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School Nursing Service: School Readiness

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School Nursing Service: School Readiness

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Not SEND specific

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School Readiness - Parent/Carer School Entry Workshop

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School Nursing Service: My Moving Up to Secondary School Booklet

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School Nursing Service: My Moving Up to Secondary School Booklet

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Not SEND specific

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School Nursing Service: Year 6 Health Screening

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School Nursing Service: Year 6 Health Screening

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Video explaining the health questionnaire for children in Year 6

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School Nursing Service: Behaviour Workshop

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School Nursing Service: Behaviour Workshop

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Not SEND specific

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Behaviour - Parent/Carer School Entry Workshop

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To help us keep this website secure, please wait while we verify you’re not a robot! It will only take a few seconds…

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School Nursing Service: Nighttime Wetting 

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School Nursing Service: Nighttime Wetting 

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School Nursing Service: Healthy Sleep Routine Workshop

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School Nursing Service: Healthy Sleep Routine Workshop

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Please note that this is not SEND specific

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Healthy Sleep - Parent/Carer School Entry Workshop

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Advice and support for families of young autistic children to care for their teeth and gums.

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Resources to explain puberty with Widgit Symbols

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Resources for parents and carers with advice, guidance and practical tips on how to support children and young people who have learning disabilities through puberty.

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Browse our collection of free resources for parents and educators to support a social emotional learning curriculum.

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All About Worries and Fears : Brooks, Felicity: Amazon.co.uk: Books

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Symbol materials to support children returning to school

This free toolkit includes symbol materials to help parents support their children returning to school. Resources include:

Social Stories - to help reduce anxiety and prepare children for a return to school.

Planners, checklists and reward charts to support structure, routine, behaviour and independence.

Emotional and wellbeing supports to help children talk about how they are feeling.

A maths mat and science experiment to ease them back into curriculum learning.

The toolkit is available in PDF and InPrint 3 formats.
Please note: You will need a copy of InPrint 3 to download and install the InPrint 3 version of this toolkit.
Download

PDF

InPrint 3

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This free toolkit includes symbol materials to help parents support their children returning to school after the summer break.

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South Warwickshire University NHS Foundation Trust

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Adult Neurodevelopment Service Information 

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Adult Neurodevelopment Service Information 

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Coventry and Warwickshire Partnership NHS Trust

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Coventry and Warwickshire Partnership NHS Trust

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Further details of the Health Services provided.

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Avoidant restrictive food intake disorder, more commonly known as ARFID, is a condition characterised by the person avoiding certain foods

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BBC: Inside Our Minds (with Chris Packham)

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BBC: Inside Our Minds (with Chris Packham)

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See the world differently. Chris Packham shines a light on different aspects of our brains, helping neurodivergent people create beautiful films to explain how their minds work.

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Tips for Transition from Primary to Secondary

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Tips for Transition from Primary to Secondary

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From Autistic Girls Network

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It's almost that time of year again, when we see the mass migration of a whole year group to secondary school. There are almost 818,000 11 year olds in the UK, and while they won't all be moving schools, allowing for some middle schools and home education, many of them will be. Naturally, it's an anxious time for pupils and families.

70% of autistic pupils are in mainstream schools according to government figures ¹, though the statistics are almost certainly higher since not all autistic people are diagnosed while they are at school. In the UK, transition to secondary school takes place when the pupil is 11 years old, moving up to what is termed Year 7 at school. The government has designated that pupils with Special Educational Needs and Disabilities (SEND) should receive additional preparation for school transition ², but there is no national framework for what should happen, either for pupils with SEND or without. Research has shown that particular barriers to a successful transition to secondary school are bullying and not having support from friends and peers ², and both of these are particular issues for autistic pupils.

Autistic Girls Network and CEO Cathy Wassell ran a survey in July 2021 as part of her MEd in Autism (Children) at University of Birmingham. It asked "What are the experiences of transition to mainstream secondary school for autistic children?" In all 17 families (parents and their children) took part in a fairly extensive survey which looked into their experiences of transition. Unlike all other studies of secondary transition for autistic pupils, it was not necessary to have been diagnosed autistic while at primary school - in fact only 8 of the 17 had been diagnosed while at primary school. 13 of the 17 pupils were girls, while 4 were boys (the survey was open to non-binary and trans pupils but none responded as such) - this also differentiated the study from others in the same field, where the majority of respondents were overwhelmingly male. Our hypothesis was that the pupils who were already diagnosed as autistic at primary school would have a more happy, successful transition than those who weren't diagnosed until secondary school - but the data did not support that hypothesis. Instead, both our study and a review of the relevant academic literature in this area pointed to individual, personalised planning and preparation by both primary and secondary schools as the main factors in a successful transition, along with friendships and relationships supporting the pupil.

