well-being.

They also run events provided sensory activities and animal therapies.

Sassy believe that sensory play is beneficial to all children regardless of their ability. It helps to build language skills, improve fine and gross motor skills and promote social interaction. They have developed lots of different sensory elements and sessions for the children including sensory messy play sessions, sensory circuits, soft play sensory sessions, sensory discos, sensory swimming sessions and much more! Environments are accessible for the children with specialized sensory equipment and lighting and a calming area or room where the children can go to if they need to regulate or seek some calm if being overwhelmed children

Free Touch Tours are offered with most Audio Described Performances. These usually take place an hour before the performance begins and provide visually impaired customers with the opportunity to interact with pieces of set, props and costume with the describer. All touch tour spaces must be booked in advance via the Box Office.

Customers can join an Access Register Scheme to easily join Accessible performances and apply for Carers Tickets and concessions.

A youth-led, state of the art space for young people aged 8-19 (up to 25 with a disability) located centrally in the city of Wolverhampton. Open 7 days a week, providing a huge variety of activities. The Way is inclusive and encourage people of all abilities to visit. Though they don't offer one-to-one support on sessions, If your child needs the support of a carer they can come in with them too (they'll need to provide reception with an up-to-date DBS check).

Send Sessions are run on a Saturday from 10:00 - 12:30 and General Family Sessions are run from 1:00 - 4:00

Wildside make sure that people with additional needs can have access to nature and the outdoors. They work with people who have physical disabilities, learning difficulties, mental health issues and long-term health needs. In a green environment, people can experience a closeness to nature and often learn more easily, the peace and quiet usually lessen stress and sensory overload. Dependent on the specific situation, users with additional needs can usually experience: boat trips, natural crafts, canoeing, den building, fire lighting, minibeast hunts, Forest School and other environmental activities as well as bird watching and bird box making.

It is one of the charity's key aims to ensure all of its activities are accessible to as many people as possible. The Inclusion & Cohesion staff lead in this area along with the Equality, Diversion & Inclusion team to ensure delivery is inclusive to all abilities. Their staff are passionate about inclusion and cohesion and training is provided regularly in these areas. Ensuring there is inclusive delivery extends across the rest of the Foundation including initiatives such as Premier League Inspires and Head for Health. Wolves Disability FC is Wolves' pan disability team which has developed extensively in recent year. The Foundation also supports and encourages grass roots disability teams which forms the start of a pathway which can lead to Wolves and then, for particularly talented players, progress via the FA pathway to the England disability set-up.

The Albrighton Trust, Moat and Gardens offers educational and recreational activities for people disadvantaged by disability, special needs or illness, who are welcomed and supported whatever their capability. They have a proven track record of supporting the most hard to reach in society, providing positive outdoor activities and offering opportunities to enhance or change lives.

All activities are either inspired by or involve the outdoor environment. Their first-class facilities are specifically designed to ensure everyone, regardless of disability or capability can experience the joy and satisfaction of engaging in positive, outdoor activity including angling, gardening, woodcraft, culture and creativity.

The Kingswood Trust focus on learning with nature with children of all ages, their parents and carers and those who support them can learn together. Enjoying the benefits of hands-on learning in the fresh air. Their outdoor education activities enable learning about and through the environment and create lasting, happy memories.

Nr. Cleobury Mortimer, Kidderminster, Worcs. DY14 9AL

Nineveh Ridge provides a safe, welcoming environment where service users can develop a wider personal, social and emotional awareness. They create a structured day, developed specially for the needs of each individual person, which enables them to learn and make progress in a safe non-judgmental environment, where they can feel respected and valued for their part in the project however large or small, regardless of their race, sex, colour, religion, sexual orientation, age or ability. Activities include animal care, a day on the farm (farm animals and small animal house), pony work, gardening and horticulture, craft & woodwork, and music.

