# data[].attributes.attachment_link.readable_text
2023 will no doubt provide us with a variety of challenges on all different levels. Irrespective of the year challenges remain for all members of the Autism Community our advocates and supporters as we strive to ensure that all autistic people get the SAME CHANCE in life!

So, for 2023 Take on the 20 for 23 Challenge this year for AsIAm.

# data[].attributes.attachment_link.description
Welcome to AsIAm. We are Ireland's National Autism Charity. How can we help you? Lets get you to the right place

# data[].attributes.headline
Short Course - Exploring Forensic Science 

# data[].attributes.subject
Short Course - Exploring Forensic Science 

# data[].attributes.attachment_link.title
Home - An Intercultural Look at our Schools

# data[].attributes.attachment_link.description
Welcomeस्वागत हे WitamyBem-vindaBine ati venitLaipni gaidītiSveikiBienvenidaHerzlich willkommen An intercultural look at our schools. A toolkit for self-evaluation and supporting cultural and linguistic diversity in our schools . Learn More What are you looking for? Where to start? Examples Resources The Toolkit Get Help Give Feedback 120+ Nationalities in Ireland 182+ different languages are spoken across [...]

# data[].attributes.headline
Dept of Ed - Circular about Post Grad in Special Ed  

# data[].attributes.subject
Dept of Ed - Circular about Post Grad in Special Ed  

# data[].attributes.attachment_link.readable_text
If you've never used Adobe Connect, get a quick overview: http://www.adobe.com/products/adobeconnect.html
Adobe, the Adobe logo, Acrobat and Adobe Connect are either registered trademarks or trademarks
of Adobe Systems Incorporated in the United States and/or other countries.

# data[].attributes.attachment_link.description
If you've never used Adobe Connect, get a quick overview: http://www.adobe.com/products/adobeconnect.html Adobe, the Adobe logo, Acrobat and Adobe Connect are either registered trademarks or trademarks of Adobe Systems Incorporated in the United States and/or other countries.

# data[].attributes.attachment_link.readable_text
Full Day Professional Training Programme

Visual Strategies in Mainstream Education

Trainer: Tracey McGovern

Trainer: Claire Smyton

Middletown Centre for Autism 35 Church Street Middletown

# data[].attributes.attachment_link.title
Brain Training Activities for Auditory Attention - Our Journey Westward

# data[].attributes.attachment_link.description
Does your child struggle with auditory attention? Find tons of fun and easy activity ideas to help improve the attention, processing speed and memory.

# data[].attributes.attachment_link.readable_text
PLAY NOW

Why MentalUP Memory Games?

MentalUP used trustfully by schools and thousands of families, helps memory matching improvement and learning ability of children and contributes to their success at school.

There are over 150+ online exercises for free! Let's test, train and improve your mind:

MentalUP is a participant of the University College London Institute of Education EDUCATE Program.

Trusted by World Leading Communities

We recommend the MentalUP which is developed by academicians and pedagogues and is filled with educational brain teasers.

MentalUP Educational Games will enable your child to use technology in a beneficial way.

MentalUP is an online innovative games resources for teachers and parents.

MentalUP does brain training well. Its games are easy to understand while challenging the skills which they are designed to stretch.

MentalUP is a UK-based award-winning scientific-educational application containing cognitive learning games for K-8 learners.

MentalUP developed by game designers and academics incorporating innovative teaching methods to offer dozens of mind games.

CONTENTS OF THE MEMORY IMPROVEMENT GAMES

ONLINE VISUAL MEMORY AND AUDITORY MEMORY GAMES.

FREE & FUN EXERCISES IMPROVING SHORT-TERM AND LONG TERM MEMORY.

EFFICIENT MEMORY IMPROVING TECHNIQUES.

BENEFITS OF MENTALUP

ONLINE 20-MINUTES DAILY MEMORY EXERCISES

HELP TO REMEMBER MORE

IMPROVE CONCENTRATION AND SUSTAINED MEMORY

SUCCESS AT SCHOOL AND DURING EXAMS

Try MentalUP Memory Training Games and Improve Your Skills!

PLAY FOR FREE

# data[].attributes.attachment_link.title
Memory Games for Kids Online & Free | MentalUP

# data[].attributes.attachment_link.description
You can boost your skills with MentalUP's memory games for kids online, memory card games, memory match games, memory board games, working memory games.

# data[].attributes.headline
DCD and transitioning to Secondary school 

# data[].attributes.subject
DCD and transitioning to Secondary school 

# data[].attributes.headline
Resources available from the Dyspraxia Foundation 

# data[].attributes.subject
Resources available from the Dyspraxia Foundation 

# data[].attributes.attachment_link.readable_text
Children may be referred for physiotherapy for example:

When they experience a delay in milestones, e.g. standing, walking, hopping etc.

Have difficulties with physical activities such as P.E. and also with eye-hand and eye-foot coordination, e.g ball skills and running.

Poor posture, body awareness and awkwardness when moving.

Poor short-term visual and verbal memory is shown as difficulties in taking down dictation, following instructions and copying from the board.

Physiotherapists will carry out an assessment to determine a child's skills and whether they are at an age-appropriate level and with the quality expected. Information is gathered from home and school using a confidential questionnaire to identify difficulties the child is experiencing. The child is consulted about his own concerns and expectations. The Physiotherapist will use specific tests to assess underlying motor, sensory and perceptual abilities.

From the assessment, the Physiotherapist will devise a therapy plan with goals and objectives set by the therapist, child and parents. Therapy will be aimed at improving the child's motor development, which in turn will facilitate self-confidence and esteem.

Liaison with teaching staff, to give advice and support for the child in the classroom, such as correct seating to facilitate better postural control and allowing the child opportunities to practice and consolidate newly acquired skills such as ball skills.

Therapy will also encourage the child to choose to participate in new activities which are both enjoyable and will improve skills.

For more information on helping children with their activities at school and home, the following may be helpful:

Developmental Dyspraxia - A Practical Manual for Parents and Professionals
- Madeleine Portwood (ISBN 1 897585 21 7)

Physiotherapy and Dyspraxia - in Praxis Makes Perfect II - available from the Dyspraxia Foundation.