Some of the things that autistic pupils find difficult about school transition are:

Moving from a small primary to a large secondary school

Moving around crowded corridors between classes

Large dining halls - smell, noise, too many people

A lack of structure at break and lunch times

Social interaction with many unknown pupils

Many teachers instead of one class teacher

Strict school rules and detention

More complex work and higher expectations around speed of processing

More unpredictable class subjects like science or DT where pupils might be moving around

More independent working expected without enough organisational help for someone with executive functioning difficulties

Loss of their supportive peer network from a class that has known them since starting school

Given these points, and that secondary transition is a source of anxiety for all pupils but intensely so for autistic pupils, it makes sense that preparation, planning and getting to know the school and teachers before a September start is the best solution for a successful transition. Studies in the literature showed that school open days were not enough ³, that extra visits were needed and that autistic pupils were much more likely to have a successful transition if they knew what was going to be happening, where and with who. Although transition might be understood as a single point in time - the first day of the new school - in fact the transition process should start at least 6 months earlier than that and for autistic pupils at least, it won't stop until perhaps the beginning of Year 8 ⁴.

Both the subject literature and our own survey highlighted the importance of friendships and relationships around this difficult time. Our survey in 2020 found that the period most autistic young people fell into crisis after transition to secondary school was by the February half term of Year 7, however those who moved up to 'big school' cushioned by friends seem to manage for longer. All young people need friends and peer support, but for autistic young people there is a compelling need to 'fit in', since many feel that they don't fit in. In order to fit in, they need to feel as if they belong, and to do this they need friends, the support of their peers and the acceptance of at least some of their teachers ⁵. All of these relationships are very important in transition. While a good relationship with at least one teacher is important, we need to remember that to lessen school anxiety, school needs to be a safe space, and that means young people need to feel safe there with all teachers. It's all too easy for a poor understanding of autism to lead to a misinterpretation of reactions.

School-parent co-production was also found to be important in the literature review - schools who worked closely with parents and pupils to really get to know them and listened to them facilitated a much more successful transition. It also helps to recognise that all autistic pupils are individuals and a 'one size fits all' policy won't work. ⁶ As such, autistic pupils need to be involved in their transition planning. In our survey, all 17 pupils were reported as being more anxious than their peers, which would suggest that all 17 should have had individualised transition plans, but in fact only 6 were offered a different plan to their peers (3 who were diagnosed at primary school, and 3 who weren't). At Autistic Girls

Network we also ran a survey on our Twitter page in August 2021, and only half of respondents had been offered a different transition to peers. Only 3 pupils had what they considered to be a successful transition, and these were pupils at schools who put in very detailed, individualised plans for them. 9 of our survey respondents did not receive the support which had been promised to them, differentiated or not. 8 of our respondents had been refused referral for an autism assessment, including the 2 girls who were diagnosed at age 17, both of whom had a very difficult and distressing school career. This is why recognising autistic masking, and how differently girls (and some boys and non binary young people) can present, is vital for teachers in both primary and secondary school.

These were some of the reasons given to our respondents for a refusal to refer for an autism assessment:

Tips to make a successful transition more likely:

Transition is a process that needs to start well in advance of September, and continue throughout Year 7

Transition support plans should be needs-based and individualised

The autistic pupil needs to become as familiar as possible with their new school and teachers

Moving up to school with friends can provide insulation

Having teachers that seem to (even if they actually don't!) understand the way you experience the world is very helpful and soothing

Being listened to and involved in the transition planning is important

A low sensory arousal environment is needed for autistic pupils

Schools need to be ready to make reasonable adjustments as soon as they become aware of a pupil's needs - on a case by case basis

Given that Year 7 is often the school year where autistic masking breaks down and pupils go into crisis, teachers need to be aware of signs to recognise autism and what crisis may look like

Examples of possible elements in a transition plan:

A colour coded map of the school, a timetable and pictures or videos of processes such as getting lunch can all help

Summer school or activity clubs at the school before starting

A buddy system involving older pupils - well supervised to make sure there is no bullying

Send a scrapbook of photos

A keyworker for extra school visits

A visit to the dining hall to eat lunch with a support group prior to starting

A support group

Meeting the SENCO in advance and learning about chill-out spaces

Break time support

Whole school awareness to facilitate peer support

Interest clubs to facilitate social mixing

There will be many more elements school could add which would benefit individual pupils - if you've come across some good ones, let us know!

¹ Department for Education (DfE) (2014). Special Educational Needs and Disability Code of Practice: 0-25 Years. London: Department for Education.

² Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). 'What makes a successful transition from primary to secondary school?'. Nottingham, United Kingdom: Department for Children Schools and Families.