Perkisound is a unique, innovative and musically inspired recreation centre for people with additional needs, their families, friends and carers, based in the grounds of a 2.5-acre former garden centre in North Warwickshire. Perkisound provides a safe place to play, learn, enjoy and develop through music and recreation which they believe can promote general health and wellbeing. The musically inspired centre is a space where people can express themselves freely and with confidence.

The centre has lots of different animals for you to meet including goats, lambs, hens, Guinea pigs, rabbits, ducks, alpacas and a miniature horse called Fudge. The centre also includes an 18-hole mini golf. Entrance to the farm is charged.

SNAP Cannock aims to provide or assist in the provision of an adventure playground for people who have special needs and who are resident in the Midlands and beyond, with the object of improving their conditions of life. There is no age restriction and the playground is open to anyone who feels that it will be of benefit to them.

Offer SEND sessions and ensure the soft play area is accessible to as many children as possible irrespective of their abilities.

Inclusive Play session for children with disabilities - Unlock a world of fun at an Inclusive Play Session in Dudley! Tailored for children with disabilities, from the sensory delight of water play to the thrill of climbing, zooming on pedal go-karts, and expressing creativity through arts and crafts - every moment is designed for inclusivity and fun! Trained staff ensures a supportive environment, fostering friendship and smiles.

Worcester Snoezelen is a multi-sensory leisure therapy centre for people who have disabilities and additional needs. Snoezelen provides accessible and inclusive activities which promote relaxation, stimulation and socialising. The centre comprises of 4 multi-sensory rooms, hydrotherapy pool, soft play area, music and arts. Predominantly the people who access our services have learning disabilities however there is much on offer for anyone of any age including; people with additional needs, physical disabilities, dementia, families and siblings. Special Schools in Wolverhampton

Mainstream Schools with Additionally Resourced Provision (Resource Bases)

Castlecroft Primary School - with resource base for Visual Impairments

Palmers Cross Primary School - with resource base for Speech, Language and

Springdale Primary School - with resource base for Speech, Language and Communication Needs

Warstones Primary School - with resource base for Hearing Impairments

# data[].attributes.attachment_link.title
Support In Our City | Voice4Parents Wolves

# data[].attributes.attachment_link.description
This list is not exhaustive, Voice4Parents welcome any additional information that we can share please send it to us at They do this by seeking the views of parents and carers to find out what is working well and where improvements can be made.

# data[].attributes.attachment_link.title
SEN support | Wolverhampton Information, Advice & Support Service

# data[].attributes.attachment_link.description
All schools and settings should have a clear approach to identifying and responding to special educational needs and will carefully monitor the progress of all children and young people.

# data[].attributes.attachment_link.readable_text
As Wolves kicked off their One Pack Week celebrations in their Premier League meeting against Brentford, some of the club's disabled supporters inside the stadium were given newly created 'Comfort Packs'.

Handed out at Saturday's game by Wolves' disability access officer Laura Wright, the bespoke packs - which are unique to each individual fan - are designed to help supporters with sensory issues while they are watching matches at Molineux.

Wright and the Wolves Disabled Supporters Association (DSA) have received funding from Level Playing Field and CAFÉ (Centre of Access for Football in Europe) to put together a small batch of packs which will provide comfort to fans with neurodiverse needs, such as dyslexia, dyscalculia, dyspraxia, ADHD, sensory processing disorder, auditory processing disorder, visual processing disorder, autism and dementia.

"I wanted to start offering sensory packs to our supporters with neurodiverse needs for a couple of years now, but we haven't been able to secure the funding," Wright said. "Equipment such as ear defenders are quite expensive individually, so if you are making up more than 10 packs, that takes up a big bulk of budget.

"So, we're very grateful for the £250 grant we've received during the celebrations of CAFÉ's Week of Action and Level Playing Field Unite for Access, as that's enabled us to start creating a small batch of packs.

"About 70 per cent of clubs in the Premier League provide packs like these, but they're usually quite generic and not bespoke to each user. One of our supporters recently received a pack while at an away game and it just wasn't suited to their individual needs, so that was something we really wanted to make sure we did correctly to ensure it has the best impact on our fans."

