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Ideas to Support Sensory Regulation (CPCF)

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Ideas to Support Sensory Regulation (CPCF)

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Ideas to Support Emotional Regulation (CPCF)

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Ideas to Support Emotional Regulation (CPCF)

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NASEN Coproduction and Partnership Toolkit

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NASEN Coproduction and Partnership Toolkit

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This toolkit aims to bring together free resources available to support school staff working with Parent carers and outside agencies.

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Grove - Transition to mainstream secondary school (Parent Carer Guide)

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Grove - Transition to mainstream secondary school (Parent Carer Guide)

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Olaf is a three-year-old fox red Labrador therapist and a published author. He was invited to speak at the Cheltenham Literature Festival 2023. Olaf is a family pet registered with the Pets As Therapy (PAT) Charity. His job is to make people smile when, with his human mum (a specialist teacher and mindfulness coach), he visits hospitals and schools.

Every Thursday morning, Olaf goes to Battledown Special School. He enjoys his visits so much that he set his second book there! Team Olaf to the Rescue is a heartwarming story about his classroom adventures (it very cleverly rhymes!). With help from his merry band of canine mates, Olaf saves the school's Christmas celebrations and gives the children a party they will never forget. All the dogs in Team Olaf are Olaf's real friends whom he sees every day on his walks. They all play a vital role in the story, showing kindness, creativity, and bravery. Fun activities are added to stimulate the reader's imagination and memory.

Battledown School uses Makaton as part of their teaching and learning, so we included their symbols in the book to enable more of Olaf's human friends to enjoy it. We were delighted Makaton wanted to be involved in our project and are grateful to the Team for their expertise and patience. They provided symbols for the concepts/story words and explained where to place them on the page, so that the story makes sense to the Makaton reader.

Olaf's first book, Mr. Olaf the Therapist, is a mindfulness scrapbook, diarying his experiences in a mainstream school and his work in the NHS. As a PAT dog, Olaf visits Cheltenham General Hospital where he is a valued member of the Knightsbridge (Gastric) and Critical Care Teams. He has been doing this for over two years but is still banned from the staff rooms because of the doughnuts... It is a privilege and humbling to be welcomed so warmly by patients, their families, and Olaf's NHS colleagues. Olaf also shares his lifestyle wisdom with self-care activities and mindfulness questions to help us reflect on our own work/life balance.

Olaf gives all the proceeds from his books to the Pets as Therapy charity. He attends promotional PAT events e.g., Crufts and Goodwuff.

For more information about PAT and/or to buy Olaf's books, please visit Pets as Therapy.

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Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation

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This page covers:

1. What is an EHC Needs Assessment/When is an EHC needs assessment necessary?

2. Making an EHC Needs Assessment Request

3. What happens if the local authority decides that an EHC Needs Assessment is not necessary?

4. What happens if the EHC Needs Assessment goes ahead?

5. EHC Needs Assessment: What happens next?

6. What if I do not agree with the Local Authority about the EHC Needs Assessment?

The EHC Needs Assessment is sometimes called 'Statutory Assessment' and concerns:

Children in early years settings, for example nurseries

Children of school age

Young people (up to 25yrs) in Post-16 provision, for example colleges

An EHC needs assessment is an in depth assessment of a child or young person's special educational needs (SEN) and the help and support he or she needs to learn and make progress. The Local Authority (Coventry City Council) is responsible for carrying out EHC needs assessments in Coventry under the Children and Families Act 2014 and Chapter 9 of the SEND Code of Practice 2015 sets out this process in full. It is available to download at www.gov.uk/government/publications/send-code-of-practice-0-to-25

The needs assessment is a detailed look at your child or young person's difficulties and brings together information about:

What your child or young person can or cannot do

The special help and support he or she needs

The assessment will include information from:

Parents/carers

The child or young person

The nursery, school or college your child attends

Other professionals who work with and support your child

The assessment will determine if your child or young person needs an Education, Health and Care Plan (EHC plan).

When is an EHC needs assessment necessary?

The majority of children and young people with special educational needs will have their needs met at 'SEN Support' within a mainstream setting. This means that the nursery, school or college makes additional or different provision to meet their needs. This may include the involvement of other professionals and specialist support services, such as an Educational Psychologist or Sensory Support (see our guide on SEN Support for further information).

The SEND Code of Practice says:

In considering whether an EHC assessment is necessary, the local authority should consider whether there is evidence that despite the early years provider, school or post 16 institution having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress (9.14).

The Local Authority has a duty to consider requests for an EHC needs assessment. In the majority of cases, the requests are made by the educational setting together with parents/carers and the young person, but requests can also be made by:

Parents (for children under 16)

Young people (between the ages of 16 and 25)

The SEND Code of Practice says:

The Local Authority must conduct an assessment of education, health and care needs when it considers that it may be necessary for special educational provision to be made for the child or young person in accordance with an EHC plan (9.3).

The child or young person's level of attainment and rate of progress

The child or young person's special educational needs

The support that is in place and what has already been done to help

The difference that the extra support has made

The child or young person's physical, emotional and social development and health needs

Where the young person is over 18 whether he or she needs additional time to complete education or training

Coventry Local Authority has developed criteria as a guideline to help them decide when it is necessary to carry out an EHC assessment. You can find this criteria at: www.coventry.gov.uk/sendcriteria

The SEND Code of Practice says:

In considering whether an EHC needs assessment is necessary, local authorities should pay particular attention to the views, wishes and feelings of the child and his or her parent, or the young person (9.12).

The "Family conversation" is a tool used to gain the views of parents and carers as part of the EHC needs assessment process. It normally takes place prior to a request being made, normally alongside the educational setting. The information gathered during the family conversation should then be used across agencies so families need only tell their story once.

Once the local authority receives an EHC assessment request it has 6 weeks to notify parents, school and everyone involved of its decision.