Sensorimotor Groups - Activities for School and Home - Carol R. Scheerer, M.Ed., OTR/L - Therapy Skill Builders (The Psychological Corporation)

# data[].attributes.attachment_link.description
Children may be referred for physiotherapy for example: When they experience a delay in milestones, e.g. standing, walking, hopping etc. Have difficulties with physical activities such as P.E. and also with eye-hand and eye-foot coordination, e.g ball skills and running. Poor posture, body awareness and awkwardness when moving.

# data[].attributes.headline
DCD Toolkit- strategies to help main difficulties 

# data[].attributes.subject
DCD Toolkit- strategies to help main difficulties 

# data[].attributes.headline
NEPS- Supporting students with coordination difficulties/ Dyspraxia 

# data[].attributes.subject
NEPS- Supporting students with coordination difficulties/ Dyspraxia 

# data[].attributes.headline
Strengths of Students with DCD/ Dyspraxia 

# data[].attributes.subject
Strengths of Students with DCD/ Dyspraxia 

# data[].attributes.headline
What Is ADHD? Meaning, Symptoms & Tests.

# data[].attributes.subject
What Is ADHD? Meaning, Symptoms & Tests.

# data[].attributes.body
20 minutes.

# data[].attributes.attachment_link.readable_text
What Is ADHD? Symptoms & Meaning

ADHD stands for attention deficit hyperactivity disorder, a complex brain disorder that impacts approximately 11% of children and almost 5% of adults in the U.S. ADHD is a developmental impairment of the brain's executive functions. People with ADHD have trouble with impulse-control, focusing, and organization.

Neuroscience, brain imaging, and clinical research tell us a few important things: ADHD is not a behavior disorder. ADHD is not a mental illness. ADHD is not a specific learning disability. ADHD is, instead, a developmental impairment of the brain's self-management system. Both adults and children can be diagnosed with ADHD.

ADHD Symptoms

What are the signs of being ADHD? Common ADHD symptoms include:

ADHD symptoms vary by individual. You or your child may experience all or just some of the above symptoms, along with others detailed in the DSM-V.
[ADHD Directory: Find an ADHD Specialist or Clinic Near You]
Many patients and clinicians describe ADHD as an iceberg, where most symptoms lay hiding under the surface - out of sight but ever present. If you think you or a loved one might have ADHD, take one of our free, anonymous tests below to see if you should seek a formal diagnosis.

What Are the 3 Types of ADHD?

The Diagnostic and Statistical Manual of Mental Disorders (DSM) previously identified three types of ADHD:

Primarily hyperactive-impulsive type

Primarily inattentive type (formerly called ADD)

Primarily combined type

Primarily Hyperactive-Impulsive ADHD

People with primarily hyperactive-impulsive ADHD act "as if driven by a motor" with little impulse control - moving, squirming, and talking at even the most inappropriate times. They are impulsive, impatient, and interrupt others.

Primarily Inattentive ADHD (Formerly ADD)

People with the inattentive subtype of ADHD have difficulty focusing, finishing tasks, and following instructions. They are easily distracted and forgetful. They may be daydreamers who lose track of homework, cell phones, and conversations with regularity.

Experts believe that many children with the inattentive subtype of ADHD may go undiagnosed because they do not tend to disrupt the learning environment.
[Free Download: An In-Depth Guide to Inattentive ADHD]
Primarily Combined Type ADHD

Individuals with combined-type ADHD display a mixture of all the symptoms outlined above. A physician will diagnose patients with this Combined Type ADHD, of they meet the guidelines for Primarily Inattentive ADHD and Primarily Hyperactive-Impulsive ADHD. That is, they must exhibit 6 of the 9 symptoms identified for each sub-type.

How Do Physicians Diagnose the Type of ADHD?

These subtypes are now considered "presentations" in the most recent version of the DSM, the DSM-V. Researchers determined that people often move from one subtype to another. For example, a child may present as primarily hyperactive-impulsive in preschool, and lose much of the hyperarousal in adolescence to fit the primarily inattentive presentation. In college and adulthood, the same individual may transition to combined presentation.

The subtypes were primarily based on overt behavioral symptoms, and ignored less visible symptoms like emotional dysregulation, cognitive patterns, and sleep difficulties. Behavioral symptoms imperfectly capture the defining features of ADHD. Non-behavioral characteristics are increasingly recognized in research and diagnosis.

What Are the Symptoms of Each ADHD Subtype?

The symptoms of ADHD are spelled out in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), which lists nine symptoms that suggest ADHD-Primarily Inattentive and nine that suggest ADHD-Primarily Hyperactive/Impulsive. A child may be diagnosed with ADHD only if he or she exhibits at least six of nine symptoms from one of the lists below, and if the symptoms have been noticeable for at least six months in two or more settings - for example, at home and at school. What's more, the symptoms must interfere with the child's functioning or development, and at least some of the symptoms must have been apparent before age 12. Older teens and adults may need to consistently demonstrate just five of these symptoms in multiple settings.
What Are the 9 Symptoms of ADHD - Primarily Inattentive Type?

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is inaccurate).

Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading).

Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction).

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked).

Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganized work; has poor time management; fails to meet deadlines).

Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers).

Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts).

Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments)

Take the Self-Test: Symptoms of Inattentive ADHD in Children

Take the Self-Test: Symptoms of Inattentive ADHD in Adults

What Are the 9 Symptoms of ADHD - Primarily Hyperactive-Impulsive Type?

Often fidgets with or taps hands or feet or squirms in seat.

Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, in the office or other workplace, or in other situations that require remaining in place).

Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.)

Often unable to play or engage in leisure activities quietly.

Is often "on the go," acting as if "driven by a motor" (e.g., is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with).

Often talks excessively.

Often blurts out an answer before a question has been completed (e.g., completes people's sentences; cannot wait for turn in conversation).

Often has difficulty waiting his or her turn (e.g., while waiting in line).

Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people's things without asking or receiving permission; for adolescents and adults, may intrude into or take over what others are doing)."

Take the Self-Test: Symptoms of Hyperactive & Impulsive ADHD in Children

Take the Self-Test: Symptoms of Hyperactive & Impulsive ADHD in Adults

What Causes ADHD?

The causes of ADHD remain somewhat unclear. Research suggests that genetics and heredity play a large part in determining who gets ADHD. However, scientists are still investigating whether certain genes, especially ones linked to the neurotransmitter dopamine, play a defined role in developing ADHD.

Additional research suggests that exposure to certain chemicals may increase a child's risk of having ADHD.

ADHD is not caused by bad parenting, too much sugar, or too many video games. ADHD is a brain-based, biological disorder. Brain imaging studies and other research show many physiological differences in the brains of individuals with ADHD.

How is ADHD Diagnosed?

There is no single test for ADHD. To make a diagnosis, your doctor will assess for any ADHD symptoms exhibited by you or your child in the past six months. They will also do a physical exam and review your medical history to rule out any other medical or psychiatric conditions that could be causing symptoms.

Your doctor or specialists will perform an assessment using the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), which details the symptoms listed above.

ADHD Diagnosis in Children

A child may be diagnosed with ADHD only if he or she exhibits at least six of nine symptoms outlined in DSM-V, and if the symptoms have been noticeable for at least six months in two or more settings - for example, at home and at school. What's more, the symptoms must interfere with the child's functioning or development, and at least some of the symptoms must have been apparent before age 12. Most children with ADHD receive a diagnosis in elementary school.

When diagnosing a child, your doctor or specialist may also review school records and questionnaires completed by your child's teacher and/or caretakers. They will likely talk with and observe your child, as well as conduct screening for learning disabilities. They will also rule out other conditions that share similar symptoms to ADHD.

ADHD Diagnosis in Adults

Older teens and adults may need to consistently demonstrate just five of these symptoms in multiple settings. For an adolescent or adult to receive a diagnosis of ADHD, the symptoms need to have been present before the age of 12. Symptoms must also not be better explained by another disorder.

ADHD in Children

According to the Centers for Disease Control and Prevention, 1 in 10 children between the age of 5 and 17 receive an ADHD diagnosis, making ADHD one of the most common childhood neurodevelopmental disorders in the U.S.

The symptoms of ADHD are often identified at school, as many children with ADHD have difficulty succeeding in a classroom setting. While teachers cannot diagnose ADHD, they are often the first to suspect ADHD in children as the symptoms typically affect school performance or disrupt the rest of the class.

Many symptoms of ADHD can be typical childhood behaviors, so it can be difficult to know if a child is displaying ADHD symptoms. Children with primarily hyperactive-impulsive ADHD may initially be seen as disruptive or misbehaving, as they are often hyper, impulsive, and impatient, and may interrupt at inappropriate times.

Boys are more than twice as likely as girls to receive an ADHD diagnosis, in part because ADHD is still wrongly considered a male disorder and because boys are more likely than girls to exhibit outward signs of hyperactivity.

Adult ADHD

ADHD is diagnosed in roughy 4.4% of the adult population in the U.S., although this figure is thought to be underreported, as up to 85% of children with ADHD are at risk for having the disorder as adults, and only 10.9% of adults with ADHD receive treatment.

Untreated ADHD in adults can negatively impact many aspects of life, including work, relationships, and mental health. Symptoms such as trouble managing time, impatience, disorganization, forgetfulness, and mood swings can all cause problems for an individual not actively taking steps to manage their ADHD.

Adult ADHD seldom exists alone. Roughly 60% to 70% of adults with ADHD have a comorbid disorder , such as anxiety, mood disorder, or substance abuse. If you suspect you may have adult ADHD, consult with your doctor or mental health professional about diagnosis and treatment so you can improve your well-being and quality of life.

ADHD Treatment

The best treatment strategies for ADHD are multimodal ones - combinations of several different, complementary approaches that work together to reduce symptoms. For one person, this ideal combination may include ADHD medication, nutrition, exercise, and behavioral therapy. For another, it may mean taking ADHD supplements and vitamins, practicing mindfulness, and spending lots of time outdoors in nature. More and more, pediatric and adult patients are pairing stimulant medication with digital therapies like EndeavorRx, which is available by prescription for patients age 8 to 12, or pinpointed apps like EndeavorOTC, a new mobile video game designed to improve focus in adults with ADHD.

Finding the right ADHD treatments - and managing them - takes research, planning, organization, and persistence. Early on, talk with your child's doctor about your options.

ADHD Medication

For children aged 6 and over or adults, medication may be an important part of the treatment plan. Finding the right medication to manage ADHD typically involves some trial and error but can lead to a significant reduction in symptoms.

The two main types of medication used to treat ADHD are stimulants and non-stimulants.

Central nervous system (CNS) stimulants, like Ritalin or Adderall, are the most prescribed ADHD medications. These ADHD medications work by increasing the amounts of the chemicals dopamine and norepinephrine in the brain, which help with focus. There are three categories of stimulant medications:

Short-acting (taken a few times a day)

Intermediate-acting (taken less often)

Long-acting (taken one a day)

If stimulants cause problematic side effects, or simply are not effective, your doctor may suggest trying a non-stimulant medication, like Strattera or Intuniv.

Non-stimulant ADHD medications are considered second-line or third-line treatments because the level of benefits and response rates are significantly lower. Meaning, stimulant medications are more effective at relieving symptoms for a larger percentage of people.

ADHD medications can have many benefits, as well as side effects. The decision to manage ADHD symptoms with medication can be a difficult one. Learn more about the risks and benefits of stimulants and non-stimulants, medication options, how to gauge effectiveness, and more.

What Is the Definition of ADHD?

"Attention deficit" is, some experts assert, a misleading name. "Attention deregulation" might be a more accurate description since most people with ADHD have more than enough attention - they just can't harness it in the right direction at the right time with any consistency. And so individuals with ADHD hyperfocus and lose track of time, or misplace their keys, or blurt out an unrelated thought when their focus breaks free from its chains.

