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Mental Health Support for Neurodivergent people

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Mental Health Support for Neurodivergent people

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We're a charity working to improve mental health for neurodivergent people. Our first project, the neuro better community, will be available soon.

If you'd be interested in volunteering with us, please email us on [email protected] .

© 2024, neurobetter Privacy Policy

A not-for-profit company, limited by guarantee (#15612856).

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neurobetter is a charity working on better mental health for neurodivergent people. Pre-register for our community now!

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Support for Young People with Speech, Language and Communication Needs

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Support for Young People with Speech, Language and Communication Needs

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On this page you will find some useful information for young people who are facing challenges with talking and understanding others. We also have a young person's identity card available to buy from our Shop. If you need advice or support about your child's talking or understanding skills, then please contact our Helpline.

What do children and young people think about speech, language and communication skills?
The Communication Trust have been consulting with children and young people to discover their views on the role adults play in supporting communication skills. This consultation reports what the young people said and their recommendations to the children's workforce.

What do children and young people think about speech, language and communication skills? (1.2 MiB, 7,946 hits)

Story Telling - a great eBook
Stories are great! They can be fun to tell, fun to listen to, and great to read. As well as that, stories can help us in lots of ways. Speaking, listening and understanding can be hard for young people with speech, language and communication difficulties. Stories can help us with speaking, listening and understanding. We can learn a lot from stories. When we talk to people we might be telling them about things that have happened to us - we are telling them our stories. Some of the stories are happy and some of the stories are quite scary! Have a look.
Download the eBook below:

Stories of Everyday Life (3.5 MiB, 4,078 hits)

Young Peoples Guide to Afasic
Have a look at this info to find out how Afasic can help you. It also suggests ways you could help Afasic.Together we can help other young people with speech, language and communication difficulties.

Afasic Guide for Young People (1.2 MiB, 2,837 hits)

Young people have their say
Afasic asked a group of young people 'How we can make information really useful for you?' They had lots of great suggestions. Have a look at what they had to say:

Afasic consults young people (1.1 MiB, 3,650 hits)

Planning for life after 16
The Planning for Life After 16 factsheets provide information for parents of young people with speech and language impairments in their teens and twenties.Please note: these fact sheets contain helpful information for parents but may not be up to date in some areas due to the recent changes in SEN law. This series of factsheets is designed to help you navigate a smooth path through your son or daughter's teenage years and into adulthood.

Education - a general introduction (643.3 KiB, 2,523 hits)

Education - colleges (455.0 KiB, 2,148 hits)

Education - special needs support in colleges (455.5 KiB, 2,322 hits)

Education - disability discrimination (440.1 KiB, 2,022 hits)

Education - sources of further information (665.6 KiB, 1,964 hits)

Education - schools (756.1 KiB, 2,020 hits)

Education - making the school SEN system work for you (671.8 KiB, 2,139 hits)

Education - higher education (658.0 KiB, 2,002 hits)

Higher Education - the Disabled Students' Allowance (298.7 KiB, 2,165 hits)

Higher Education - sources of further information (694.8 KiB, 2,107 hits)

The transition process (548.8 KiB, 2,127 hits)

The Connexions service (457.4 KiB, 2,106 hits)

Section 139a Assessments (433.5 KiB, 2,573 hits)

Social Services (300.5 KiB, 1,883 hits)

Social Services - sources of further information (342.2 KiB, 1,952 hits)

Social Services - Community Care Assessments (301.0 KiB, 1,897 hits)

Social Services - Carers' Assessments (594.4 KiB, 2,253 hits)

Housing - General Information (348.4 KiB, 2,000 hits)

Supported Housing (524.8 KiB, 1,848 hits)

Making Friends and Maintaining Friendships (589.5 KiB, 2,613 hits)

Social and Leisure Activities - general guidance (471.8 KiB, 2,303 hits)

Social and leisure activities- listings and links (369.2 KiB, 2,439 hits)

Personal Safety (287.4 KiB, 2,581 hits)

Internet Safety (553.3 KiB, 2,480 hits)

Travelling by public transport (784.8 KiB, 2,230 hits)

Driving (193.2 KiB, 3,018 hits)

Sex and relationships (258.2 KiB, 2,365 hits)

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Supporting young people with SLCN - Afasic

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On this page you will find some useful information for young people who are facing challenges with talking and understanding others. We also have a young person's identity card available to buy from our Shop. If you need advice or support about your child's talking or understanding skills, then please contact our Helpline.

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DLD: What is Developmental Language Disorder?

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DLD: What is Developmental Language Disorder?

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Developmental language disorder (DLD) is a communication disorder that interferes with learning, understanding, and using language. These language difficulties are not explained by other conditions, such as hearing loss or autism, or by extenuating circumstances, such as lack of exposure to language…

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Our Liverpool community service work with children from the Liverpool area, in collaboration with parents or carers and an educational setting like their school. Our evidence tells us this approach leads to the best outcomes for the child.

Children learn from parents, teachers, friends and family so it's really important we work collaboratively with everyone in the child's life to get the best outcomes.

A referral to the Speech and Language Therapy (SLT) Service is a request to work collaboratively. This means the SLT service working in partnership with parents/carers and educational settings to achieve the best outcomes for your child.

To be seen by a Speech and Language Therapist from the Liverpool community team, your child will need to have a Liverpool G.P and you will need a referral for your child to be completed by one of our designated referrers.