Timeline: EHC Needs Assessment: weeks 0-6

1. Request is made (by school, parent or young person)

2. Notification of receipt by Local Authority

3. Decision made within 6 weeks

The local authority's decision

The local authority must tell you why it thinks that an EHC needs assessment is not needed. It must also tell you about:

Your right of appeal

Independent disagreement resolution and mediation

How to get further advice and support

If you disagree with the local authority's decision you can contact the EHC Plan Co-ordinator who will be named on the decision letter and/or the SEND Information, Advice and Support Service which will be able to discuss your options with you.

The SEND Code of Practice says:

"The Local Authority should also provide feedback collected during the process of considering whether an EHC needs assessment is necessary, including evidence from professionals, which the parent, young person, early years provider, school and post 16 institution may find useful" (9.19).

Once a decision to move ahead with the assessment is made, the local authority will ask for advice from relevant professionals about your child or young person's education, health and care needs.

The local authority must ask for advice and information from:

Parents/carers or the young person

Your child or young person's early years setting, school or college - If your child has a vision or hearing impairment, the local authority must also seek information and advice from a suitably qualified teacher

Educational Psychologist

Health professionals who work with your child or young person. This might include a pediatrician, speech and language therapist, physiotherapist or occupational therapist

Social care

Anyone else you ask them to contact who may be able to give relevant advice

Timeline: EHC Needs Assessment weeks 6-16

1. Request for advice from professionals

2. LA considers advice received

3. LA decides whether to issue an EHC plan (within 16 weeks of original request)

The local authority will carefully consider all of the advice collected during the assessment and will decide whether an EHC Plan is necessary for your child or young person.

If the LA decides not to issue an EHC plan

If following the completion of an EHC needs assessment the local authority decides NOT to issue an EHC Plan it must notify you, the current educational setting and services involved and give reasons for the decision. This notification must take place as soon as practicable and at the latest within 16 weeks of the initial request.

If the local authority decides not to issue a draft EHC Plan it must tell you about:

Your right of appeal

Independent disagreement resolution and mediation

How to get further advice and support

Again, if you disagree with the local authority's decision you can contact the EHC Plan Co-ordinator who will be named on the decision letter and/or the SEND Information, Advice and Support Service which will be able to discuss your options with you.

If the LA does decide to issue an EHC Plan

If the local authority decides that an EHC Plan is necessary, they will send you a draft EHC Plan, together with a copy of all the advice and reports collected during the assessment.

The EHC Plan is a legal document written by an EHC Plan Co-ordinator of the Local Authority. It describes the special educational needs that your child or young person has and the provision needed for them to meet those needs and achieve outcomes.

The EHC Plan will also include any health and care provision which is needed. You can read more about Education, Health and Care Plans in our next guide 'Your guide to the EHC Plan.'

EHC Needs Assessment: weeks 16-20

1. Draft plan sent to parents/young people

2. Parents/young people have 15 days to give views and request an educational setting

3. Final EHC plan issued (within 20 weeks of initial request).

How long does the whole assessment process take?

The whole process should take no more than 20 weeks. View the 'EHC Assessment Process Timeline' below for a breakdown of what happens and when.

Timelines in Full

At any stage of the process you can talk to your Local Authority EHC Plan Co-ordinator. This person will be named in the letter you receive from the Local Authority to notify you that it has received a request for an EHC assessment.

The SEND Information, Advice and Support Service (SENDIASS) can give you impartial, confidential information and advice about the options open to you, discuss any concerns you may have and support you through the process.

The Local Authority must inform you of your right to appeal to the Special Educational Needs and Disability Tribunal Service (SENDIST) and the requirement for you to consider mediation should you wish to appeal.

The Local Authority will state this in its letter to you at the following stages:

1. If the Local Authority refuse to make an EHC assessment of your child or young person's special educational needs

2. If the Local Authority refuse to issue a draft EHC Plan following the assessment

You can find out more information about resolving disagreements in Chapter 11 of the Code of Practice. www.gov.uk/government/publications/send-code-of-practice-0-to-25 or in our sections on Resolving Disagr eements.
Other sources of EHC information
Personal Budgets

You are entitled to request a Personal Budget if your child has an EHC plan or has been assessed as needing a plan. A Personal Budget is an amount of money your Local Authority has identified to meet some of the needs in your child's EHC plan, if you want to be involved in choosing and arranging a part of the provision to meet your child's needs. You (or your representative) will need to agree this with your Local Authority. A Personal Budget can only be used for agreed provision in the EHC plan.

The Special Educational Needs Jungle also provides information on Personal Budgets which you may find useful.

Transport

The Department for Education has produced Home to School Travel and Transport Guidance. This guidance will help parents/schools/professionals understand the Local Authorities duty to have regard to the policy when carrying out their duties in relation to home to school travel and transport, and sustainable travel.

Coventry Local Authority's transport policy must be published as part of its Local Offer.

There is a separate document for post-16 transport to education and training.

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Autism Education Trust Guide for Parent Carers

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Autism Education Trust Guide for Parent Carers

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eric - The Children's Bowel and Bladdr Charity

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eric - The Children's Bowel and Bladdr Charity

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With your help, we can keep offering free support to those who need us.

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This can make normal activities such as learning, playing or simply experiencing the world a huge challenge. Through our research we offer solutions and advice to help these children and their families enjoy lives full of hope and discovery.

Research is the foundation for all our work

Whether we're providing an innovative solution to a problem or new research on an existing condition, we partner with our experts to produce research-driven, evidence-based services, advice and support.

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Cerebra - Working with you and your amazing child

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Cerebra is the national charity helping children with brain conditions and their families discover a better life together.

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SEND tips and advice - BBC Parents' Toolkit - BBC Bitesize

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Activities, advice and personal stories about parenting and special educational needs and disabilities to help you support your family.