Understanding ADHD: Next Steps

Sources

¹ "Data & Statistics." Centers for Disease Control and Prevention. Ed. Center for Disease Control. Centers for Disease Control and Prevention, 14 Feb. 2017. Web. 14 Mar. 2017.
² Association, American Psychiatric, ed. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington: American Psychiatric, 2014.
³ Association, American Psychiatric, ed. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington: American Psychiatric, 2014.
⁴ Thapar, Anita, and Evangelia Stergiakouli. "An Overview on the Genetics of ADHD." Xin li xue bao. Acta psychologica Sinica (Aug. 2008) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854824/
⁵ Philip J. Landrigan, Jordan Slutsky. Are Learning Disabilities Linked to Environmental Factors? Learning Disabilities Worldwide. https://www.ldworldwide.org/environmental-toxins
⁶ Dovey, Dana. "Doctors May Soon Be Able To Diagnose ADHD With An MRI Scan." Medical Daily. IBT Media Inc., 30 Apr. 2014. Web. 14 Mar. 2017.
⁷ https://www.(d(.gov/nchs/fastats/adhd.htm
⁸ https://www.(d(.gov/nchs/fastats/adhd.htm
⁹ Kessler, R. C., Adler, L., Barkley, R., Biederman, J., Conners, C. K., Demler, O., Zaslavsky, A. M. (2006). The Prevalence and Correlates of Adult ADHD in the United States: Results from the National Comorbidity Survey Replication. American Journal of Psychiatry. 163, 716-723.
¹⁰ Donzelli, G., et al."The Association between Lead and Attention-Deficit/Hyperactivity Disorder: A Systematic Review." International Journal of Environmental Research and Public Health. January 2019, 16:3. doi: 10.3390/ijerph16030382

# data[].attributes.attachment_link.title
What Is ADHD? Attention Deficit Hyperactivity Disorder in Children and Adults

# data[].attributes.attachment_link.description
ADHD (attention deficit hyperactivity disorder) is a neurological disorder that impacts the parts of the brain that help us plan, focus on, and execute tasks. ADHD symptoms vary by sub-type - inattentive, hyperactive, or combined - and are often more difficult to diagnose in girls and adults.

# data[].attributes.body
Strategies for supporting concentration

# data[].attributes.body
Strategy Bank Supportive Seating

# data[].attributes.body
Take a Break- 10 minute strategies for movement breaks

# data[].attributes.body
Advice for teachers from ADHD Ireland about helping children with ADHD in the classroom

# data[].attributes.headline
12 Amazing Superpowers of students with ADHD 

# data[].attributes.subject
12 Amazing Superpowers of students with ADHD 

# data[].attributes.attachment_link.readable_text
The positives of ADHD are numerous and mighty - creativity, empathy, and tenacity, just to name a few. Here, readers share their amazing superpowers.

Thinking positive to find the plus sides of adhd.

1 of 13

Problem solving skills are a positive about ADHD.

2 of 13

Children use their creativity to build a fort.

3 of 13

A teenager consoles a friend, using her gift of compassion.

4 of 13

Girl with snorkel by family unpacking van shows her sense of humor.

5 of 13

The word impossible is written on a chalkboard, with the "im" crossed out, because those with ADHD have perseverance.

6 of 13

A woman is very observant and employs her keen sense of observation.

7 of 13

A mom holds her child while also ironing - multitasking is a strength for those with ADHD.

8 of 13

A man is very focused on writing in his notebook. Hyperfocus is a positive trait of ADHD.

9 of 13

A group of young children are running with endless energy, another positive trait of ADHD.

10 of 13

A father and son play airplane together. Their seal for life is an ADHD superpower.

11 of 13

A green apple in a group of oranges illustrates differences. Kids and adults with ADHD are very accepting.

12 of 13

A road sign has an arrow pointing to Right and another toward wrong. Those with ADHD have a strong moral compass.

13 of 13

More Articles Recommended For You

# data[].attributes.attachment_link.description
Faster than a speeding bike! Able to leap stereotypes in a single bound! We asked readers what made them a notch above the rest. These are their answers.

# data[].attributes.body
Strategies for supporting concentration

# data[].attributes.body
Take a Break- 10 minute strategies for movement breaks

# data[].attributes.attachment_link.title
ADHD Ireland | Our Mission is to make life better for people affected by ADHD

# data[].attributes.attachment_link.description
We are dedicated to providing up-to-date information, resources and networking opportunities to individuals with ADHD, parents of children with ADHD and the professionals who serve them.

# data[].attributes.headline
RACE information 2023 - a guide for students

# data[].attributes.subject
RACE information 2023 - a guide for students

# data[].attributes.attachment_link.title
Differentiating Instruction: It’s Not as Hard as You Think

# data[].attributes.headline
Differentiation for Exceptionally Able Students 

# data[].attributes.subject
Differentiation for Exceptionally Able Students 

# data[].attributes.headline
Keeping students on task- differentiating behaviour 

# data[].attributes.subject
Keeping students on task- differentiating behaviour 

# data[].attributes.attachment_link.readable_text
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn, including Students with Disabilities. This growing movement aims to improve the educational experience of all students by introducing more flexible methods of teaching, assessment and service provision to cater for different styles of learners. This approach is underpinned by research in the field of neuroscience and is designed to improve the learning experience and outcomes for all students.

The UDL guidelines provided by US organisation CAST are based on the idea that there is no such thing as a 'typical' or 'average' student, that all students learn differently and that to successfully teach for all students, we have to introduce greater flexibility in to teaching and learning practice. They say that educators should follow 3 core principles when designing learning experiences, building in:
From Theory to Practice: the UDL guidelines>>

# data[].attributes.attachment_link.readable_text
We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies. However you may visit Cookie Settings to provide a controlled consent.

# data[].attributes.attachment_link.description
National Learning Network Archive - Rehab Group

# data[].attributes.attachment_link.readable_text
A young person who attended Jigsaw

As a teenager I received the mental health support I needed. The work we did together has helped make me who I am today and I strongly believe that every young person should be able to access that kind of help.