Children can be referred to the Liverpool Community Speech and Language Therapy Service by:

Health Visiting Team

Child Health Practitioners

SEN Disability Link Workers (Children's Centres)

Schools and Nurseries

Paediatricians (Children's Doctor)

Educational Psychologists

Audiologists

Dieticians

Other Speech and Language Therapists

It is important that you talk to a designated referrer first if you have concerns about your child's speech, language and communication development. They may be able to offer you advice and strategies which answer your questions or resolve your concerns so you don't need to see us. If, however, you have tried lots of ideas and are still worried, your child may need to see a Speech and Language Therapist.

A designated referrer can talk with you and complete the referral form. This is the first stage in gathering information about your child's communication and development and any concerns you or the setting might have. We also need to know what you have tried already; what is worrying you the most; and how you think speech and language therapy could help.

How can I help my child?

If you are worried about your child's speech and language or communication skills, there are lots of ways you can help before a referral is considered.

Family/Children's Centres run lots of early listening and language activities. It might be useful to speak with the SEN Disability Link Worker or the Children's Centre manager.
Find your local Family/Children's Centre
If your child is in school, you can talk to the Special Educational Needs Coordinator (SENCo) about your concerns. The SENCo may have some ideas about what help is available to support your child's needs, This might include additional school activities, school support, advice on things you can do at home, and general information on how your child's language and communication skills can be developed alongside their general learning in the classroom.

If your child is not yet at school, your Health Visitor can also give you some advice about speech, language and communication development

Advice leaflets

Here you can find some general advice on ways to support your child's speech, language and communication. You can find further information on the recommended websites above or you can contact us.

USEFUL WEBSITES

Where are you based?

We are based at Liverpool Innovation Park, next to Edge Lane. It is a large building we share with a number of other organisations and you can access it from Digital Way. Car parking is available:

Kilby House
Liverpool Innovation Park
Digital Way
Liverpool
L7 9NJ

For general information and to contact us, please call 0151 295 3990.

We also have a fax number: 0151 295 3991.

What will happen at my first appointment?

Children are usually seen for their first appointment in a community clinic. We have lots of venues across the city. This is so we can talk with you about what worries you have about your child's speech, language and communication and how we can work together to make a plan to help.

This plan may or may not include direct sessions with a speech and language therapist. We may talk with you about other people in your child's life who could help. We may also direct you to other agencies, local groups etc that can offer advice.

In working with you to develop the plan for your child, the speech and language therapist will talk to you about:

What has prompted your visit to speech and language therapy

What worries you have about your child

What you have tried already to help your child - did this work?

People in your child's life who can help support your child's speech, language and communication

What your child can do and what they may find hard

How you think a speech and language therapist can help your child and what changes you hope to see

How your child's difficulties are impacting them at nursery, school or home e.g. what is stopping them/getting in the way of not doing what they want to do

What your child was like as a baby and a toddler - you may want to bring your red book

At the first appointment we may also want to:

Watch and listen to your child as they play

Look at how they follow instructions

Listen to how they say words and sentences

Look at how your child tells you what they want, for example pointing, signing

Look at your child's eating and drinking if we have been asked to do this by the referrer

At this appointment the Speech and Language Therapist will talk to you about how we can all work in partnership to best support your child's speech and language development. We will also talk with you about how long we expect to be involved with your child; what we can do; what you can do; and what their school or nursery can do. We may also have suggestions of other organisations and groups in the wider community that can help.

Although sometimes the speech and language therapist may work directly with your child, the main part of our role is to work collaboratively with parents, teachers, and those in the child's life.

Our intention is to share knowledge and demonstrate strategies so that you and the people closest to the child, can make the changes. For children to have good outcomes they need everyone in their immediate environment to be involved.

What will happen after the appointment?

We will talk to you about how you can help your child and whether we need to see them again for furtherassessment

We may ask if another person can see your child, for example an educational psychologist

We may recommend your child needs an episode of speech and language therapy or we may agree they don't need to see a speech and language therapist at this time so they may be discharged with advice

Where will I have to go for my appointment?

Children are usually seen for their first appointment in a clinic. Clinics are available across the city, so we always aim to provide a venue close to your home or your child's school.

If it is felt your child needs a further appointment with us it may be considered that a different venue is better. This may be a school visit, a visit to their nursery or children's centre, or your home.

When will I get an appointment and what if I can't come?

Our service is really busy and we have a waiting list for a first appointment. This means we have to have to be strict with appointments to make sure people who need them are able to get one as soon as possible. When your child is near the top of our waiting list you will be sent a letter asking you to call us to book in a suitable day, time and clinic.

Your child will be discharged and you will need to go back to your referrer and ask them to make a new referral if:

You don't call us within two weeks of us sending you an appointment booking request letter

You have an appointment you do not attend, or an appointment you cannot attend but do not cancel beforehand

You cancel two consecutive appointments

If you cannot attend your first appointment but have cancelled beforehand, we will arrange a new appointment for you. Please make sure you can attend this rearranged appointment.

Back to Speech and Language Therapy

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Community Speech and Language Therapy in Liverpool

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Our Liverpool community service work with children from the Liverpool area, in collaboration with parents or carers and an educational setting like their school. Our evidence tells us this approach leads to the best outcomes for the child.

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Samaritans works to make sure there's always someone there for anyone who needs someone. Read more.

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Phone and Online Support, from 5pm-midnight.

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Phone and Online Support, from 5pm-midnight.

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Campaign Against Living Miserably (CALM)

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It can be difficult to know what to do if you're worried that someone close to you is at risk of suicide. Our helpline is there for everyone, not only those in crisis, so you can call to find out more information on how you can help. You can also find support information on our worried about someone page, and our help section has information on particular issues.