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Young Carers - Carers Trust Heart of England

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We respect the individuality of carers and people with care needs and seek to promote their choice, independence, dignity and safety.

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Skip to main content

His sleep is frequently disrupted because his brother Arlo needs help at night.

NEW RESOURCES - Sibs Talk Lite

Sibs Talk Lite is a new set of FREE resources for primary and secondary schools to support siblings who are growing up with a brother or sister who is disabled, has special educational needs (SEND) or a serious long-term health condition.

Sibs Christmas cards now on sale!

Buy a pack of our beautifully designed Christmas cards and help support our work with siblings of disabled people.

NEW - Sibling group leader training, 2nd February 2024

Do you want to run group support for young siblings? This online session will give you all the information you need to plan, set up, run and evaluate your own local group

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Sibs is the UK charity for people who grow up with a disabled brother or sister.

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Young Minds Webinar on Secondary School Transitions

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Young Minds Webinar on Secondary School Transitions

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The 'moving up' hub includes free video guides, courses (Coventry residents can access these courses for free by entering the Coventry Access Code spires3), and topical blogs for parent carers on preparing for new school transitions.

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inourplace | Solihull Approach - Online courses for emotional health and wellbeing.

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inourplace | Solihull Approach - Moving up

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For parents of children moving up to a new school Moving up Raising emotional health: For parents of children moving up to a new school Moving up and changing school is a big change for children and parents or caregivers. It's a new stage of growing independence and separation.

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I'm More Than Just a Picky Eater!: Living with Avoidant Restrictive Food Intake Disorder (ARFID)

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I'm More Than Just a Picky Eater!: Living with Avoidant Restrictive Food Intake Disorder (ARFID)

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Miss Betsy Matilda Shelley (Author), Miss Chloe Davies (Author)

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I’m More Than Just a Picky Eater!: Living with Avoidant Restrictive Food Intake Disorder (ARFID)

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Buy I’m More Than Just a Picky Eater!: Living with Avoidant Restrictive Food Intake Disorder (ARFID) by Shelley, Miss Betsy Matilda, Davies, Miss Chloe (ISBN: 9798346030119) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Supporting autistic people with eating difficulties (NAS)

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Supporting autistic people with eating difficulties (NAS)

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Supporting autistic people with eating difficulties

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Dr Elizabeth Shea discusses autism and eating difficulties and how best to support autistic people

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An Affirming Approach to Supporting Interoception, Feeding Challenges & ARFID

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We are the UK's only charity dedicated to raising awareness and furthering information about ARFID. A not-for-profit, we work to provide individuals, parents, carers and medical professionals with up-to-date relevant information, research and support.

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What are reasonable adjustments (Department for Education Blog)

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What are reasonable adjustments (Department for Education Blog)

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All pupils should be helped to fulfil their potential. Reasonable adjustments can help level the playing field by minimising the disadvantages that pupils with disabilities might face compared with their peers.

Here's everything you everything you need to know about reasonable adjustments and how they can help disabled pupils in schools.

What are reasonable adjustments?

Reasonable adjustments are changes that organisations and people providing services must make if someone's physical or mental disability puts them at a disadvantage compared with others who aren't disabled.

This is separate to requirements related to physical changes that make a building accessible, such as disabled toilets.

It means schools have a legal obligation under the Equality Act to support pupils who are disabled with reasonable adjustments, making sure they can benefit from what the school offers in the same way as a pupil who isn't disabled.

A school must not discriminate against a disabled pupil because of something that is a consequence of their disability.

For example, preventing a disabled pupil on crutches from going out at break time because it would take too long to get out and back would be considered discriminatory.

Schools should think about how all aspects of the school day could be adjusted to meet the needs of the disabled child, including attendance and behaviour, so that everyone is set high expectations and feels they belong in the school community.

What are some examples of reasonable adjustments?

Treating disabled pupils equally might mean doing things differently for them. Here are just some of ways schools can prevent disabled pupils facing disadvantage. For example:

a pupil with a visual impairment sits at the back of the class to accommodate their field of vision.

a healthy snacks policy is adjusted for a pupil with diabetes who needs a high-calorie snack at breaktime.

school uniform is adapted for a pupil who has an allergy to synthetic material or severe eczema.

special communication systems like traffic light cards are put in place for a pupil who needs extra time to complete a task.

a pupil with dyslexia who struggles to write on white paper uses different coloured paper.

a short-term reduced timetable is agreed for a pupil with Autism Spectrum Disorder or Attention Deficit Hyperactive Disorder who finds classroom environments intimidating, in order to build their confidence back up to full time attendance.

How to work with your child's school to make reasonable adjustments

Schools are legally obliged to work with the pupil, their family and any other professionals involved, to agree to the necessary support.

It is then the responsibility of the school to make a record of what reasonable adjustments have been agreed and ensure that all staff who work with your child are aware.

It's recommended that the reasonable adjustments are regularly reviewed to make sure that they're effectively helping your child while at school. The support should be adjusted if your child's needs have changed.

For children on the school Special Education Needs (SEN) register, these reviews will take place as part of the regular SEN reviews and will be recorded as usual.

Can parents ask for adjustments to be made for children who aren't disabled?

Schools aren't legally obliged to provide reasonable adjustments for children who aren't disabled, but many will work to provide similar support where needed.

For example, a pupil who experiences anxiety may find it helpful to adjust what time they arrive at school.

Working with pupils to make these adjustments can increase attendance and improve behaviour.

Schools should consider this approach in these circumstances.

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What are reasonable adjustments and how do they help disabled pupils at school?

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All pupils should be helped to fulfil their potential. Reasonable adjustments can help level the playing field by minimising the disadvantages that pupils with disabilities might face compared with their peers. Here's everything you everything you need to know about ...