³ Tobin, H., Staunton, S., Mandt, W., Skuse, D., Hellreigel, J., Baykaner, O., Anderson, S. & Murin, M. (2012), 'A qualitative examination of parental experiences of the transition to mainstream secondary school for children with an autism spectrum disorder' Educational & Child Psychology, Vol. 29 No. 1

4 Richter, M., Popa-Roch, M. & Clément, C. (2019) 'Successful Transition From Primary to Secondary School for Students With Autism Spectrum Disorder: A Systematic Literature Review', Journal of Research in Childhood Education, 33:3, 382-398

5 Coffey, A. (2013) 'Relationships: The key to successful transition from primary to secondary school?', Improving Schools, 16(3), pp. 261-271. doi: 10.1177/1365480213505181. 6 Bagnall, C., Fox, C. & Skipper, Y. (2021) 'What emotional-centred challenges do children attending special schools face over primary-secondary school transition?' Journal of Research in Special Educational Needs, Volume 21, Issue 2, pp 61-184. https://doi-org.ezproxye.bham.ac.uk/10.1111/1471-3802.12507

Cathy Wassell is CEO of Autistic Girls Network, author, Masters student and proud parent of a fully neurodivergent family.

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Some tips for a good transition from primary to secondary school for autistic pupils - Autistic Girls Network

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It's almost that time of year again, when we see [...]

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Transition to Mainstream Secondary School Guide

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Transition to Mainstream Secondary School Guide

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Complete the form to get the booklets from GROVE Neurodivergent Mentoring & Education into your inbox

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Children's drama. Sparky autistic girl Addie wants a memorial for the witches of her home village.

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Sparky autistic girl Addie wants a memorial for the witches of her home village.

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SEND Activities for Children and Young People

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SEND Activities for Children and Young People

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Moving up to Secondary School for Children with Additional Needs [Course]

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Moving up to Secondary School for Children with Additional Needs [Course]

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Code BEAR

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This short specialist course is for parents, relatives or friends of children who have additional needs. Your child may be dyspraxic, dyslexic, very anxious, autistic, really dislike change, have ADHD, a learning disability, a physical disability or any other additional need.

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Equality Act 2010 and disabled pupils FINAL

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Calmer reduces resonance (distortion) by using a tiny waveguide inside our ears that removes the effect of the Concha. The Concha is the small shell shape that connects to our ear canal which normally resonates mid frequency sounds.

By removing this resonance, Calmer dampens the most common alert-triggering noises such as phone alerts, dogs barking, tube trains, slamming doors and sudden loud vocal noises. Also, mid frequency sounds have none of their normal painful aspects.

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Calmer reduces resonance (distortion) by using a tiny waveguide inside our ears that removes the effect of the Concha. The Concha is the small shell shape that connects to our ear canal which normally resonates mid frequency sounds.

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Discover stylish Loop earplugs: experience life at your volume. Loved by 2M+ customers for concerts, sleep, focus & more. Shop now!

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Install the open-dyslexic font on your computer

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

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

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Meet Betsy, a six year old girl with a condition called ARFID (Avoidant, Restrictive, Food Intake Disorder).
Do you have ARFID?
Do you know someone with ARFID?
Or would you like to learn a little bit about ARFID, with Betsy’s help?
In this book, Betsy talks about the challenges she faces and what others can do to help and understand people with ARFID.

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The NVR Tree

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

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

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Non Violent Resistance UK | Peaceful Opposition

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

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Supporting autistic people with eating difficulties (NAS)

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Supporting autistic people with eating difficulties (NAS)

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Supporting autistic people with eating difficulties

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

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An Affirming Approach to Supporting Interoception, Feeding Challenges & ARFID

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The Umbrella Gang Comics - ADHD Foundation

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

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Selective Mutism Information & Research Association (SMIRA)

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Selective Mutism (SM) is a communication anxiety disorder. This site contains information on and support for parents, people with SM, and professionals.

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Dyscalculia Network | Leading Support Network for Dyscalculia

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

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Speech and Language UK: Changing young lives

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Speech and Language UK: Changing young lives

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We are Speech and Language UK - we want every child to face the future with confidence. For 1.7 million children in the UK, learning to talk and understand words feel like an impossible hurdle.

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Skip to main content

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

NEW RESOURCES - Sibs Talk Lite

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

Sibs Christmas cards now on sale!

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

NEW - Sibling group leader training, 2nd February 2024

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

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

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Young Carers - Caring Together Warwickshire

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Young Carers - Caring Together Warwickshire

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Young Carers - Caring Together Warwickshire

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We help young carers in Warwickshire by listening to you when you want to talk, giving you information and advice, arrange trips and activities to […]

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Are you a young carer?

We work with young carers from the age of 8 upwards, and aim to help make a difference to their lives by encouraging them to take time out to relax, take a break and to realise their own dreams.

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We work with young carers from the age of 8 upwards, and aim to help make a difference to their lives by encouraging them to take time out to relax, take a break and to realise their own dreams.

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The ‘moving up’ hub includes free video guides, relevant online course information (Warwickshire families can access for free using code BEAR) and topical blogs for parents and carers on preparing for new school transitions.

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

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inourplace | Solihull Approach - Moving up

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

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YoungMinds webinar on Secondary School Transitions

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YoungMinds webinar on Secondary School Transitions

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WCC Guidance on Transitions (Starting Secondary School)

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WCC Guidance on Transitions (Starting Secondary School)

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Transition to secondary school - Warwickshire County Council

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Key dates and activities, useful resources and relevant forms.

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Warwickshire Transitions Guidance (Short Film)

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Warwickshire Transitions Guidance (Short Film)

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Warwickshire Transitions Guidance:Preparing your child or young person for moving or starting school

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WCC Guidance on Transitions (Starting Primary School)

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WCC Guidance on Transitions (Starting Primary School)

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Transitions into reception and primary school - Warwickshire County Council

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Timelines for children with and without EHC plans

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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

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

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Helping you support autistic children and young people since 2007

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eric - The Children's Bowel & Bladder Charity

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eric - The Children's Bowel & Bladder Charity

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

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

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

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Create, print, share and translate symbol materials online

Create simple cloud-based symbol materials

Sign up now and join 1000s of teachers, parents and professionals around the world who use Widgit Online to support learning and communication.

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Create, print, share and translate symbol materials online Sign up now and join 1000s of teachers, parents and professionals around the world who use Widgit Online to support learning and communication. Cloud Based Flexibility Create and open your symbol materials from any PC, Mac or iPad with an internet connection.

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

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

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

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

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

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

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

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Something Special

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

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

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What is Neurodiversity (The DERS Guide) ~ Autistamatic

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YoungMinds | Mental Health Charity For Children And Young People

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

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

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

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

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

What are reasonable adjustments?

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

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

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

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

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

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

What are some examples of reasonable adjustments?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Schools should consider this approach in these circumstances.

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

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

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Talking about and disclosing your autism diagnosis

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

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

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

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

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

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

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

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

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

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

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

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

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Telling your child they're autistic | Autistic Girls Network

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

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

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Autistic Girls Network White Paper: Keeping it All Inside

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Autistic Girls Network White Paper: Keeping it All Inside

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Autistic Girls Network - Reasonable Adjustments at School

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Autistic Girls Network - Reasonable Adjustments at School

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Neurodiversity Celebration Week aims to bring about worldwide neurodiversity acceptance, equality and inclusion in schools and workplaces.

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One page overview of Autism services 2024 V1

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112926 - One page overview of Autism services 2024 V1 A4 portrait

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Warwickshire Parent Carer Voice. 1,660 likes · 4 talking about this. Parent Carers of children with SEND in Warwickshire coproducing with services to make a difference

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All parent carers are welcome to join our membership (totally FREE)

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Website

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WPCV is an independent, parent carer led organisation for everyone with a child or children with special educational needs and/or disabilities aged 0 -25 .

We make sure that parent carer voices are heard and acted upon. By working with Education, Health and Social Care decision makers we make sure parent carers are involved when designing services for our children/young people and their families.

Add your voice to other Warwickshire parent carers by joining us. We have a steering group of parents who lead this work, we listen to the views of our parents to make sure we know what is important to them and use this to guide our work.
Let's make sure that we are all heard, listened to and our voices shape the services we all use.

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WPCV is an independent, parent carer led organisation for everyone with a child or children with special educational needs and/or disabilities aged 0 -25 . We make sure that parent carer voices are heard and acted upon.

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Spectrum Gaming is an online community for autistic young people. The aims of Spectrum Gaming are to enable autistic young people to develop meaningful friendships; to help them understand and develop a positive perspective of their differences; and to advocate for the needs of autistic young people

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

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

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

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

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Ross W. Greene (Author) Format: Kindle Edition

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Your Child is Not Broken: Parent Your Neurodivergent Child Without Losing Your Marbles

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Buy Your Child is Not Broken: Parent Your Neurodivergent Child Without Losing Your Marbles Main Market by Mavir, Heidi (ISBN: 9781035030576) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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

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

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The Brain Forest: 
Come explore The Brain Forest, which follows a mother and her son down the path of understanding the different ways brains can be.

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Sandhya Menon (Author), Donita Richards (Editor), Kushla Ross (Illustrator) & 0 more

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The Brain Forest : Menon, Sandhya, Richards, Donita, Ross, Kushla: Amazon.co.uk: Books

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

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