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Get Help & Support With CALM's Helpline & Webchat

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Get help with CALM's helpline and webchat. We are here to listen, support, inform & signpost with our free, confidential and anonymous services. Contact us today.

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How to 'SHOUT' for help if you’re feeling low, anxious, worried, lonely, overwhelmed or suicidal. 

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How to 'SHOUT' for help if you’re feeling low, anxious, worried, lonely, overwhelmed or suicidal. 

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Our trained volunteers are there for you 24/7 to listen and support you to get to a calmer and safe place. Shout is a free, confidential, anonymous service for anyone in the UK. It won't appear on your phone bill.

To start a conversation, text the word 'SHOUT' to 85258.

If your life is at imminent risk, call the emergency services on 999.

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Our trained volunteers are there for you 24/7 to listen and support you to get to a calmer and safe place. Shout is a free, confidential, anonymous service for anyone in the UK. It won't appear on your phone bill. To start a conversation, text the word 'SHOUT' to 85258.

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Kooth: Online Mental Wellbeing Community 

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Kooth: Online Mental Wellbeing Community 

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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Online Community and Confidential Helpline

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Online Community and Confidential Helpline

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Essential support for under 25s

The Mix is the UK's leading support service for young people. We are here to help you take on any challenge you're facing - from mental health to money, from homelessness to finding a job, from break-ups to drugs. Talk to us via our online community, on social, through our free, confidential helpline or our counselling service.

Featured

The Mix. Registered charity number: 1048995

Log in

Welcome to The Mix, offering essential support for under 25s.

Log in to submit your own content on our platform Your Voices.

If you do not have an account with us you can sign up here.
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Welcome to The Mix, the online guide to life for young people in the UK.

Your Voices is a community-focused section of The Mix where you can share stories about your experiences on a specific issue. Upload your own videos, images, blog posts, and playlists to Your Voices and share them with your friends.

Don't have a Your Voices account? Sign up here to submit your own content.

Already have log in, log in here.
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The Mix - Essential support for under 25s

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The Mix: 0808 808 4994 - Free information and support for under 25s in the UK. Get advice about sex, relationships, drugs, mental health, money & jobs.

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Young Minds: Mental Health Support for Young People

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Young Minds: Mental Health Support for Young People

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If you’re struggling with your feelings, we have tips and advice from other young people, and information on getting the support you need for your mental health.

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Transition into adulthood

It's a good idea for anyone to think about what you might want to do in adulthood. If you have a learning disability, you might benefit from some support when thinking about your options - from building friendships to finding a job or thinking about where you want to live in the future.

It might also help children to prepare for making decisions for themselves when they become 16, if they have capacity to do so.

This preparation for adulthood should happen from their earliest years and no later than by Year 9, when they are aged 13 or 14.

Children and young people should be encouraged to set what outcomes they want to achieve in future. These outcomes should be reviewed regularly as someone approaches adulthood.

Young people must also have access to careers advice and advocacy to help them prepare for adulthood.

Leaving education or training

Young people must remain in education or training until they are 16 and, in England, until they are 18.

However, some young people with a learning disability - for example those in England who have an Education, Health and Care (EHC) Plan - may remain in education or training, free of charge, until they are 25 if it is agreed that it would be beneficial for them to do so.

When it is anticipated that a young person with an EHC Plan will soon be leaving education or training, the local authority should agree in advance the support the young person might need to access and the support they might need to help them access it.

Transition into adult services

Children with a learning disability who are eligible for social care support can receive it until they become an adult. At this point they transition to social care services designed for adults.

The transition from children's services to adults' services is often very challenging for young people with a learning disability and their families: it combines a change of services and professionals at the very time when they are also negotiating wider changes to their life, for example in their educational circumstances.

These changes should, however, be planned in advance. If a child, young person or their carer is likely to have support needs when they turn 18, the local authority must assess them if it considers there is "significant benefit" to the individual in doing so.This is regardless of whether the child or young person currently receives any services.

This assessment can be requested by the young person's parents. There is no particular age at which this assessment request should be made, and in some cases it would be reasonable to request an assessment when the young person is 14 or 15.

This is likely to be necessary for young people with complex needs who are going to continue to need significant levels of support from adult services. The complexity of their needs will mean that meticulous planning and a gradual transition to new services will be required.

The assessment is the starting point and could be requested years in advance of their 18th birthday to allow sufficient time for this planning and transition to take place.

There should also be no gap in services. In England, when the transition between children's and adults' services takes place, a local authority must continue to provide the individual with any children's services they were receiving throughout the assessment process.

This will continue until adult care and support is in place to take over - or until it is clear after the assessment that adult care and support does not need to be provided.

This continuation of children's services into adulthood can also happen in order to avoid the transition to adult services coinciding with other stressful events such as exam periods.

Planning the transition to adult services early aims to reduce the possibility of a "cliff-edge" where someone receiving support turns 18 and suddenly finds themselves without the care and support they need.

Useful organisations

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It's a good idea for anyone to think about what you might want to do in adulthood. If you have a learning disability, you might benefit from some support when thinking about your options - from building friendships to finding a job or thinking about where you want to live in the future.

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Support For Young People With Learning Disabilities

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Support For Young People With Learning Disabilities

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If you are a young person with any kind of learning disability, these UK resources and organisations can help you find the support you need to do the things you want to do in life, study and work.
If you have any kind of disability, it can be easy to feel like you're alone. You might also not know where to seek out the help and support you need to do the things you want to do - enjoy your life with your family and friends, take part in your hobbies, study, and go to work.