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The NVR Tree

NVR stands for Non Violent Resistance. The NVR Parenting Approach was originally developed to support adults caring for young people presenting with behaviours that concern such as violence, risk taking, aggression or self-destruction. The NVR approach is now being used in a variety of contexts including adoption, communities, SEND, schools and with adults in both direct work and in group settings.

Please explore our NVR Tree. The roots represent the founders, activists and leaders in NVR movements; the leaves and trunk outline the approaches, principles and methods that underpin the Non Violent Resistance Parenting Approach. Click on any individual leaf or marked area for more information.

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Non Violent Resistance UK | Peaceful Opposition

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NVR stands for Non Violent Resistance. The NVR Parenting Approach was originally developed to support adults caring for young people presenting with behaviours that concern such as violence, risk taking, aggression or self-destruction. The NVR approach is now being used in a variety of contexts including adoption, communities, SEND, schools and with adults in both direct work and in group settings.

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OpenDyslexic is a typeface designed to address some common symptoms of dyslexia. Download and install on your computer.

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Dyscalculia Network | Leading Support Network for Dyscalculia

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The Dyscalculia Network is a leading community interest company supporting individuals with Dyscalculia. Find a online tutor today.

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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Since 2016, this group of young people, ages 15-25, have shared their voices and lived experiences to steer, influence and advise the work we do. As well as advising on AET materials and strategy, Panel members speak at events, co-deliver training and support autism education networks.

Find out how this group of young people are supporting, co-producing and advising the AET.

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Helping you support autistic children and young people since 2007

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The Umbrella Gang Comics (downloadable comics)

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The Umbrella Gang Comics (downloadable comics)

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The Umbrella Gang Comics - ADHD Foundation

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In collaboration with Dekko Comics, we have produced a series of comics based around some of our young ambassadors - the Umbrella Gang! Click the buttons to read.

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What is Neurodiversity (The DERS Guide) ~ Autistamatic

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What is a Sensory Library

A sensory library is a place where people can try out sensory equipment to help them cope with sensory challenges. Sensory libraries can be useful for people who are considering buying sensory equipment, or for children and young people with special educational needs and disabilities (SEND).

When is the Library open?

The Sensory Library is open once a month. Contact Coventry Parent Carer Forum for dates.

Where is the Sensory Library?

You can find the Sensory Library at Harmony Family Hub, Clifton Street, Hillfields, Coventry, CV1 5GR.

(Note that the Library opens one day a month.)

What is in the library?

A list of toys and other items that can be borrowed from the library will be added to this webpage soon.

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Sensory Library | Coventry Parent Carer Forum

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Sensory Library | Coventry Parent Carer Forum

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Helping Parents, Carers, and Schools to Support Children with Unique Needs

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Helping Parents, Carers, and Schools to Support Children with Unique Needs

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A Guide for Schools to Support Parent and Carer Engagement

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A Guide for Schools to Support Parent and Carer Engagement

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Autism West Midlands | Supporting the Autistic Community

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We use our passion and expertise to enrich the lives of people on the autism spectrum and those who care for them.

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This is a wonderful and hopeful book. The powerful, perfectly crafted chapters reveal the crucial contribution that autistic teachers can make to education. The inspiring and diverse range of contributors also means that those lessons are drawn from many with their own experience and insight. It is a vital read for all those who care about autism and education. -- Professor Liz Pellicano, Macquarie School of Education, Macquarie University -- Peter Vermeulen

An essential read for any education leader or professional. It will open your eyes to the benefits of opening your ears and listening to autistic staff members. You, your school, and your learners will be the richer for it. -- Charlene Tait, Deputy CEO of Scottish Autism

When it comes to autistic pupils, schools are crying out for support. There is no better way to engage support than to listen to and accommodate autistic voices; especially those of autistic teachers and other autistic staff. This book echoes so many necessary and informed experiences, practices and means for real inclusion. It should always be 'Nothing about us, without us'. -- Dr. Wenn B. Lawson (PhD)

In this wonderful book autism is allowed to assume its rightful position as an exciting, challenging and enriching element to be celebrated in the diversity of our classrooms. Autistic teachers and school staff have so much to give; this book articulates the difficulties, certainly, but also shares the warmth, the enthusiasm and the humour that an open autism presence brings to our schools. Highly recommended. -- Dr Clare Lawrence, Senior Lecturer in Teacher Development and Head of Participatory Autism Research, Bishop Grosseteste University

Rebecca Wood brings together stories from the autistic teacher community that will impact conventional autism narratives and cultures of schools. This book challenges lazy, or harmful stereotypes about autism, but from the 'inside-out', and invites the reader to experience perspectives that are rarely explored, and yet vital to cultural learning and change. It is a landmark publication in recognising the strengths associated with autism in the teaching profession, and mitigating the challenges faced by autistic teachers. -- Richard Mills, AT-Autism, The John and Lorna Wing Foundation, University of Bath

A highly compelling and original book that is a 'must read' for anyone interested in inclusion and education. Insights gained from the personal narratives and experiences of autistic teachers provide powerful opportunities for discussion and reflection on what truly inclusive environments and practices could, and should, be. Written in a highly accessible and engaging style, this book helpfully challenges the dominant narratives of autism through illustrating inclusive practices and connecting these with current research theories and priorities. -- Sarah Parsons, Professor of Autism and Inclusion, University of Southampton, UK

This book provides a wide range of insightful and illuminating perspectives from rarely heard voices: autistic teachers. The authors not only discuss their own personal experiences but give practical suggestions on how to support autistic teachers and how their particular interests can be used to benefit the school. This polyphonic work is hopefully the beginning of a larger and long overdue discussion of how we can make our schools a more inclusive place for all. -- Annelies Verbiest, co-author of The Everyday Autism Handbook for Schools.