During a small trial at Saturday's fixture, 15 bags were packed ready for supporters who had completed a questionnaire prior to the match, with the questions designed to distinguish what items would be of help to them coping with the sensory pressures that comes from a matchday at Molineux.

Wright added: "I identified 15 supporters who are already known to me, and carried out a closed invite to ask if they wanted to take part in this. From that, I sent them a questionnaire to complete, which has been really helpful and given me an insight into the individual needs of each supporter.

"I work very much with a person-centred approach, so each bag is unique depending on what the supporter has said they need from their corresponding answer in the questionnaire.

"However, there are some things that will go in every pack. They will get a lanyard with a One Pack card at the bottom which says 'Please be aware I have a hidden disability' or 'Please do not touch me, I have a hidden disability'. They'll also get an easy-read menu of the kiosks and an easy-read map of the stadium.

"While the colour of each pack is different as I've asked the supporters what their favourite colour is, so they will get a bag that matches their favourite colour, and it will also include other items depending on what they answered in their questionnaire - all of which will support their needs while they're at Molineux.

"At the moment, it's an invite only initiative, but I'm hoping that if we can secure the funding, we will be able to open it up to a wider range of fans. In the future, I would like to provide enough Comfort Packs for about 30 to 35 supporters."

If you would like more information or are interested in supporting our comfort packs for fans with neurodiverse needs at Molineux, please get in touch via fanservices@wolves.co.uk and 01902 810485.

# data[].attributes.attachment_link.title
One Pack Week | Comfort Packs for fans with neurodiverse needs on matchdays

# data[].attributes.attachment_link.description
As Wolves kicked off their One Pack Week celebrations in their Premier League meeting against Brentford, some of the club's disabled supporters inside t...

# data[].attributes.attachment_link.authors[].name
Literacy Support Programme- Part 1 (spiral bound) £45.00 sold out

# data[].attributes.attachment_link.title
Free Downloadable Dyslexia resources — Dyslexic Logic

# data[].attributes.attachment_link.description
A range of free downloadable dyslexia teaching resources and teaching programme material. These resources focus on early intervention and a multisensory approach to synthetic phonics.

# data[].attributes.attachment_link.title
Dyslexia Assessments | Dyslexia Support | Lexxic

# data[].attributes.attachment_link.description
Dyslexia affects the skills involved in accurate and fluent word reading and spelling. At Lexxic, we offer a range of dyslexia at work assessments or dyslexia testing.

# data[].attributes.headline
Resources and advice for parents/carers and professionals 

# data[].attributes.subject
Resources and advice for parents/carers and professionals 

# data[].attributes.attachment_link.readable_text
This website places cookies on your computer to improve your experience. By continuing to browse the site, you are agreeing to our use of cookies. For more details, see our privacy policy. I agree

# data[].attributes.attachment_link.description
The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

# data[].attributes.attachment_link.title
Dyspraxia support videos - Watch Me Do It Project

# data[].attributes.attachment_link.description
Dyspraxia support videos | Manchester Metropolitan University movement support videos for dyspraxia/developmental coordination disorder (DCD)

# data[].attributes.headline
Understanding the strengths and difficulties of Dyspraxia/DCD: A guide for parents 

# data[].attributes.subject
Understanding the strengths and difficulties of Dyspraxia/DCD: A guide for parents 

# data[].attributes.body
45 minute watch

# data[].attributes.headline
Dyspraxia (DCD) - British Dyslexia Association

# data[].attributes.subject
Dyspraxia (DCD) - British Dyslexia Association

# data[].attributes.attachment_link.readable_text
Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. This condition is formally recognised by international organisations including the World Health Organisation.

DCD is distinct from other motor disorders such as cerebral palsy and stroke. The range of intellectual ability is in line with the general population. Individuals may vary in how their difficulties present; these may change over time depending on environmental demands and life experience, and will persist into adulthood.