But help is out there. To save you having to wade through all the information to find the resources you need, we've done it for you!

Check out some of our favourite resources for young people in the UK with any kind of learning disability:

Love Life from the NSPCC

The National Society for the Prevention of Cruelty to Children (NSPCC) is one of the UK's biggest charities for children and young people. Their NSPCC Learning division has put out a fantastic series of resources under the banner "Love Life," which are targeted at the 11-25 age group.

Love Life is a series of three films with accompanying activities, workbooks, and starting points for conversations. They cover important topics that are sometimes difficult to talk about, including love, friendships, privacy and safety, feelings, and much more. They are all designed to help young people with learning disabilities to gain independence, stay safe, and navigate the world around them.

The British Association for Supported Employment (BASE)

The British Association for Supported Employment, or BASE, is a registered charity dedicated to helping disabled people find and keep paid employment. Did you know that only around 17% of adults with a learning disability in the UK are in paid work, despite the fact that the vast majority of these people want to work? The issue is not due to their abilities but due to structural ableism.

BASE works with employers across the UK, providing support and resources to facilitate paid employment for people with all kinds of disabilities, including learning disabilities. Their member organisations can help you find the right job for you.

Learning Disability Today

Learning Disability Today is a website covering various aspects of learning disabilities and autism. Pavilion Publishing, the organisation behind LDT, wants to change people's lives for the better in personal, professional, and public spheres. The website is packed full of useful information, advice, features, news, and research.

The organisation also runs the Change It Up campaign, which pushes for improvements to health, care, and housing provisions based on the lived experience of people with learning disabilities.

Mencap

Mencap is a charity that calls itself "the voice of learning disability." They believe in valuing and supporting learning disabled people in every aspect of their lives.

The Mencap website has detailed information and resources in a variety of formats, on subjects from relationships to housing to employment, and much more. There's also a vibrant online community where you can chat to others and find peer support.

If you need help or advice urgently, you can call Mencap's Learning Disability Helpline on 0800 808 1111.

Mental Health Foundation's guide to young people, learning disability, and mental health

The Mental Health Foundation have published a fantastic guide to mental health for children and young people with learning disabilities. It includes an introduction to the subject, an in-depth examination of the issues, and signposts to various support resources to build better mental health. The guide is downloadable for free.

Remploy

Remploy provides employment and skills support to people with all kinds of disabilities and health issues, including learning disabilities. Their "Finding Work and Support in Work" page is a very comprehensive resource with information on everything from writing a CV and attending an interview, to advocating for yourself to get the support and accommodations you need.

Their online advisors are available seven days a week to chat to you about your needs and concerns. Your advisor can support you in finding and keeping work, signpost you to appropriate services and support, and help you access Reploy's services if they're right for you.

NHS England's learning disability resources

NHS England has compiled a handy list of easy read guides and leaflets for people with learning disabilities around accessing healthcare. Their learning disabilities portal also includes useful information on improving health, getting support in the community, and how you can get involved and make a difference.

The Government's "Access to Work" scheme

Access to Work is a government grant scheme to help people with disabilities, including learning disabilities, into work. If the adjustments or support you need are not covered under the "reasonable adjustments" your employer is legally required to make for you, Access to Work provides specific support based on your needs. This might include a grant to cover the cost of necessary practical support in the workplace (or in getting to work.)

Once the grant is approved, you or your employer buys the supplies or services you need, and the government reimburses you up to the agreed amount.

Learning Disability Wales

Learning Disability Wales is a registered charity supporting people with learning disabilities of all ages who live in wales. They provide training, support, and events, as well as the incredible Easy to Read service, which translates complex documents into accessible formats for people with learning disabilities.

Remember: you have a right to ask for the help you need and not to be discriminated against or treated any less favourably in any area of life because of your disability. You deserve the support you need to live your life to the full and achieve your dreams.

Good luck!

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Support for Young People with Learning Disabilities in the UK - Youth Employment UK

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If you are a young personal with any kind of learning disability, these UK resources and organisations can help you find the help and support you need to do the things you want to do in life, study and work.

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DCD: Information Regarding Further and Higher Education

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DCD: Information Regarding Further and Higher Education

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Developmental Coordination Disorder and Dyspraxia Support

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Developmental Coordination Disorder and Dyspraxia Support

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What is Developmental Coordination Disorder / Dyspraxia

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Following the UK consensus meetings that took place in 2011 and 2012, there was common agreement on using the following text to describe DCD/Dyspraxia in children and adults. Definit…

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The Dyscalculia Centre was set up in 2001 by Tony Attwood C.Ed., B.A., M.Phil (Lond), F.Inst.A.M., as an operation that could assist schools and individuals interested in obtaining information about dyscalculia in general, supplying materials that help teachers support those who have dyscalculia, and offering a preliminary diagnostic test which pupils and students can take in order for teachers to gain guidance as to whether dyscalculia is a likely cause of the individual's difficulties with maths.

Within this context it must be noted that it is not possible to diagnose dyscalculia through an on-line test, but rather the use of an on-line test can often give an indication of whether is likely to be the cause of a person's problems with maths and can suggest how this might be overcome.

Where dyscalculia is suspected materials are provided free of charge which can be used by a teacher to help the individual in specific areas of his or her maths studies, as appropriate to the individual.

The Centre thus operates as a way of obtaining information about dyscalculia in general and introductory information about an individual's possible dyscalculia, without schools or parents having the expense of calling on the services of an educational psychologist. Our advice, however, is that if the materials that the Centre provides do not help the individual start to overcome his/her difficulties then the help of an educational psychologist would be more appropriate.