This excellent anthology of voices from autistic professionals and academics is an immensely valuable read, and one which fills an urgent gap in autism understanding. This book will be a vital tool not just for teaching staff aiming to understand autistic perspectives, but for increasing the expectation within educational fields for the voices of autistic professionals to be heard, valued and learned from. -- Chris Bonnello, autistic advocate, author and specialist education teacher

If there is one place where we can start building a more inclusive society, it is at school. It is the children of today who will shape society tomorrow. Of course, this mission can only succeed if today's school itself is inclusive. And it's not just about the students, it's about the teachers as well. Like no other, this book shows the added value of autistic teachers.

An honest insight into the world of autistic educators, sharing their passion for the profession and showing the true depth of empathy that they have for their students.

This book is a valuable resource for all educators, parents and policy makers, as well as autistic people considering a career in education and those wishing to support their autistic pupils and colleagues.

We must nurture our autistic and otherwise neurodivergent educators and recognise their true value not just to autistic students but to the profession as a whole.

-- Kabie Brook, Autistic activist and advocate, Co-founder of Autism Rights Group Highland, National Autistic Taskforce Directoris a must-read for anyone dedicated to making our schools more inclusive and accessible. -- Meghan Ashburn ~ Creator of Not an Autism Mom and That Au-Some Book Club, Educational Consultant, author, and teacher

Finally, a book that harnesses the professional experience and personal insights of autistic educators! Learning From Autistic Teachers

This book offers a rare degree of insight into what autism is, and what it means in a school environment. These autistic educators have seen what autistic children go through in education, from both sides. Schools will always be neurodiverse places, both among the children and the staff; to be truly inclusive, they need to get to grips with what neurodiversity means in practice. The writers here are exceptionally well placed to help them to do that. -- Fergus Murray, autistic teacher and co-founder of Autistic Mutual Aid Society Edinburgh (AMASE)

Schools that aim to be informed by the neurodiversity paradigm must engage with neurodiversity amongst school staff as well as pupils. Harnessing the expertise of neurodivergent school staff can promote creative and effective solutions to the challenges of true inclusion. This must-read volume of perspectives from autistic educationalists makes an essential contribution to that effort. -- Professor Sue Fletcher-Watson, Professor of Developmental Psychology, University of Edinburgh

There are a number of books which focus on how to make a school setting inclusive for students who have been diagnosed with autism. This book focuses on the experiences of autistic teachers where each individual shares their struggles and successes and provide information on what worked for them to be successful teachers. It is also about self-discovery and the importance of understanding autism at a personal level. This is a useful book for anyone who is interested in understanding lived experiences, and for those who are considering of making organisations inclusive for staff with different needs and strengths. -- Dr Prithvi Perepa, Lecturer in Autism Studies, University of Birmingham

This book should be on the syllabus of any teacher training program. Each chapter provides expert insight into the strengths and challenges faced by autistic educators with vivid and empathic illustrations of their day-to-day lives. Contributors make compelling calls for systems-wide adaptations of school environments to accommodate sensory, communication, and other differences. It also provides the next generation of autistic educators with practical strategies for navigating educational contexts, and using autistic strengths to benefit the most marginalized students. Both autistic and non-autistic school professionals will learn much from this book. -- Kristen Bottema-Beutel, Ph.D., Associate Professor of Special Education at Boston College

When we consider autism and education, the focus is inevitably on children and their learning.
The authors of this book challenge this by bringing together an array of autistic voices from the
UK teaching profession. Contributors share their diverse experiences; in doing so, they demonstrate
the importance of recognising autism across the ages and the impact a culture of diversity
and inclusion can have on both staff and students alike....This book would be useful to educators, researchers and autistic people wishing to gain an introductory understanding of the strengths and challenges of being an autistic teacher in the UK education system.

-- Barbara Sandland, University of Birmingham, MA Autism (Children), PGCE Special Educational Needs

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Learning From Autistic Teachers: How to Be a Neurodiversity-Inclusive School

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Buy Learning From Autistic Teachers: How to Be a Neurodiversity-Inclusive School by Wood, Crane, Happé, Morrison, Alan, Moyse, Ruth (ISBN: 9781839971266) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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The national charity Contact are currently working to support local parent carers to create a new parent carer forum for Coventry. If you live in Coventry and have a child or young person aged 0-25...

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We are an independent group of parent carers of children and young people aged 0-25 with special educational needs and disabilities (SEND) and health conditions. We work alongside Coventry City Council and local health agencies to improve services for all our children with additional needs. Join us!

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Coventry Parent Carer Forum for parent carers of children & young people with special educational needs and disabilities, and health needs, aged 0-25 and living in Coventry.

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School Exclusions: A Helpful Guide for Parents, Guardians and Carers

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Contact - for families with disabled children | Contact

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We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

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Fragile X Help & Support | Fragile X Society | UK

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Details of the information and support the Fragile X Society provides to individuals and families affected by Fragile X. Contact us for help and advice.

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FASD is the term used to describe the lifelong impairments that can result from brain damage caused by alcohol exposure before birth. These impairments might become evident as difficulties with physical activities, speech and language, memory, learning and behaviour issues. Offering support, education, training, research and information on Foetal Alcohol Spectrum Disorders (FASD).

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Not Fine in School is a parent-led organisation empowering families & raising awareness of school attendance barriers (school refusal/ anxiety/ SEND/ bullying)

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Information plays an important role in helping people understand and come to terms with Obsessive-Compulsive Disorder (OCD).

We're here to educate, offer hope and support people through the difficult times, right through to recovery and everything in between, we are OCD-UK.

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OCD-UK | A national OCD charity, run by, and for people with lived experience of OCD

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Information plays an important role in helping people understand and come to terms with Obsessive-Compulsive Disorder (OCD). We're here to educate, offer hope and support people through the difficult times, right through to recovery and everything in between, we are OCD-UK.

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Welcome to PANS PANDAS UK. This is our Home page.