# data[].attributes.attachment_link.title
Visit Jigsaw.ie | The National Centre for Youth Mental Health

# data[].attributes.attachment_link.description
We offer a listening ear, and give expert advice and support, online and in person, to young people across Ireland, aged 12 - 25 years-old.

# data[].attributes.body
My body, my thoughts

This resource supports the table above

# data[].attributes.body
Mental Health Thermometer

A tool to support pupils with strategies at each Level of stress or anxiety. This personalise  and individual.

# data[].attributes.headline
Tricky Moments- Tips for Managing Behaviour 

# data[].attributes.subject
Tricky Moments- Tips for Managing Behaviour 

# data[].attributes.headline
Guidelines for Teachers of Exceptionally Able Students 

# data[].attributes.subject
Guidelines for Teachers of Exceptionally Able Students 

# data[].attributes.headline
Differentiation for Exceptionally Able Students 

# data[].attributes.subject
Differentiation for Exceptionally Able Students 

# data[].attributes.headline
Guidelines for Teachers of Exceptionally Able Students 

# data[].attributes.subject
Guidelines for Teachers of Exceptionally Able Students 

# data[].attributes.headline
Android apps for learners with Dyslexia 

# data[].attributes.subject
Android apps for learners with Dyslexia 

# data[].attributes.attachment_link.readable_text
(iPad/iPhone: €1.99, Android: €1.79)

Developed by Irish woman Anita Murphy and her husband, Rory O'Connor, this is one of the most popular education apps out there, and deservedly so. Rory's Story Cubes is a game designed to spark the imagination and can be played with equal relish by children and adults, together or separately. It can be played in a group or alone. The game consists of 54 images on nine cubes, with each cube generating an image that will feature in a story, which helps build creativity, critical-thinking skills, problem-solving, and literacy development. And it's fun. Almost three million story cubes have been sold worldwide.

Suitable for
: all ages.
Endless Alphabet
(iPad/iPhone: €6.99, Android: free, but with in-app purchases, Windows: free)

A popular and fun app for building up the ABCs of younger children. There's an interactive puzzle to go along with each word, including talking letters and a short animation. There's no pressure such as high scores or fails, so children can explore it at their own pace; maybe not one for parents who want to push their kids a bit harder.
Suitable for
: ages two to six.
Balloony Word
(iPad/iPhone: free, developed by KwikApps)

A twist on a hangman-style game where, instead of a comical take on the death penalty, players have to keep a balloon-holding gorilla afloat. There's a focus on vocabulary and spelling.
Suitable for:
ages six to 10.
My First 101 Words
(iPad/iPhone: €1.99, developed by Blueprint.tv)

Another one for toddlers learning their words, but rather than touch, text and voice, these words are demonstrated through video clips, and there's a host of interactive features.

Suitable for: toddlers.
Dyslexia Quest
(iPad/ iPhone,€1.99, developed by Nessy Learning Ltd)

One of the best apps for young people with dyslexia, unfortunately confined to iOS platforms. Dyslexia Quest consists of six games that develop learning abilities and can email results to teachers and/or parents. It talks users through difficulties and shows where improvements can be made.
Suitable for:
three age ranges: seven to 10; 11-16; and 17 and up.
BBC Skillwise
(website)

Not an app as such, but a useful website full of practical literacy skills for adults, including how to discern between fact and opinion; the sounds of English; recognising letters and words; and reading for pleasure. See also the National Adult Literacy Agency for further
YOUR FAVOURITE APP:
If there's a great educational app you've found that you'd like to share with other readers, please use the comment box below.

# data[].attributes.attachment_link.title
Our top-50 education apps: literacy and storytelling

# data[].attributes.attachment_link.description
(iPad/iPhone: €1.99, Android: €1.79) Developed by Irish woman Anita Murphy and her husband, Rory O'Connor, this is one of the most popular education apps out there, and deservedly so. Rory's Story Cubes is a game designed to spark the imagination and can be played with equal relish by children and adults, together or separately.

# data[].attributes.attachment_link.readable_text
The Department of Education's professional development service for maths teachers also provides a list of age-specific maths apps for iPad: just Google "Maths apps for Irish primary schools". They're all designed to be interactive and engaging, and may be particularly useful for building up the skills of children who are struggling.
IXL Maths Practice
(iPad/iPhone, Android, free)

Possibly the most relevant of all maths apps for Irish students. This carefully tracks the core curriculum from junior infants right through to sixth year of secondary school. Five-year-olds will count the number of dots on the screen, while those in fifth year will be looking at logarithms and trigonometry. There's plenty of visually engaging material and word problems. On the downside, however, much of the content is perhaps too close to the curriculum, so it might be a bit dull for some users, particularly older pupils. The app is free for limited use, but IXL membership offers added benefits. See

for details.
Suitable for
: all primary and secondary school pupils, as well as adults who would like to improve their maths skills.
Mystery Math Town
(iPad/ iPhone, €3.99, developed by Artgig Studio)

An engaging game for children aged five and over. It's part maths and part hide-and-seek, with a curious ghost rescuing fireflies, talking to townspeople on the way and unlocking rooms and passages. Players start with the answer and use a combination of numbers to solve the problem. A sneaky way to get kids to do extra maths; they'll barely even notice there are numbers involved.
Suitable for
: ages five to eight.
Number Monster
(iPad/ iPhone: €2.99, Android: €3.25, developed by Wombi apps)

This is a fun, simple and interactive game that helps preschoolers to learn to count from one to 20. A chatty monster talks children through the steps they need to take, and to suit children of differing abilities, parents can also enable visual cues at a setting.

There are two levels in this visually appealing game. It doesn't do much beyond the basics, however, so much of the value lies in the game element.
Suitable for
: ages two to five.
Symmetry School: Learning Geometry
(iPad/ iPhone, €3.99)

This brain-teasing game, designed by Irish firm PixelSoup, is for children of all abilities and levels. It focuses on geometry, getting kids to explore symmetry and shapes through puzzles. Kids who use Symmetry School will build on their capacity for spatial reasoning, problem-solving and visualisation. (It's also possible that a journalist or two might also have enjoyed playing with this one. Ahem.)