The Dyscalculia Centre also operates a free advice service which is used by parents, teachers and professionals beyond the teaching profession around the English speaking world. In our early years we ourselves consulted with the DDIG group at Loughborough University, and we have since offered support and advice where requested to professionals and organisations as diverse as the state prison service of Arizona, prison officials in the UK, schools throughout the English speaking world, and GPs within the UK.

A wide range of articles on dyscalculia can be found on our website, and individual questions from interested parties are answered to the best of our ability without charge. However it must be recognised that a complete and detailed individual diagnosis of an individual's situation vis a vis dyscalculia is not possible via an on-line service, and where an individual has very detailed or specific problems, or indeed multiple problems, an educational psychologist specialising in dyscalculia should be consulted.

Tony Attwood continues to oversee the service, and Tony continues personally to seek to answer questions about dyscalculia which are within the scope of the work of the Centre. However as noted above, where there are more detailed issues related to a specific individual, which are not covered by the scope of our on-line diagnostic test, such questions should be directed towards an educational psychologist specialising in the field who will be able to meet the individual and draw up an individual diagnosis.

Tony is the author of many of the articles on dyscalculia on our website, which are re-published from other sources, on our website, along with a number of original articles which arise from questions that are sent in by teachers and parents. You can find the latest articles on https://dyscalculia.me.uk and some of the earlier pieces on http://dyscalculia.me.uk/articles.html

If you have any enquiries please email This email address is being protected from spambots. You need JavaScript enabled to view it. We can answer questions about obtaining our books on the phone (01604 880 927) but for enquiries about dyscalculia itself it is generally best to email, so that the right person within the Centre can answer the question.

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The Dyscalculia Information Centre - About

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The Dyscalculia Centre was set up in 2001 by Tony Attwood C.Ed., B.A., M.Phil (Lond), F.Inst.A.M., as an operation that could assist schools and individuals interested in obtaining information about dyscalculia in general, supplying materials that help teachers support those who have dyscalculia, and offering a preliminary diagnostic test which pupils and students can take in order for teachers to gain guidance as to whether dyscalculia is a likely cause of the individual's difficulties with maths.

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Information on employment and work experience for autistic young people.

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The Dyscalculia Association was set up by Professor Steve Chinn
and Judy Hornigold in February 2018.

The Dyscalculia Association was set up to promote understanding of Dyscalculia and Maths Learning Difficulties generally.

What is Dyscalculia?

Dyscalculia is a specific learning difficulty with mathematics, primarily arithmetic. Research into dyscalculia has lagged far behind research into dyslexia, but this is beginning to even out. Find out more about what Dyscalculia is here

Training Courses

We offer a variety of training courses to assist teachers on assessing dyscalculia, reporting on a diagnosis on dyscalculia and much more. Find out more about our training courses here

Resources

A list of videos, publications created by both Steve Chin and Judy Hornigold and links to useful website and other resources on dyscalculia is available. Find out more here

Contact Us

Please contact Steve and Judy with your questions and bookings here

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The Dyscalculia Association - Understanding Maths Difficulties. Training and Diagnosis.

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The Dyscalculia Association was set up by Professor Steve Chinn and Judy Hornigold in February 2018. The Dyscalculia Association was set up to promote understanding of Dyscalculia and Maths Learning Difficulties generally. Dyscalculia is a specific learning difficulty with mathematics, primarily arithmetic.

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Support for Students Leaving College or University

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Support for Students Leaving College or University

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The National Autistic Society - Education Rights Helpline

Support for all autistic individuals and their families

The education rights helpline can provide general information about educational rights and entitlements, as well as advice on specific topics such as getting extra help in school, assessments, education plans, reviews or school transport. Can also offer advice on communicating with professionals and how to resolve any disagreements and pre-school and school education law and parents' rights and entitlements in England, Scotland, Wales and Northern Ireland. The Education Rights Helpline is not a crisis service. For urgent help contact your child's school or local/education authority. Calls to 0808 80 are free from landlines and mobiles in the UK and do not appear on itemised billing.

0808 800 4102

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Member List Detail - Helplines Partnership

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Support for all autistic individuals and their families The education rights helpline can provide general information about educational rights and entitlements, as well as advice on specific topics such as getting extra help in school, assessments, education plans, reviews or school transport.

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Support and advice for parents and carers of autistic children, including support to develop a greater understanding of their child's needs and accessing services that meet the familys needs.

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Neurodiversity is a relatively new term. It helps to promote the view that neurological differences are to be recognised and respected as any other human variation. It is used to counter negative social connotations that currently exist and to make it easier for people of all neurotypes to contribute to the world as they are, rather than attempting to think or appear more 'typically'.

Neurodiversity encompasses all specific learning difficulties (SpLD), many of which co-occur or overlap. We have explored in more detail the SpLD that most often co-occur with dyslexia.

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Neurodiversity and Co-occurring difficulties - British Dyslexia Association

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Neurodiversity is a relatively new term. It helps to promote the view that neurological differences are to be recognised and respected as any other human...

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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

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A Young Person's Guide to Thriving with ADHD

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A Young Person's Guide to Thriving with ADHD

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Love Life: Resources for Young People with Learning Disabilites

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Love Life: Resources for Young People with Learning Disabilites

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Using Love Life resources

The films

There are three films featuring Ash, her friend Jim and her sister Steph.

You can watch the films independently or as a series, although it's most helpful to work through them in the order we've suggested.

Each film is designed to open up different ways of talking about different topics.

Delivering Love Life

The films and resources are designed to be used as part of your ongoing discussions about growing up, relationships and emotions.