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Working together to better understand absence from school & find effective solutions to attendance barriers

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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.

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The Brain Charity helps people with all forms of neurological condition to lead longer, healthier, happier lives.

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Join the #UnderstandMyEpilepsy campaign and help ensure young people with epilepsy get the support they need to be safe and included at school.

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Wellbeing resources for parents and carers

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We've launched a new series of six webinars on looking after yourself as a parent or carer of an autistic person. Each episode features a conversation with Dr Naomi Fisher and Eliza Fricker on a different wellbeing topic.

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The Coventry City Council website provides online services, information and advice for residents, businesses and visitors.

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Coventry Parent Carer Forum for parent carers of children & young people with special educational needs and disabilities, and health needs, aged 0-25 and living in Coventry.

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Be & Feel Loved Case Study - Baby Week 2024

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Child Friendly Cov is a campaign to ensure that Coventry is a child and young person friendly city - a place where children and young people feel valued, supported and enjoy themselves.

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Coventry & Warwickshire ICB (Neurodiversity)

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Coventry & Warwickshire ICB (Neurodiversity)

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This is version one of the webpage so we would welcome any feedback to enhance it. Please send feedback here.

This is a collaborative webpage created for those with an interest in the Coventry and Warwickshire strategy for autistic people including:

Neurodivergent children and parents/carers

Neurodivergent adults

Professionals

General public

We have developed this webpage to:

Create a central webpage for Coventry and Warwickshire autism strategy and work

Ensure there is one webpage with all links within it to neurodevelopmental resources in Coventry and Warwickshire

Provide an easy to navigate co-produced page for people in Coventry and Warwickshire to access

Avoid Duplication and confusion

Promote resources and available support - local, regional, and national

The webpage is a central place to outline the All-Age Autism Strategy - 2021-2026 for Coventry and Warwickshireand local resources.

Taken from the All-Age Autism strategy;

'Autism touches the lives of many people living in Coventry and Warwickshire and can affect many aspects of life, from school to healthcare to employment, housing and social lives. As such, the strategy takes an all age and whole life approach and encompasses children, young people, adults, older adults and their parents and carers with the following vision:

Autistic people and their families are able to live fulfilling and rewarding lives within a society that accepts and understands them. They can get a diagnosis and access support if they need it, and they can depend on mainstream public services to treat them fairly as individuals, helping them make the most of their talents.'

There are 5 priorities within the strategy as below.

This the joint five-year Autism Strategy for adults, children and young people across Coventry and Warwickshire and is owned by the following organisations and partnership boards:

Warwickshire County Council

Coventry City Council

NHS Coventry and Warwickshire Clinical Commissioning Group

The Warwickshire Autism Partnership Board

All partners to this strategy are committed to commissioning high quality autism services and support and will work with partner organisations to improve the lives and opportunities for autistic children, young people, and adults. This 5-year local strategy has been co-produced with support from a wide range of people, including autistic people and their families and people working in services and organisations that support autistic people.

Within Coventry and Warwickshire we have the Information for Neurodivergent People and their Families E-booklet resource. This aims to bring together the different information and advice offered locally.

The E-booklet was produced by professionals from different organisations, neurodivergent people and their families. It provides useful information about services and support available for those who are diagnosed or who self-identify as neurodivergent and those who care for and support them.

The E-booklet is designed to be accessible and has links to useful webpages and also videos. When you open the E-booklet you can click on the save icon to save this document.

Within the E-booklet and its resources you can find information on:

Section One: Outlines some of the current understanding of neurodiversity, enabling you to consider your own views and preferred language.

Section Two: With so much information available, it can be difficult to know where to start. This section provides information about support and services that maybe useful to understand the support you need.

Section Three: Includes frequently asked questions about a number of issues. We have collated useful information and advice to help answer these questions. You can access this information and resources, whether you have a diagnosis, you are seeking a diagnosis, identify as neurodivergent, or just exploring.

Links to the easy read and printable versions of the E-booklet can be found at the bottom of this page.

The Dimensions of Health and Wellbeing is a free online tool that provides information to support adults, children, and young people in Coventry and Warwickshire. You can rate yourself or another person using the Dimensions, to create a profile which can highlight a person's areas of strength and areas where they may benefit from support. It provides trusted information about, local services, national support and resources such as videos, apps and books.

Since developing the tool, the Dimensions Team has delivered an accessible version which expands the tool to meet the needs of our neurodiverse community, in addition to those looking for information and support for their mental health and wellbeing. The new version has been co-designed with input from clinicians, Voluntary Community Social Enterprise partners, and people with lived experience.

This short animation explains who can use the Dimensions tool and how it can support you.

Please visit the Dimensions website today to create your own Dimensions profile to identify your strengths and support needs. You can also explore the support options available to you in the self-care flyers.

Why did we change the Dimensions?

If you regularly use the Dimensions of Health and Wellbeing tool, we have explained why the changes have been made here.

Autism Central for Parents and Carers is a national resource that has a whole wealth of resources available, the website is aimed at family members or carers of an autistic children or adults. The website says:

'As parents and carers of autistic children, young people and adults, it can be hard to find help when you're trying to get the right support. Autism Central aims to make it easier to learn more about autism and services available to you.'- find out more here.

The Academy is not a School, College or Academy in the traditional sense of the word. You don't need to be academically minded to attend and there are no tests, exams or assessments. The Academy offers a wide range of trauma informed courses and workshops designed to empower your mental health and wellbeing, provided by a number of Partner organisations working together.

Courses are delivered face to face and via online group sessions. All Academy courses and workshops are completely FREE OF CHARGE and open to anyone over the age of 18 living in Coventry and Warwickshire who wants to better manage or understand their mental health and wellbeing. Friends, family, staff, and carers are encouraged to attend as we strongly believe in learning together to get the most out of the courses on offer.