An individual's coordination difficulties may affect participation and functioning of everyday life skills in education, work and employment. Children may present with difficulties with self-care, writing, typing, riding a bike, play as well as other educational and recreational activities. In adulthood many of these difficulties will continue, as well as learning new skills at home, in education and work, such as driving a car and DIY.

More information

Dyspraxia Foundation

This site includes information on 'How would I recognise a child with dyspraxia?' and primary and secondary classroom guidelines. The Foundation supports parents, individuals and professionals either living with, or supporting those with dyspraxia.

Website: https://dyspraxiafoundation.org.uk

Movement Matters

This is the UK umbrella organisation representing the major national groups concerned with children and adults with dyspraxia. The website holds documents and videos aimed at parents, teachers and employers of people with dyspraxia.

Website: www.movementmattersuk.org

# data[].attributes.attachment_link.title
Dyspraxia (DCD) - British Dyslexia Association

# data[].attributes.attachment_link.description
Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. This condition is formally recognised by international organisations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke.

# data[].attributes.headline
Dyspraxia Test Adults | DCD Diagnosis | Assessments | Lexxic

# data[].attributes.subject
Dyspraxia Test Adults | DCD Diagnosis | Assessments | Lexxic

# data[].attributes.attachment_link.readable_text
DCD (Developmental Coordination Disorder), also known as dyspraxia, is a neurodifference that affects movement and coordination , and it is estimated that 3-5% of people have DCD.

Whilst it is often regarded as a learning difference, many are not aware of the unique skills that come with having DCD. Typically, many people with DCD have a great sense of empathy and understanding of others, are highly motivated and are great at problem-solving.

Dyspraxic individuals may have challenges with activities that require coordination, such as riding a bike, or catching a ball. They may also have challenges with fine motor skills, such as writing or using utensils . These challenges can impact their daily lives and academic performance, however with the right support, dyspraxic individuals can thrive.

The exact cause of DCD is unknown. Some people are born with it, but it can also be a side effect of damage to the brain after a stroke or head injury, or as a result of another neurological condition. This is known as 'apraxia'.

Early identification can be helpful in improving motor skills and reducing the impact of DCD on an individual's life.

What is Dyspraxia?

Dyspraxia is a lifelong neurodifference that affects a person's ability to plan and coordinate physical movements. For some individuals, it may affect short-term memory and organisational skills.

A diagnosis of dyspraxia usually involves a comprehensive assessment by a specialist, such as a paediatrician, occupational therapist, or speech and language therapist.

To help reduce stigma and myths around the neurodifference, it is important to understand that dyspraxia is a real and valid neurodifference that can have a significant impact on a person's life.

DCD is not related to intelligence, and many dyspraxic individuals possess unique skills. With the right support and understanding, individuals can thrive and achieve their goals.

"For me, managing my time was an issue. I found it hard to plan my time and I often left tasks unfinished, which made me more stressed and more likely to make mistakes. I found that using mind maps helped me to prioritise my workload better so I wasn't panicking at the end of the day."
- Joshua,
Human Resources Administrator

Common Strengths Associated with DCD

Many dyspraxic individuals possess unique strengths and talents. Some individuals have excellent strategic thinking skills, creativity, and problem-solving abilities, which can be harnessed and used to their advantage in various aspects of daily life.

Additionally, some dyspraxic individuals may develop resilience and determination as they navigate the challenges of the neurodifference. These qualities can be valuable assets in both personal and professional settings.

It is important to remember that every individual is unique, and will each have their own set of strengths. By focusing on these strengths and finding ways to work around challenges, individuals can lead happy and successful lives.

Common Traits Associated with DCD

Some common traits of dyspraxia include:

Challenges with fine and gross motor skills

Trouble with coordination and balance

Challenges with planning and executing movements

Poor spatial awareness and depth perception

Challenges with handwriting and other fine motor tasks

Challenges with sports and other physical activities

These traits can make it challenging to perform tasks that others may take for granted, for example, getting dressed or preparing a meal.

A diagnosis can help to identify the specific challenges a person is facing and provide support and strategies to help them overcome these challenges.