It's a great success story for Irish app developers, having shot to the top of the iTunes education app charts in its first week of release. Not the cheapest app out there, but worth the price.
Suitable for:
ages four to nine.
Math Workout
(iPad/iPhone, Android, free)

A few years ago, brain-training games were in vogue. Interest has waned somewhat, but adults should try and keep their reasoning and logic skills sharp, and maths is a great way of doing it. Math Workout was inspired by the Japanese Kumon education method, which is becoming increasingly popular in Ireland and across the western world. It features daily brain-training exercises and maths drills.

It's easy to see why this hugely addictive and enjoyable game is so popular. You'll be keen to beat your own scores and improve; I've been skipping coffee during the mid-afternoon slump and playing Math Workout instead.
Suitable for:
teens and adults
YOUR FAVOURITE APP:
If there's a great educational app you've found that you'd like to share with other readers, please use the comment box below.

# data[].attributes.attachment_link.title
Our top-50 education apps: maths and numeracy

# data[].attributes.attachment_link.description
The Department of Education's professional development service for maths teachers also provides a list of age-specific maths apps for iPad: just Google "Maths apps for Irish primary schools". They're all designed to be interactive and engaging, and may be particularly useful for building up the skills of children who are struggling.

# data[].attributes.attachment_link.title
Exemptions from the study of Irish - post primary

# data[].attributes.attachment_link.description
Exemptions from the Study of Irish - Post Primary

# data[].attributes.attachment_link.title
Learn to Type | Type Better | Type Faster - Typing.com

# data[].attributes.attachment_link.description
World's most popular free typing program! Typing.com's K-12 typing curriculum features touch typing, digital citizenship, coding lessons, and games.

# data[].attributes.attachment_link.readable_text
Professor John Sharry

Adjunct professor at UCD School of Psychology, founder of the Parents Plus charity and columnist with The Irish Times.

School refusal is a common problem that is very worrying for well-intentioned parents who don't want their children to miss out on their education. School refusal can be a mild problem with a child resisting getting up and being upset every morning, to being a more severe problem with a child refusing to go most days and missing large portions of the school year.

The causes of school refusal can vary greatly. Sometimes it is due to a child struggling with or being demotivated about school work; sometimes it can be in the context of behaviour problems with a child acting out or rebelling against rules; sometimes the problem can be emotionally based, with a child feeling depressed and finding it hard to generate the energy to go to school.

Often it can be anxiety which has been triggered by specific worries or problems such as finding it hard to make friends, or performance in tests. To deal with the anxiety, the child avoids going to school, which reduces the anxiety in the short term, though the underlying problems are not addressed and so the anxiety will return the next day.

The key to overcoming anxiety is to help the child to understand their feelings, to stop using avoidance, and to address the problems that are causing the anxiety. The first stop can be simply getting the child to talk about their worries and specifically what worries they have about going to school.

If there are specific issues, it is important to listen and avoid rushing to reassure them or dismiss their worries. Instead try to pick up on and normalise their worries. Encourage the child to problem solve there own worries with strategies for making friends or joining friend groups or facilitating social outings.

Parents, understandably, tend to get very worried and panicky about a child refusing to go to school but a lot of pressure sometimes makes it worse and you get these big stand offs with maybe a child having a meltdown at the school gate or being forcibly dragged into the school. For parents it can be very stressful when everybody is trying to get out of the house on time in the morning and a child is refusing to go to school. Responses need to be creative and one parent may need to take time off work to alleviate the pressure on everybody.

With younger children the problem can be often be easier to sort, it might be as simple as encouraging them to travel to school with a friend. Or for a child fearful of speaking out in class, teachers might agree not to call on them to contribute for the time being. Or an anxious child can be given a pre-arranged signal to leave a class if it is getting too much, without drawing attention to themselves. They might never have to do that but, knowing they can, can make an enormous difference. The key is to remain positive and encouraging and to help get the child to school. The goal is to break the cycle of avoiding.

# data[].attributes.attachment_link.title
School Refusal - Parentline - Helpline for Parents.

# data[].attributes.attachment_link.description
Professor John Sharry Adjunct professor at UCD School of Psychology, founder of the Parents Plus charity and columnist with The Irish Times. School refusal is a common problem that is very worrying for well-intentioned parents who don't want their children to miss out on their education.

# data[].attributes.headline
SEN Resources for the Continuum of Support 

# data[].attributes.subject
SEN Resources for the Continuum of Support 

# data[].attributes.attachment_link.description
Helping students and parents with the move from primary school to secondary school How To Use Each resource page has a number of topics for parents and students to browse through. Some topics have additional information such as advice, videos or extra research – just click the link when you see it. Some of these […]

# data[].attributes.attachment_link.readable_text
Virtual Tour View of The Cliffs of Moher, Co Clare

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

# data[].attributes.attachment_link.title
Virtual Tour View of The Cliffs of Moher, Co Clare

# data[].attributes.attachment_link.description
Explore Cliffs of Moher anytime with our Google 360 Virtual Tour of Ireland's most visited natural attraction. Take a look!

# data[].attributes.attachment_link.title
Virtual Tour: Proclaiming a Republic. The 1916 Rising | Decorative Arts & History | National Museum of Ireland

# data[].attributes.attachment_link.description
Welcome to the National Museum of Ireland in Dublin & Castlebar covering Archaeology, Decorative Arts, Folk & Country Life, & Natural History.FREE Exhibitions

# data[].attributes.attachment_link.description
Dublin Zoo is home to over 400 animals from all over the globe. Many of the animals living at Dublin Zoo are extremely rare species whose very survival is under threat in the wild.

# data[].attributes.body
AsIam Parents Guide to Autism

# data[].attributes.headline
AsIam resource for teachers about teaching children with ASD 

# data[].attributes.subject
AsIam resource for teachers about teaching children with ASD 

# data[].attributes.attachment_link.readable_text
Training

Middletown Centre provides a range of training opportunities for parents, carers and educational professionals in Ireland and Northern Ireland. The Centre has a full training calendar of face to face and online sessions, which can be managed using the Centre's app The Centre, in partnership with Mary Immaculate College Limerick provides a Graduate Certificate, Diploma and MA in Autism Studies Individual schools can apply for whole school training and these are provided in partnership with the EA in Northern Ireland and The NCSE in Ireland. Further information on applying for a whole school training is available by contacting us using the email training@middletownautism.com

Here is a list of all our main current events happening within Middletown Centre for Autism

Online Learning Portal

Log in or register to our online training resources
Online Learning

Follow us on social media

Bulletins

Research Bulletin no. 42 - Strength-based approaches

Our latest Research Bulletin is focused on Strength-based Approaches. It highlights papers that show how taking a strength-based approach can create an empowering environment for autistic young people and allow them to define what they value..
Download issue (pdf)

Research Bulletin 41 - Well-being

Our latest Research Bulletin focuses on well-being for all. By better understanding the experiences & strengths of the entire autism community, we can better support each other to thrive.
Download issue (pdf)

View all Publications

Sign up for our newsletter

# data[].attributes.attachment_link.title
Middletown Centre for Autism - Middletown Centre For Autism

# data[].attributes.attachment_link.description
Middletown Centre provides a range of training opportunities for parents, carers and educational professionals in Ireland and Northern Ireland.

# data[].attributes.headline
Info on Stimming, Sensory Processing and Echolalia

# data[].attributes.subject
Info on Stimming, Sensory Processing and Echolalia

# data[].attributes.attachment_link.readable_text
We often use words with our children or young people that they may not understand. When this is something that has a direct impact on them, it is important we give them the information. This allows them to better understand themselves. This helps improve their mental health as they recognise there is a reason for what they do or why they do something.

This is also important for other children and young people to help them to understand their peers.

These contain lots of information so have been separated by colour to allow these to be cut into smaller strips to avoid information overload.
Neurodiversity

# data[].attributes.attachment_link.description
We often use words with our children or young people that they may not understand. When this is something that has a direct impact on them, it is important we give them the information. This allows them to better understand themselves.

# data[].attributes.headline
Supporting Adults with Autism through Uncertain Times: Companion Guide

# data[].attributes.subject
Supporting Adults with Autism through Uncertain Times: Companion Guide

# data[].attributes.attachment_link.title
Supporting Adults with Autism through Uncertian Times Full Packet.pdf

# data[].attributes.body
3 minutes.

# data[].attributes.headline
Strengths and Skills Students with ASD have 

# data[].attributes.subject
Strengths and Skills Students with ASD have 

# data[].attributes.attachment_link.readable_text
All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

Some students with autism will be very driven by their particular skills and interests and if these are utilised appropriately, it will increase motivation and success in learning.

Some examples of strengths commonly associated with autism are:

Specialist knowledge in topics of interest

Exceptional memory for facts and figures

Very high level of motivation in topics and activities that are of interest

Ability to carry out tasks with a high degree of accuracy

Excellent attention to detail

Ability to follow instructions and rules very accurately when taught in the correct way

Exceptional skills in creative arts, such as Art and Music

Ability to see the world from a different perspective and so bring a different insight

Ability to bring an innovative approach to problem solving

Tendency to be honest and non-judgemental

Tendency to have a strong sense of loyalty in all social relationships

Unique sense of humour

Passionate about hobbies and interests

Enthusiasm for favourite interests with a drive to share this enjoyment with others

All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

Some students with autism will be very driven by their particular skills and interests and if these are utilised appropriately, it will increase motivation and success in learning.

Some examples of strengths commonly associated with autism are:

Specialist knowledge in topics of interest

Exceptional memory for facts and figures

Very high level of motivation in topics and activities that are of interest

Ability to carry out tasks with a high degree of accuracy

Excellent attention to detail

Ability to follow instructions and rules very accurately when taught in the correct way

Exceptional skills in creative arts, such as Art and Music

Ability to see the world from a different perspective and so bring a different insight

Ability to bring an innovative approach to problem solving

Tendency to be honest and non-judgemental

Tendency to have a strong sense of loyalty in all social relationships

Unique sense of humour

Passionate about hobbies and interests

Enthusiasm for favourite interests with a drive to share this enjoyment with others

# data[].attributes.attachment_link.title
Strengths and Skills in Students with Autism - Best Practice Resource

# data[].attributes.attachment_link.description
All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

# data[].attributes.headline
Temple Grandin Great tips to help during Corona Virus

# data[].attributes.subject
Temple Grandin Great tips to help during Corona Virus

# data[].attributes.attachment_link.provider_name
Parade: Entertainment, Recipes, Health, Life, Holidays

# data[].attributes.attachment_link.readable_text
Parents who are working at home during the coronavirus quarantine face many challenges. But the boundaries between work and home life are blurred even more when your child has autism. To commemorate National Autism Awareness Month in April, international autism expert Temple Grandin spoke to Parade.com about how parents and caregivers can help their families thrive during this unprecedented time of isolation.

Grandin, Ph.D., professor of animal science at Colorado State University, a noted lecturer on the topics of animal science and autism, knows that children and adults with autism often have difficulty adjusting to changes, surprises, transitions and disappointments. This is exacerbated during this time of uncertainty amid the global health crisis. And with new statistics from the Centers for Disease Control (CDC) revealing 1 in 54 schoolchildren are being diagnosed with an autism spectrum disorder, it has never been more important to intervene early to help them learn life skills.

As such, she has a great deal of advice to help children on the autism spectrum cope with our new, ever-changing daily routines. "The best thing you can do as a parent is to get your son or daughter on a schedule, and put structure in all of your lives, to keep their minds and bodies active throughout the day," Grandin said. "That schedule will help an autistic child stay focused and on task. We don't want them laying around sleeping all day and we don't want them slouching around in their pajamas."

The bestselling author is well-aware that adaptation is often easier said than done, especially for someone with ASD. She, too, is adapting. She can usually be found traveling around the world speaking to large groups of educators, therapists, parents and community leaders, to spread the message of awareness and acceptance for our loved ones with autism and other special needs. She's known for attracting thousands of participants to venues around the world, but her speaking events have been canceled since March 11 because of the COVID-19 crisis, and it is unclear when they will resume and what changes will be put in place for our collective safety.

Now, the 72-year-old is staying at her home in Colorado with the help of friends bringing her food. "I'm doing all kinds of things," she said of her recent routine. "I am updating the third edition of my animal welfare book Improving Animal Welfare: A Practical Approach. My science research is keeping me busy and occupied. I learned there were some existing medications in the pharmacies that could be repurposed that could work and that made me less fearful. It is going to be interesting to see what happens with the conferences that I am involved in through universities, Future Horizons and other venues. One possibility I can foresee is quarantined exclusion zones. I recently talked to an agent about a conference in Wisconsin and we discussed having local teachers going to a meeting because the area has been cleaned up and then I would have to interact with them online."

At a time when we all need to be kinder and more accepting of one another, here are seven tips from Grandin on how we can help our loved ones with autism during this global health pandemic.

1. Set a schedule

"Routine, schedules and figuring out what helps you cope. First, you need to make a new routine. You convey to your children that they are going to get up and get ready for school, just like we always have, even though we are doing it at home. After breakfast and getting dressed, go and do schoolwork and homework. Have lunch and then after lunch get some exercise by going for a walk, as long as you practice social distancing. I advise working on the schoolwork in the morning when the child is fresh. Then tell them, 'we are going to have lunch together, and then we can do a board game or a puzzle. We will take a walk or do some other exercise.' And then he or she can have one hour of downtime on a device where the child gets to pick what he wants to watch. Just one hour a day. I don't like binge-watching, so I recommend maybe one or two episodes of a favorite show a day. I also feel like us living together in such close proximity is like living in the space station in which everyone requires their alone time to read a book or work on their laptops-we all need a bit of this as well."

2. Show no fear

"One of the first things is for parents not to show fear. It is also important to put [the health crisis] in perspective using language that the child will understand. We can compare it to a storm that you have to hunker down for; except this is a longer storm. Explain that we will have a schedule, we will do our work, schoolwork or homework, play some games and watch movies as a family, and when we do things together it will help keep us safe."
Related: 10 Important Life Lessons That I Learned From My Son With Autism
3. Fun over fear

" Board games are great. And with all the TV shows and movies there are to watch, take turns choosing them for movie night. So, if there are two adults and a child in the home, the child gets to pick the movie every third night. And each of you has to sit through all of the movies. Watching the movie and playing games are more than entertainment. It helps with turn-taking and gets your mind off the fear. It goes back to the Jaak Panksepp emotional systems. You have fear, anger, separation distress, nurturing, hugging, sex and play. You also have 'seek' (the urge to explore where you engage your mind). So, when I'm looking up and reading studies online about medications for COVID-19, I'm doing 'seek' and that turns off the fear. So, when you and your child are making cookies, figuring out how to make cookies turns on the seek emotion and turns off the fear emotions. All animals and people have them. I mention them in my book Animals Make Us Human, and it is in my talk that I did on zoo animals."
Related: Hallmark Star Holly Robinson Peete Celebrates Family, Team Building and Changing the Face of Autism
4. Get involved in their video therapy

"I'm really worried about young children ages 2 and 3 who can't get speech therapy and other vital services. That's really bad because the younger you can work with these kids, the better the outcome. So, if a 3-year-old goes 6 months without therapy, that could be detrimental. And there isn't a really good answer to what to do about it because you can't do that work online, it requires one-to-one interaction. You could have a therapist assess your child and give you advice about some work to help them do online, but the fact is those children need a lot of hours of one-to-one therapy. One recent option that I've seen was a therapist doing a videoconference in which the parents are coaching the child and the therapist was helping the parents."
Related: Sesame Street's Stacey Gordon Says Playing Julia, the Muppet With Autism, 'Feels Like a Magical Dream'
5. Limit the news to one hour per day for teens and adults with autism

"That's plenty of news, and let's not watch it in the morning. Many of us have work to do and the children have schoolwork to do."
Related: Author Judith Newman Opens up About Autism: 'Love the Child You Have and Meet Them Wherever They Are'
6. Put it in perspective

"I think we can explain that we will get through this as individuals, families, communities and a nation. And there are things we need to do to be careful, like staying home, keeping our homes clean, engaging in social distancing and other safety measures, including washing our hands and using hand sanitizer."

"[For kids worried about canceled plans, school activities or future vacations], you explain that Disneyland is closed right now. Movie theaters are closed right now. I went by a movie theater the other day and the little glass cases where they put the posters were empty. You explain that our stuff got canceled, too. Our work and my speaking engagements were canceled. You've got people who can't pay their bills. The people I feel the sorriest for are the ones who are financially strapped. We have storms and floods that are dangerous and we have to take precautions and we have to do this right now. But it will get solved."

7. Stay social and stimulating-no slouching!

"I would suggest getting your child online with some friends from school on Zoom or calling them on the phone. It's something specific, something they can look forward to and it doesn't cost money. Let's keep to our schedule and take the child who is getting bored and find some grown-up literature on history, politics, science, or anything else that piques their interest. And absolutely no slouching around in our pajamas."
If you want additional resources to help your children with autism, we've rounded up 10 life-changing books for families living with autism

# data[].attributes.attachment_link.title
Temple Grandin Has Some Great Tips to Help Kids With Autism Cope During the Coronavirus Quarantine

# data[].attributes.attachment_link.description
Parents who are working at home during the coronavirus quarantine face many challenges. But the boundaries between work and home life are blurred even more

# data[].attributes.attachment_link.title
Making choices - Building Capacity Resource

# data[].attributes.attachment_link.description
A valuable way of promoting empowerment and autonomy is to allow the child to make choices.

# data[].attributes.attachment_link.title
Amazing Things Happen - by Alexander Amelines