Guide to Reasonable Adjustments for Autistic Adults

The Guide to Reasonable Adjustments for Autistic Adults was co-produced by a number of autistic Experts by Experience and staff working in the Neuro-liaison and Adult Neurodevelopmental Teams.

The guide has been adapted from the original mental health-based version, to include suggestions for implementing reasonable adjustments in a wider range of contexts. We hope that this toolkit will encourage you to think about how you can make some really small but powerful changes, to help reduce some of the inequalities autistic people face when trying to access support services.

One Page Profiles

The one-page profile is a quick way to understand someone's interests, environments they thrive in and how best to support them. It's a conversation starter...something that isn't medical, which might help to reduce anxiety and build connection. It means people don't have to re-tell their story over and over and can help you to build the trust of the person you are working with. The conversation becomes person to person, rather than clinician to client.

(Ben Begg, Autistic Expert by Experience)

One page profiles guidance for professionals

One page profiles guidance for clients

Editable one page profile example 1

Editable one page profile example 2

Editable one page profile example 3

If you have any further queries about any of the resources, please contact Sarah Leddy, Clinical Lead Speech and Language Therapist in the Neurodevelopmental Liaison Project Team:sarah.leddy@covwarkpt.nhs.uk.

News & Resources
Neurodevelopmental and Autism Stakeholder newsletters 4Ps reasonable adjustments framework endorsed
Neurodiversity Celebration Week (18th to 24th March)
FREE ONLINE EVENTS FOR FAMILIES TO MARK NEURODIVERSITY CELEBRATION WEEK 2024
World Autism Acceptance Week (2nd to 8th April)
Free events in Coventry and Warwickshire focus on the experiences of autistic people and employment support for Autism Acceptance Week 2024 Advocacy Awareness for Autism NEW COVENTRY & WARWICKSHIRE RESOURCE PROVIDES UNIQUE INSIGHT INTO NEURODIVERGENT LANGUAGE
Wrong Size Fits All short film

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Neurodiversity & Autism - Happy Healthy Lives

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Your personal family hub app for local family information in Coventry.

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Wrong Size Fits All: A film from IMPACT about young peoples' experiences of school

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Coventry Family Health and Lifestyle Service (0-19 years) :: South Warwickshire University NHS Foundation Trust

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The Coventry Family Health and Lifestyle service includes Health Visiting, Infant Feeding, Family Nurse Partnership, School Nursing, MAMTA, Stop Smoking in Pregnancy, and Be Active Be Healthy, provided by the South Warwickshire University NHS Foundation Trust.

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Talking about and disclosing your autism diagnosis

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Information about the different experiences and views autistic people have of discussing and disclosing their diagnosis.

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You have the diagnosis and probably a ton of medical jargon. How on earth are you meant to explain this to your child who is, if they have been diagnosed young, still learning to write their name?

Many parents have this worry as they don't want their child to think of themselves as abnormal or be worried about who they are, but I can confirm that your child probably already knows they are different. Not telling your child could cause more harm, as if they know they are different but don't know why, they will end up confused and have low-self esteem.

Children are very observant, especially when they are around their peers and hear comments about them when adults think they're not listening, so chances are they already know, but just don't have a word for it yet.

The first step is to address your own views on the subject so that you don't pass on any worries to your child. Every parent has worries, and it is natural to ask yourself how your child will struggle, but even without a diagnosis your child is still autistic and they just need the right accommodations to thrive.

Create a safe space for your child so that you can calmly have this conversation. Have to hand their favourite snacks, a cuddly blanket and keep the room clear of extra people.

Start simple with things they already experience, such as "so you know how loud sounds hurt your ears?" or "I've found out why some foods taste really bad to you." Then lead into the facts, that this is because they are autistic, that it isn't anything to worry about and that it just means their brain works differently to other people's.

If they are older and can handle a bit of terminology, explain that they have different sensory needs or may need help with their social skills, but try and avoid negative words such as 'disorder' or 'struggle'. This is your child's first introduction to having a diagnosis, and it needs to be positive.

Be open to questions, even if you don't know the answers. You can use this as a bonding experience by looking at different resources together or looking up autistic creators. You can shop for stim toys together and make a list of safe foods and safe spaces.

Your child may be upset. It's only natural to have big feelings when a new thing comes into play, and a diagnosis can be a very big thing even if they don't quite understand it yet. Just reassure them that you are there for them, you will learn with them and it is not a thing to 'overcome' or 'beat', it is who they are and that is wonderful.

End the conversation showing them some celebrities or creators who are autistic and show them how autistic brains are wonderful in their differences. Make a list together of the positives of being autistic relating to your child, so that they can have something to look back on if they have a hard time.

Not only is this the first conversation you will have with your child about their diagnosis, but it will be your beginning on being an advocate for your child. Your child will look to you to check if it is okay to be authentic as an autistic person, and if they have your support and acceptance then they will continue to grow and accept themselves.

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Telling your child they're autistic | Autistic Girls Network

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Parents worry as they don't want their child to think of themselves as abnormal, but your child probably already knows they are different.

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Autistic Girls Network - Reasonable Adjustments at School

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Autistic Girls Network - Reasonable Adjustments at School

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Autistic Girls Network White Paper: Keeping it All Inside

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Autistic Girls Network White Paper: Keeping it All Inside

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In order to fit in with expectations from others, some autistic people will closely observe people around them and copy their behaviour. This is known as ‘masking’. Read more about masking and how it can affect people’s lives.

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Watch me bloom when I have big feelings: A coping story for children with autism on how to manage emotions, practice social skills and navigate big feelings.: 1 (Daily Bloom coping stories) : Ledden, Grace: Amazon.co.uk: Books

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Wiggles, Stomps, and Squeezes Calm My Jitters Down (Calming My Jitters)

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Brief content visible, double tap to read full content.