The young people you work with may have a range of needs, so the films and activities are flexible and adaptable.

Watch the films in advance and decide how best to introduce them. Choose the activities you think are most suitable and adapt them as necessary. For example, some young people may need help writing or drawing.

We haven't included timings for the activities - these will vary depending on the size of group and needs of the young people you're working with. You could devote a full day to doing all the activities and include two viewings of the films, or carry out individual activities over a number of weeks with repeat viewings of the films.

Some of the activities require you to have specific materials available. These are listed on the activity plan.

It's also helpful to have books on related topics available, which young people can look at in their own time.
> Look at our reading list of resources that can help you deliver Love Life
Upsetting content

While we've taken care to present the issues in Love Life in a non-threatening way, there may be some topics that are upsetting for the children and young people you work with.

Make sure you know how to spot any signs that may indicate a child is at risk of or experiencing abuse and respond appropriately.
> Find out more about recognising and responding to abuse
If a child or young person needs to talk to anyone confidentially, they can contact Childline for free on 0800 1111 or online. You can also download or order Childline posters and wallet cards.

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Love Life: resources for young people with learning disabilities | NSPCC Learning

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Films and activities to help young people with special educational needs and learning disabilities learn about emotions, relationships and identity.

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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There are different ways to make information accessible to people with a learning disability and autistic people.

Remember everyone communicates differently. Not everybody can read. It might be better to give people information by talking to people, this could be face-to-face or by film. Other people find information that is written down more accessible.

The best way to find out how to make information accessible is to ask the person or the people you will be giving the information to.

It can also be very useful to talk to families and carers to find out how best to share information with each person.

'Easy read' is one way to make information more accessible to people with a learning disability. Easy read information is written using simple words supported by pictures. Not everyone uses easy read - some autistic people find the pictures distracting and need more detailed information.

Writing accessible emails

Here are some tips for writing emails that will be more accessible to people with a learning disability and autistic people who use email.

Write short paragraphs and sentences and use bullet points.

Always use clear language.

Be clear about what you want someone to do and when you want them to do this by.

Use Arial size 12.

Sometimes it's better to speak with the person rather than email.

Read more about the importance of using everyday language.

Read about making meetings accessible.

The words we use to talk about people

It is very important to use everyday words to talk about people. This helps everyone to understand and to feel valued.

Using words that are different to how we would normally say things makes it harder to remember that people are people. Disabled people like to be described like everyone else.

Use human language. It's important to remember that people are not service users, clients, patients, beds, LD, cohorts or numbers. These words are not used to describe how non-disabled people live their lives. Labels are for clothes. People are just people.

Shorter isn't always better. For example, most people with a learning disability don't like being referred to as LD.

Make sure that the words you use do not make people seem less human (see words to use and words to avoid).

If you do write about people who use a particular service keep the focus on 'people'. For example, 'people with a learning disability who use mental health services'.

Talk about 'people who...' rather than talking about 'those who...'. 'Those' makes us think of people as 'other' rather than one of us.

Remember that words are powerful. Using the right words is respectful to people and helps show others how to be respectful too.

Keep your words simple. Think about how you would explain your work to your family.

Talk about people as if they were a member of your own family and if in doubt ask them what words they would like to be used.

Getting language right about autism.
Listen to a recorded webinar about the words we use
Making information and using the right words

Making meetings accessible.

Words to use and words to avoid when talking about people

We can all be sensitive about the words that are used to talk about us. The suggestions for the best words to use below are based on what a lot of people have told us. However, not everyone will agree on which words they like best. If you're working with a person, it is best to use the words they use to describe themselves and their loved ones.

People with a learning disability or autistic people

or

Autistic people and people with a learning disability

Learning disability and/or autism

Learning disability, autism or both

This makes it clear that learning disability and autism are two different things, and that autistic people aren't just added on.

Disabled people

People with a disability

In the ' social model of disability ' (this is a way of viewing the world, developed by disabled people) people with an 'impairment' are disabled by society (the environment, policies and attitudes), not the other way around.

Showing distress in a way that services perceive to be challenging

Challenging behaviour or behaviour that challenges services

This phrase is problematic because it places blame on a person who is showing distress, rather than on the ways that their needs may not be being met. It is also too general and means different things to different people, so shouldn't be used.

There is not an accepted alternative.

However, it is sometimes necessary to talk about ways that people show distress, and the ways that services might find this a challenge. It is better to be specific - for example, if you are talking about someone having a meltdown because they are distressed, say this. If you are referring to somebody being physically violent, it is okay to say so, acknowledging that this is a way of communicating discomfort or unmet need.

It is important to note that just because a person acts in a way is perceived as unusual to someone who is not autistic and doesn't have a learning disability - but is causing no harm to themselves or other people - this should not be considered 'challenging' and also may not be communicating distress.

People or person in hospital

Beds

When we talk about beds, we need to remember we are actually talking about the person who is in the bed.

Home

Placement

This is about describing people's lives in ordinary ways. But remember that sometimes it is not appropriate to call something a home when it clearly is not. For example, a hospital admission for assessment and treatment is not a home.

Break

Respite

Use the simplest word to describe this - a break.

Respite actually means the laying down of a burden, which isn't a good choice of words.

Only describe this as a holiday if it will seem like a holiday for the person going on the break.

Going home or getting out

Re-settlement,
repatriation or
re-homing

We re-home animals from a shelter. This is not what we want to do with people.

Getting words right about autism

The language we use to talk about autism is important because it can affect what people think about autistic people. Getting it right will help people get the right kind of support and services.
Five top tips

1. Talk about autism positively. There are many positive things about being autistic. Many autistic people see autism as part of who they are, rather than something separate, and prefer to be described as 'autistic' or 'on the autism spectrum' - rather than as 'someone with autism'.

2. Do not use negative language like suffering from autism, symptoms and treat. Instead talk about characteristics, support and reasonable adjustments.

3. Every autistic person is different. Try to make sure people know this in all communications.

4. Autism is not a learning disability or a mental illness. But some autistic people also have a learning disability and many people have a mental health problem.

5. Some people on the autism spectrum understand language very literally. Avoid phrases that don't say what they mean. Like "it's raining cats and dogs". Use clear, everyday language.

Autism

or

the autism spectrum

ASD, Autism Spectrum Disorder

Don't use abbreviations like ASD.

Autism Spectrum Disorder is the official way of describing autism but many autistic people and families feel that the term 'disorder' is too negative for everyday discussions. Autism is a difference rather than a disorder.

The words autism and autism spectrum are widely accepted by autistic people and their families.

Autistic adult/people

or

People on the autism spectrum

Adult/person with autism

This is a sensitive issue in the autism community, as many autistic people see autism as a part of who they are - rather than something separate.

Research shows that there isn't a single way which is accepted by everyone. However, autistic and on the autism spectrum were the preferred terms among most autistic adults and families.

People with autism is still used quite a lot, but more and more people do not like it.

Autistic or on the autism spectrum

or

talk about autism as a condition or disability

Suffering from, mild, severe, disorder, disease

Phrases and words like suffering from autism and severe often cause strong reactions from autistic people and families. Many feel this devalues who they are or says that there is something wrong with them.

Talking about the autism spectrum is an easy way around this.

Condition or disability are also widely used, including by autism charities, but some autistic people don't like them.

Autistic people with/without a learning disability

or

autistic people without a learning disability

High or low functioning

Asperger syndrome

Using high or low functioning is confusing and isn't liked by many autistic people and families. They feel it is too simplistic. Many autistic people without a learning disability face great difficulty, and 'high functioning' does not reflect this.

Asperger syndrome is not an appropriate alternative for high functioning and should only be used when you are talking about someone with this diagnosis. People no longer get diagnosed with Asperger syndrome - though if you are already diagnosed with it then that won't change.

Characteristics

or

traits

Symptoms

Symptoms make it sound as though autism is a disease.

It is also important to recognise that there are many positive things associated with autism, like working hard to achieve things and seeing things in a different way, which can be great for problem solving.

Support

or

adjustments

Treat

Words like 'treat' mean that people might think that autism is a disease that can be removed or cured. This upsets many autistic people and families. With support and/or reasonable adjustments, many autistic people live independent lives.

Showing distress in a way that services perceive to be challenging

Challenging behaviour; behaviour that challenges

This phrase is problematic because it places blame on a person who is showing distress, rather than on the ways that their needs may not be being met. It is also too general and means different things to different people, so shouldn't be used.

There is not an accepted alternative.

However, it is sometimes necessary to talk about ways that people show distress, and the ways that services might find this a challenge. It is better to be specific - for example, if you are talking about someone having a meltdown because they are distressed, say this. If you are referring to somebody being physically violent, it is okay to say so, acknowledging that this is a way of communicating discomfort or unmet need.

It is important to note that just because a person acts in a way is perceived as unusual to a non-autistic person - but is causing no harm to the person or other people - this should not be considered 'challenging' and also may not be communicating distress.

People with a learning disability and autistic people

or

Autistic people and people with a learning disability

Learning disability and/or autism; Learning disability, autism or both

This makes it clear that learning disability and autism are two different things and autism isn't just an add on.

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Making information and the words we use accessible

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There are different ways to make information accessible to people with a learning disability and autistic people. Remember everyone communicates differently. Not everybody can read. It might be better to give people information by talking to people, this could be face-to-face or by film. Other people find information that is written down more accessible.

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Accessible Communication and Inclusive Language

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Accessible Communication and Inclusive Language

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There are different ways to make information accessible to people with a learning disability, autism or both.

Remember everyone communicates differently. Not everybody can read. It might be better to give people information by talking to them, this could be face-to-face or by film.

The best way to find out how to make information accessible is to ask the person or the people you will be giving the information to.

It can also be very useful to talk to families and carers to find out how best to share information with each person.

'Easy read' is one way to make information more accessible to people with a learning disability. Easy read information is written using simple words supported by pictures.

Writing accessible emails

Here are some tips for writing emails that will be more accessible to people with a learning disability, autism or both who use email.

Write short paragraphs and sentences and use bullet points.

Always use clear language.

Be clear about what you want someone to do and when you want them to do this by.

Use Arial size 12.

Sometimes it's better to speak with the person rather than email.

Read more about the importance of using everyday language.

Read about making meetings accessible.

The words we use to talk about people

It is very important to use everyday words to talk about people. This helps everyone to understand and to feel valued.

Using words that are different to how we would normally say things makes it harder to remember that people are people. Disabled people like to be described like everyone else.

Use human language. It's important to remember that people are not service users, clients, patients, beds, LD, cohorts or numbers. These words are not used to describe how non-disabled people live their lives. Labels are for clothes. People are just people.

Shorter isn't always better. For example people with a learning disability don't like being referred to as LD.

Make sure that the words you use do not make people seem less human (see words to use and words to avoid).

If you do write about people who use a particular service keep the focus on 'people'. For example, 'people with a learning disability who use mental health services'.

Remember that words are powerful. Using the right words is respectful to people and helps show others how to be respectful too.

Keep your words simple. Think about how you would explain your work to your family. Test yourself using buzzword bingo!

Talk about people as if they were a member of your own family and if in doubt ask them what words they would like to be used.

Getting language right about autism.
Listen to a recorded webinar about the words we use
Making information and using the right words

Making meetings accessible.

Words to use and words to avoid when talking about people

We can all be sensitive about the words that are used to talk about us. The suggestions for the best words to use below are based on what a lot of people have told us. However, not everyone will agree on which words they like best. If you're working with a person, it is best to use the words they use to describe themselves and their loved ones.

Disabled people

People with a disability

In the ' social model of disability ' (this is a way of viewing the world, developed by disabled people) people with an 'impairment' are disabled by society (the environment, policies and attitudes), not the other way around.

Behaviour that challenges, behaviour that challenges services or behaviour that communicates distress

Challenging behaviour

This accepts that all behaviour is communication, and the challenge is for the people who are working with people to understand that behaviour. 'Behaviour that challenges' removes the responsibility from the person whereas 'challenging behaviour' implies the behaviour is the problem or difficulty of the person.

This kind of behaviour is often communicating distress and is sometimes described as behaviour that communicates distress.

See #IamChallengingBehaviour

People or person in hospital

Beds

When we talk about beds, we need to remember we are actually talking about the person who is in the bed.

Home

Placement

This is about describing people's lives in ordinary ways. But remember that sometimes it is not appropriate to call something a home when it clearly is not. For example, a hospital admission for assessment and treatment is not a home.

Break

Respite

Use the simplest word to describe this - a break.

Respite actually means the laying down of a burden, which isn't a good choice of words.

Only describe this as a holiday if it will seem like a holiday for the person going on the break.

Going home or getting out

Re-settlement,
repatriation or
re-homing

We re-home animals from a shelter. This is not what we want to do with people.

Getting words right about autism

The language we use to talk about autism is important because it can affect what people think about autistic people. Getting it right will help people get the right kind of support and services.
Five top tips

1. Talk about autism positively. There are many positive things about being autistic. Many autistic people see autism as part of who they are, rather than something separate, and prefer to be described as 'autistic' or 'on the autism spectrum' - rather than as 'someone with autism'.

2. Do not use negative language like suffering from autism, symptoms and treat. Instead talk about characteristics, support and reasonable adjustments.

3. Every autistic person is different. Try to make sure people know this in all communications.

4. Autism is not a learning disability or a mental illness. But some autistic people also have a learning disability and many people have a mental health problem.

5. Some people on the autism spectrum understand language very literally. Avoid phrases that don't say what they mean. Like "it's raining cats and dogs". Use clear, everyday language.

Autism

or

the autism spectrum

ASD, Autism Spectrum Disorder

Don't use abbreviations like ASD.

Autism Spectrum Disorder is the official way of describing autism but many autistic people and families feel that the term 'disorder' is too negative for everyday discussions. Autism is a difference rather than a disorder.

The words autism and autism spectrum are widely accepted by autistic people and their families.

Autistic adult/people

or

People on the autism spectrum

Adult/person with autism

This is a sensitive issue in the autism community, as many autistic people see autism as a part of who they are - rather than something separate.

Research shows that there isn't a single way which is accepted by everyone. However, autistic and on the autism spectrum were the preferred terms among most autistic adults and families.

People with autism is still used quite a lot, but more and more people do not like it.

Autistic or on the autism spectrum

Or

talk about autism as a condition or disability

Suffering from, mild, severe, disorder, disease

Phrases and words like suffering from autism and severe often cause strong reactions from autistic people and families. Many feel this devalues who they are or says that there is something wrong with them.

Talking about the autism spectrum is an easy way around this.

Condition or disability are also widely used, including by autism charities, but some autistic people don't like them.

Autistic people with/without a learning disability

or

autistic people without a learning disability

High or low functioning

Asperger syndrome

Using high or low functioning is confusing and isn't liked by many autistic people and families. They feel it is too simplistic. Many autistic people without a learning disability face great difficulty, and 'high functioning' does not reflect this.

Asperger syndrome is not an appropriate alternative for high functioning and should only be used when you are talking about someone with this diagnosis. People no longer get diagnosed with Asperger syndrome - though if you are already diagnosed with it then that won't change.

Characteristics

or

traits

Symptoms

Symptoms make it sound as though autism is a disease.

It is also important to recognise that there are many positive things associated with autism, like working hard to achieve things and seeing things in a different way, which can be great for problem solving.

Support

or

adjustments

Treat

Words like 'treat' mean that people might think that autism is a disease that can be removed or cured. This upsets many autistic people and families. With support and/or reasonable adjustments, many autistic people live independent lives.

Behaviour that challenges, behaviour that challenges services or behaviour that communicates distress

Challenging behaviour

This phrase is very unpopular with many autistic people and families so it is best not to use it, especially with communications directed at an autistic audience.

There is not an accepted alternative. However, it is sometimes necessary to talk about this issue and behaviour that challenges services is better to use.

The term challenging behaviour makes people think that the behaviour itself is the problem, when often it is actually a sign that a person's needs are not being met. The term "behaviour that challenges" is better because it does not make people think that this behaviour is necessarily meant to challenge. This kind of behaviour is often communicating distress and is sometimes described as behaviour that communicates distress.

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Making information and the words we use accessible

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There are different ways to make information accessible to people with a learning disability, autism or both. Remember everyone communicates differently. Not everybody can read. It might be better to give people information by talking to them, this could be face-to-face or by film.