Many people with DCD possess unique skills. These skills vary from person to person, but commonly include being highly motivated, empathetic and having utmost determination. People with DCD are also widely regarded as having a great sense of humour and having the ability to solve problems more easily than others.

Diagnosis of DCD

The diagnosis of DCD is usually done by a team of professionals, including psychologists, occupational therapists, physiotherapists and other specialists. The diagnostic process involves a series of assessments and observations to identify any developmental delays or challenges in motor skills.

The process typically begins with a medical history to rule out any underlying medical conditions that may be causing the symptoms. The individual's motor skills are then assessed using a range of standardised tests and observations.

These assessments may include:

Cognitive Assessment and attainment tests, to gain an overview of the individual's abilities such as: short-term visual memory, short-term auditory memory, verbal comprehension, and perceptual organisation and reasoning.

Diagnostic inventory tools to identify whether the criteria for diagnosis are met.

Observations of an individual's gross and fine motor skills.

The diagnosis of DCD is made when an individual's motor skills challenges cannot be explained by any other medical condition or developmental disorder. It is important to note that DCD can co-occur with other neurodifferences, such as ADHD or dyslexia .

Once a diagnosis of DCD is made, a plan is developed to address the person's specific needs and challenges. This may include occupational therapy, physical therapy, and/or behavioural interventions to improve motor skills and overall functioning, in addition to workplace recommendations to help support and empower the individual at work.

DCD is often mistaken for clumsiness

Many people aren't diagnosed until adulthood

Often with DCD, there is no known cause

Many famous people have DCD
(for example, Daniel Radcliffe, Cara Delevingne, and Florence Welch from Florence and the Machines)

Living with DCD

Though many dyspraxic individuals possess unique strengths and skills, research suggests they may also experience different mental health challenges, including anxiety, depression, and low self-esteem. This is often due to the challenges they may face in daily life, such as with coordination and planning, which can make simple tasks seem overwhelming.

Anxiety is a common challenge for many dyspraxic individuals, as they may worry about how they will perform in social situations or whether they will be able to complete tasks successfully. This can lead to avoidance behaviours, which can further impact their mental health.

Some dyspraxic individuals may also experience depression, as they may experience feelings of frustration due to challenges they face. They may also feel isolated and misunderstood, which can exacerbate their symptoms.

Some dyspraxic individuals may experience low self-esteem , as they may compare themselves to others and feel like they are not measuring up. This can lead to a negative self-image and a lack of confidence in their abilities.

At Lexxic , we understand that living with DCD can be challenging, but there are many resources available to help you manage your dyspraxia and lead a happy and fulfilling life:

Remember, there is no one-size-fits-all approach to managing DCD. It's important to work with your healthcare team to develop strategies that are tailored to your individual needs and goals.

DCD in Adults

While it is commonly diagnosed in children, it is important to note that DCD can persist into adulthood .

Adults with DCD may experience challenges with the activities of daily living, such as dressing, cooking, and cleaning. They may also experience challenges with fine motor skills, such as writing, typing, and using utensils.

Individuals with DCD may also face challenges in social situations, such as participating in team sports or following social cues.

It is important for adults with DCD to seek support and accommodations to help manage their challenges. This may include occupational therapy, assistive technology , and counselling.

Download our DCD (Dyspraxia) Information Sheet:

This information sheet has been created by our team of expert psychologists, and provides information about DCD (Dyspraxia), common challenges, and suggestions of the support available.

How Can Lexxic Help?

At Lexxic, we have a range of diagnostic tools to help assess your needs, or the needs of your employees.

Our team of highly qualified psychologists provide support and advice for adults in the workplace. We work with you from the point of diagnosis, through to identifying what you need to get the best long-term outcomes.

We can help you to better understand your strengths and challenges, know your learning style, and give you training for specific skills.

Get in touch if you would like to chat with one of our team, or find out more about the services we can provide.

Further Resources

Take a look at our blog to learn more about neurodiversity.

Find Out About Other Neurodifferences

Bob Lawson

Digital Communication services, including website design, search engine optimization, social media, and content creation for nonprofit organizations, consultants, and creative entrepreneurs.

http://www.sustainabledigital.com

DCD (Developmental Coordination Disorder), also known as dyspraxia, is a neurodifference that affects movement and coordination , and it is estimated that 3-5% of people have DCD.

Whilst it is often regarded as a learning difference, many are not aware of the unique skills that come with having DCD. Typically, many people with DCD have a great sense of empathy and understanding of others, are highly motivated and are great at problem-solving.

Dyspraxic individuals may have challenges with activities that require coordination, such as riding a bike, or catching a ball. They may also have challenges with fine motor skills, such as writing or using utensils . These challenges can impact their daily lives and academic performance, however with the right support, dyspraxic individuals can thrive.

The exact cause of DCD is unknown. Some people are born with it, but it can also be a side effect of damage to the brain after a stroke or head injury, or as a result of another neurological condition. This is known as 'apraxia'.

Early identification can be helpful in improving motor skills and reducing the impact of DCD on an individual's life.

What is Dyspraxia?

Dyspraxia is a lifelong neurodifference that affects a person's ability to plan and coordinate physical movements. For some individuals, it may affect short-term memory and organisational skills.

A diagnosis of dyspraxia usually involves a comprehensive assessment by a specialist, such as a paediatrician, occupational therapist, or speech and language therapist.

To help reduce stigma and myths around the neurodifference, it is important to understand that dyspraxia is a real and valid neurodifference that can have a significant impact on a person's life.

DCD is not related to intelligence, and many dyspraxic individuals possess unique skills. With the right support and understanding, individuals can thrive and achieve their goals.

"For me, managing my time was an issue. I found it hard to plan my time and I often left tasks unfinished, which made me more stressed and more likely to make mistakes. I found that using mind maps helped me to prioritise my workload better so I wasn't panicking at the end of the day."
- Joshua,
Human Resources Administrator

Common Strengths Associated with DCD

Many dyspraxic individuals possess unique strengths and talents. Some individuals have excellent strategic thinking skills, creativity, and problem-solving abilities, which can be harnessed and used to their advantage in various aspects of daily life.

Additionally, some dyspraxic individuals may develop resilience and determination as they navigate the challenges of the neurodifference. These qualities can be valuable assets in both personal and professional settings.

It is important to remember that every individual is unique, and will each have their own set of strengths. By focusing on these strengths and finding ways to work around challenges, individuals can lead happy and successful lives.

Common Traits Associated with DCD

Some common traits of dyspraxia include:

Challenges with fine and gross motor skills

Trouble with coordination and balance

Challenges with planning and executing movements

Poor spatial awareness and depth perception

Challenges with handwriting and other fine motor tasks

Challenges with sports and other physical activities

These traits can make it challenging to perform tasks that others may take for granted, for example, getting dressed or preparing a meal.

A diagnosis can help to identify the specific challenges a person is facing and provide support and strategies to help them overcome these challenges.

Many people with DCD possess unique skills. These skills vary from person to person, but commonly include being highly motivated, empathetic and having utmost determination. People with DCD are also widely regarded as having a great sense of humour and having the ability to solve problems more easily than others.

Diagnosis of DCD

The diagnosis of DCD is usually done by a team of professionals, including psychologists, occupational therapists, physiotherapists and other specialists. The diagnostic process involves a series of assessments and observations to identify any developmental delays or challenges in motor skills.

The process typically begins with a medical history to rule out any underlying medical conditions that may be causing the symptoms. The individual's motor skills are then assessed using a range of standardised tests and observations.

These assessments may include:

Cognitive Assessment and attainment tests, to gain an overview of the individual's abilities such as: short-term visual memory, short-term auditory memory, verbal comprehension, and perceptual organisation and reasoning.

Diagnostic inventory tools to identify whether the criteria for diagnosis are met.

Observations of an individual's gross and fine motor skills.

The diagnosis of DCD is made when an individual's motor skills challenges cannot be explained by any other medical condition or developmental disorder. It is important to note that DCD can co-occur with other neurodifferences, such as ADHD or dyslexia .

Once a diagnosis of DCD is made, a plan is developed to address the person's specific needs and challenges. This may include occupational therapy, physical therapy, and/or behavioural interventions to improve motor skills and overall functioning, in addition to workplace recommendations to help support and empower the individual at work.

DCD is often mistaken for clumsiness

Many people aren't diagnosed until adulthood

Often with DCD, there is no known cause

Many famous people have DCD
(for example, Daniel Radcliffe, Cara Delevingne, and Florence Welch from Florence and the Machines)

Living with DCD

Though many dyspraxic individuals possess unique strengths and skills, research suggests they may also experience different mental health challenges, including anxiety, depression, and low self-esteem. This is often due to the challenges they may face in daily life, such as with coordination and planning, which can make simple tasks seem overwhelming.

Anxiety is a common challenge for many dyspraxic individuals, as they may worry about how they will perform in social situations or whether they will be able to complete tasks successfully. This can lead to avoidance behaviours, which can further impact their mental health.

Some dyspraxic individuals may also experience depression, as they may experience feelings of frustration due to challenges they face. They may also feel isolated and misunderstood, which can exacerbate their symptoms.

Some dyspraxic individuals may experience low self-esteem , as they may compare themselves to others and feel like they are not measuring up. This can lead to a negative self-image and a lack of confidence in their abilities.

At Lexxic , we understand that living with DCD can be challenging, but there are many resources available to help you manage your dyspraxia and lead a happy and fulfilling life:

Remember, there is no one-size-fits-all approach to managing DCD. It's important to work with your healthcare team to develop strategies that are tailored to your individual needs and goals.

DCD in Adults

While it is commonly diagnosed in children, it is important to note that DCD can persist into adulthood .

Adults with DCD may experience challenges with the activities of daily living, such as dressing, cooking, and cleaning. They may also experience challenges with fine motor skills, such as writing, typing, and using utensils.

Individuals with DCD may also face challenges in social situations, such as participating in team sports or following social cues.

It is important for adults with DCD to seek support and accommodations to help manage their challenges. This may include occupational therapy, assistive technology , and counselling.

Download our DCD (Dyspraxia) Information Sheet:

This information sheet has been created by our team of expert psychologists, and provides information about DCD (Dyspraxia), common challenges, and suggestions of the support available.

How Can Lexxic Help?

At Lexxic, we have a range of diagnostic tools to help assess your needs, or the needs of your employees.

Our team of highly qualified psychologists provide support and advice for adults in the workplace. We work with you from the point of diagnosis, through to identifying what you need to get the best long-term outcomes.

We can help you to better understand your strengths and challenges, know your learning style, and give you training for specific skills.

Get in touch if you would like to chat with one of our team, or find out more about the services we can provide.

Further Resources

Take a look at our blog to learn more about neurodiversity.

Find Out About Other Neurodifferences

Bob Lawson

Digital Communication services, including website design, search engine optimization, social media, and content creation for nonprofit organizations, consultants, and creative entrepreneurs.

http://www.sustainabledigital.com

# data[].attributes.attachment_link.title
Dyspraxia Test Adults | DCD Diagnosis | Assessments | Lexxic

# data[].attributes.attachment_link.description
Dyspraxia is a condition that affects people's movement and motor skills. We offer dyspraxia assessment to help meet your needs, or the needs of your employees.

# data[].attributes.headline
This Is Tourettes Its Not What You Think

# data[].attributes.subject
This Is Tourettes Its Not What You Think

# data[].attributes.body
8.14 minute watch

# data[].attributes.headline
A website with useful resources and free training

# data[].attributes.subject
A website with useful resources and free training

# data[].attributes.attachment_link.description
Tourettes Action is a support and research charity working to improve the lives of people living with Tourette Syndrome. Our services include online live-chat and email support, a befriender network, information, webinars, events and resources.

# data[].attributes.body
10 minute read