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Britney Winn Lee (Author), Jacob Souva (Author)

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The Boy with Big, Big Feelings (The Big, Big)

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The Boy with Big, Big Feelings (The Big, Big) : Britney Winn Lee, Jacob Souva: Amazon.co.uk: Books

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Ross W. Greene (Author) Format: Kindle Edition

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The Explosive Child [Sixth Edition]: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children

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Now in a revised and updated 6th edition, the groundbreaking, research-based approach to understanding and parenting children who frequently exhibit severe fits of temper and other challenging behaviors, from a distinguished clinician and pioneer in the field.

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Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (Spd)

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Buy Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (Spd) Illustrated by Miller, Lucy Jane (ISBN: 9780399167829) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Neurosensory Divergence: Autistic Languages: A Roadmap To An Equitable Life For Autistic Children

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Buy Neurosensory Divergence: Autistic Languages: A Roadmap To An Equitable Life For Autistic Children by Daniel, Helen (ISBN: 9781915771414) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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When things get too loud: A story about sensory overload (Sensory Series)

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Buy When things get too loud: A story about sensory overload (Sensory Series) by Alcott, Anne (ISBN: 9789083160801) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Coventry and Warwickshire Partnership NHS Trust

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Understanding Sensory Needs and their impact on Anxiety

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Understanding Sensory Needs and their impact on Anxiety

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Coventry and Warwickshire Partnership NHS Trust

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Understanding Sensory Needs and their impact on Anxiety

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A Guide to Sensory Integration for Parents

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A Guide to Sensory Integration for Parents

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The Body Scanner! Mindfulness for Children

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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Dimensions of Health and Wellbeing is a free online tool that provides a personalised profile and self-care information to support adults, children, and young people in Coventry and Warwickshire. Please use Dimensions to create a personalised profile, identify strengths and support needs and explore the support options in the self-care flyers.

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The Dimensions of Health and Wellbeing is a free online tool providing self-care information to support adults, children and young people in Coventry and Warwickshire.

You can rate yourself or another person against a number of dimensions related to health and wellbeing.

The Dimensions tool is available 24/7 and creates a Dimensions report which provides information about self-care, local services and support.

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The Dimensions of Health and Wellbeing is a free online tool providing self-care information to support adults, children and young people in Coventry and Warwickshire. You can rate yourself or another person against a number of dimensions related to health and wellbeing.

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Mental Health Foundation | Good mental health for all

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Explore information to help you understand mental health and get advice on how you look after your own mental health or support someone you know with theirs.

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How many hats do you wear? Parent, child, spouse, friend, employee, employer? Whatever roles you're responsible for, when your child's mental health declines, and you're expected to work as if it hasn't, it can add an additional layer of stress to an already challenging situation.

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Supporting parents with children suffering with mental health illnesses. Learn more about our mission, access support services, and join our online community.

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Place2Be is a children and young people's mental health charity with almost 30 years' experience working with pupils, families and staff in UK schools.

We provide mental health support in schools through one-to-one and group counselling using tried and tested methods backed by research. In addition, we also offer expert training and professional qualifications.

Why it's important

1 in 5

children and young people have a probable mental health condition, and many continue to have these problems into adulthood.

50%

of those with lifetime mental health problems first experience symptoms by the age of 14.

1 in 10
boys aged 5-19 with a mental health condition are suspended in some form from school.

Find out more about our work

How we help

Mental health support in schools

Our in-school mental health service supports the wellbeing of pupils, families and staff.
Find out more

Our mental health services in schools

We provide mental health services in schools that contribute to a whole-school approach to mental health.
Find out more

Counselling training and placements

Gain experience and skills with our child counselling training and placements.
Find out more

Place2Be is part of our school family. It is more than an office, more than a therapy room and more than a collection of counsellors.

Glyn Ellis - Headteacher, Haslingden Primary School

My daughter had become a different person - one we didn't recognise - but since counselling we see signs of our old loving daughter coming back.

Parent

If you have problems or worries you get a chance to talk to a person you trust. When I grow up I want to help children like Place2Be helps children.

Eight-year-old girl

Your support makes it possible

Thousands of vulnerable children and families depend on our work every single day. We simply cannot reach them without your help. There are so many ways to lend your support.

Place2Be's counselling service in primary schools has the potential to return £8 to society by improving long-term outcomes for each child.

Make a donation

How you can help

Fundraise for us

Raise money to transform children and young people's mental health. Browse ideas, tips and advice.

Get fundraising inspiration

Take part in an event

Run, cycle, walk. Trek to great heights or tackle some muddy obstacles. Take a look at our fundraising events.

Take on an event

Partner with us

See how your organisation can help us to support more children, families and school staff across the UK.

Find out more

Our impact

In the last school year

6,901

pupils were supported through one-to-one counselling.

33,327

pupils booked their own appointments o speak to our mental health professional.

After one-to-one counselling with Place2Be

76%

of children with severe difficulties show an improvement in mental health, according to parents.

64%

of pupils whose difficulties impacted their learning in class improved, according to teachers.

75%

of children and young people found it easier to make and keep friends, according to parents and carers.

Place2Be: mental health support in schools

Hear from children and teachers about the impact of Place2Be.

News & blogs

Eating Disorders in Children and Young People: a major public health concern

Clara Faria and Professor Tamsin Ford reflect on the impact of eating disorders on children and young people's mental health.

Read more

New report from NHS England shows increase in children experiencing mental health difficulties

Published today, the report reveals that 1 in 5 children and young people now have a probable mental health condition.

Read more

The BAFTA Roadshow with Place2Be arrives in North-West London

BAFTA and Place2Be team up to bring the BAFTA Roadshow to North-West London.

Read more

Sign up to our newsletter

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Improving children's and young people's mental health - Place2Be

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Place2Be provides mental health counselling support and training to schools to improve the emotional wellbeing of children, young people, families, teachers and staff.

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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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

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic