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The National Attention Deficit Disorder Information and Support Service.

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The National Attention Deficit Disorder Information and Support Service.

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Welcome to ADDISS, The National Train your child to do what you want them to do. Easy to follow steps for disciplining without yelling, arguing or smacking. proven successful programme. Attention Deficit Disorder Information and Support Service.
We provide people-friendly information and resources about Attention Deficit Hyperactivity Disorder to anyone who needs assistance - parents, sufferers, teachers or health professionals. Whatever you're looking for in ADHD, we'll do our best to help.

This website contains just a fraction of the information that we have on ADHD. If you would like to know more, visit our Bookstore. It has a wide range of resources about all aspects of ADHD and associated conditions, with special sections for parents, children, teenagers and professionals.

If you would like to talk to someone about ADHD, telephone us on 020 8952 2800, or you can send us an e-mail if you have any questions or need more information about anything you see on this site.

ADDISS is a proud member of ADHD Europe, an organisation founded to advance the rights of, and advocate on every level throughout Europe for people affected by AD/HD and co-morbid conditions in order to help them reach their full potential.
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1 2 3 Magic Practitioner training courses for 2023

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ADHD Awareness Month 2020 - Common Questions, Reliable Answers

Working in partnership with organisations around the globe, we've reached out to people with ADHD and their families across the globe to find the most commonly asked questions. We've taken these questions to world-leading ADHD experts, who have given us answers you can rely on! Check out these answers at adhdawarenessmonth.org. For more information, visit our 2019 project website on myths and facts at adhdisreal.org.

COVID-19 and ADHD

ADDISS is determined to continue supporting people with ADHD during these difficult times, and we appreciate the support of each and every one of our members and the ADHD community. For more information on how to access support during this crisis, pleasesee our Facebook page, where you can get in touch if you need us.

We know that this pandemic is creating new challenges for people with ADHD, so we'd like to share this guidance from the European ADHD Guidelines Group - click here to view a PDF article.

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We now have a dedicated page listing several ways you can help support us in our work. Please follow HOW TO SUPPORT US
THIS LINK for more information.

We are pleased to announce a new and exciting way to support ADDISS that won't cost you a penny. In fact, it could even save you money on your online shopping! A NEW WAY TO SUPPORT ADDISS... THAT COULD EVEN SAVE YOU MONEY!

We have partnered with Savoo who will donate to ADDISS every time you search online via their website. In fact, you can make it even easier by making "https://www.savoo.co.uk/#addiss" your default search engine! It's totally free, and would help us a great deal.

All you have to do is follow this link, click "Support this cause", set up a free account, and start searching!

Savoo is also a great way to save money. If you visit Savoo, click "Support this cause", and set up an account you can find voucher codes for hundreds of your favourite shops including Boots, John Lewis, Amazon, and many many more. Every time you use one of those voucher codes Savoo will donate to ADDISS, and you will save money on your shopping!

And, if you're shopping with Amazon, use Amazon Smile instead of the normal amazon.co.uk - If you make ADDISS your chosen charity, Amazon will donate a small percentage of their profit from your purchase to ADDISS at NO COST to you!

For more information on this and other ways to support ADDISS, click here

WHO'S IN CHARGE AT YOUR HOUSE?
Put Yourself back in control.

The 1 2 3 Magic programme is highly recommended by ADDISS as behavioural intervention for children with ADHD and other challenging behaviours. We have now trained over 200 practitioners to deliver this programme to parents in the UK. Please contact us to find if there is a group running near you.

Buy the 1-2-3 Magic Book on-line now for £13.50 including Postage and packing.
Just click here.

NOW AVAILABLE
The Tipping Points
By Phil Anderton PhD
What professionals should recognise as the social impact of ADHD.
Retired police officer Phil Anderton brings us a unique book looking at how young people with poorly managed ADHD are at risk of following a path into crime, substance misuse, anti-social behaviour and personal danger, and outlines ways to reduce those risks with easy to follow and pragmatic text and checklists. The book, the first of its kind also has advice for magistrates and the police when coming into contact with these young people.
Order your copy now for
£9.99 plus £1.50 postage
You can buy it online now. Just click here

"As an adult who has ADHD, from childhood, and I have had my fair share of issues with the police and courts as a consequence, I really appreciate the interest in this subject being taken by Phil Anderton. This book should be read by anyone and everyone who deals with youngsters who have the disorder, if the people who looked after me had recognised my Tipping Points and done right by me, I might not have the criminal record that I have."
Gary Sendall, Founder WADDSUPP, adult ADHD support group in the Wirrall

"Many books seek to promote awareness of ADHD among the public but very few do so with as splendid a combination of science and compassion as does Mr. Anderton in this up-to-the-minute summation of what parents and others should know about ADHD and its management."
Professor Russell Barkley, SUNY Upstate Medical School

"This book is very welcome – it takes the lessons from the scientific study of ADHD and applies them to a social and justice perspective. It deserves to be read widely, especially by those who doubt whether the individual's vulnerability of ADHD is relevant to how society should react."
Professor Eric Taylor, King's College London, Institute of Psychiatry, London

"Phil Anderton, an experienced police officer, has seen that many who get in trouble with the law have ADHD. In this book he clearly describes what ADHD is and makes very practical suggestions for how those with ADHD can be powerfully helped by appropriate treatment. His approach is sensible, compassionate, and desperately needed."
Professor Thomas E. Brown, Ph.D. Dept of Psychiatry, Yale University School of Medicine

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RAISING FUNDS FOR ADDISS AND RAISING AWARENESS. ADHD is REAL

You can help raise funds for the national ADHD Charity ADDISS. At the same time you will be helping to raise awareness about ADHD by purchasing our Shopping Trolley Token Keyrings and/or the National ADHD Charity Wristband. Maybe you'd even like your own personal ADDISS Stress Brain! Click the picture for larger images and order details.

Phone: 020 8952 2800

Press enquiries
020 8952 1515

e-mail: info@addiss.co.uk

ADDISS
P O Box 340
Edgware
Middlesex
HA8 9HL

Registered Charity 1070827

Please give your support and help to raise much needed funds by making a donation to ADDISS.

We have now teamed up with Just Giving.com to create a secure method for making donations to ADDISS or for raising funds through various events.

To receive email updates of news and events please add your email address

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Welcome to ADDISS, The National Train your child to do what you want them to do. Easy to follow steps for disciplining without yelling, arguing or smacking. proven successful programme. Attention Deficit Disorder Information and Support Service. We provide people-friendly information and resources about Attention Deficit Hyperactivity Disorder to anyone who needs assistance - parents, sufferers, teachers or health professionals.

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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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There is separate information about ADHD in adults.

Symptoms of ADHD (attention deficit hyperactivity disorder)

Symptoms of ADHD usually start before the age of 12. They involve a person's ability to pay attention to things (being inattentive), having high energy levels (being hyperactive) and their ability to control their impulses (being impulsive).

A child or young person may show signs of being inattentive, such as:

being easily distracted

finding it hard to listen to what people are saying or to follow instructions

forgetting everyday tasks, like brushing their teeth or putting on socks

They may show signs of being hyperactive and impulsive, including:

having high energy levels

fidgeting or tapping their hands and feet

talking noisily

feeling restless, or getting up and moving around when they're supposed to sit still

finding it hard to wait their turn, or interrupting conversations

Most children and young people with ADHD have symptoms of both the inattentive and hyperactive-impulsive type. Some only show signs of one type.

ADHD is thought to be recognised less often in girls than boys. This may be because girls with ADHD more commonly have inattentive symptoms and these can be harder to recognise.

Many children are easily distracted, impulsive and have high energy levels, particularly if they're under the age of 5. This does not mean they have ADHD. It could be a sign of something else, like being tired, anxious or stressed.

Getting help for ADHD (attention deficit hyperactivity disorder)

If you're worried that ADHD may be affecting your child, talk to one of their teachers. An older child or teenager may choose to speak to a teacher themselves.

The teacher will usually make a referral to the school's special educational needs co-ordinator (SENCO).

The SENCO can discuss support in the classroom or with homework, or help with building confidence and friendships.

If you're still worried or you think your child needs additional support, you may want to make an appointment with a GP.

At the GP appointment, the doctor will ask about the child or young person's symptoms and how these affect their life. They may consider other conditions that could cause these symptoms, such as autism, Tourette's or anxiety.

People with ADHD may often have other conditions too, such as depression, anxiety or addictions, or a learning difficulty such as dyslexia.

The GP or SENCO may recommend support groups or training for parents in your area.

Asking for an ADHD assessment

If support at home and at school is not helping your child, you may want to ask for an ADHD assessment. Speak to a GP or SENCO to request a referral for an ADHD assessment.

While waiting for a referral or assessment, the child or young person should continue to get support at home and in school. You can also contact your local council for advice, and to ask if there's a family hub in your area.

Family hubs support children and young people aged 0 to 19 (and up to 25 for people with special educational needs or a disability).

What happens at an ADHD assessment

The assessment will be with one or more ADHD specialists, such as a paediatrician, or a child and adolescent psychiatrist.

The specialist will talk with you and your child to find out more about any symptoms, and about family life. They'll also ask about your child's development, such as how old they were when they learned to do things like walking or reading.

There may be some forms to fill in before the appointment or as part of the assessment.

The ADHD specialist will usually contact a SENCO or teacher, or both, to see how your child is doing at school.

They may also ask your child to do a computer-based test to help assess their symptoms.

If your child is diagnosed with ADHD, the specialist will discuss what this means and what happens next, including what treatment and support may be available.

Waiting times for ADHD assessments

Waiting times vary and your child may have to wait several months or years for an ADHD assessment.

You may be able to find a clinic with shorter waiting lists through your GP using the Right to Choose scheme. Read about Right to Choose and your choices in the NHS.

You can ask for an NHS appointment at any clinic, including a private clinic, if it provides ADHD services for the NHS in England.

Find out more about diagnosis pathways for children on the ADHD UK website.

How to manage ADHD (attention deficit hyperactivity disorder)

There are different ways to support a child or young person with ADHD, including lifestyle changes, changes at school and at home, or medicines.

It depends on their symptoms, and not every child needs help or support from a health professional.

Talk to a SENCO (special educational needs coordinator), or a school nurse where available, about changes that could help a child or young person.

Finding out more about ADHD can also help parents, children and young people better understand the condition.

If your child or teenager has been referred to an ADHD service, a specialist will be able to give you more information and advice about how to help them.

Lifestyle

There are things you can do to help support a child or young person with their ADHD symptoms.

Support at school and at home

Discuss with a SENCO what adjustments or support may help at home and school.

This may include:

splitting up tasks, like doing homework or sitting down to eat, into 15 to 20 minute slots with a break in between each slot

giving clear and simple instructions one at a time in a calm voice

writing a to-do list and putting it somewhere easy to see

giving praise when a child or young person does well, or making a reward chart

Medicine

ADHD medicines must be started and monitored by an ADHD specialist. This includes:

medicine to help with ADHD symptoms, such as methylphenidate

melatonin for problems sleeping, when other methods for improving sleep have not worked

Children and teenagers may need to try more than one medicine to find out what works for them.

A GP may be able to take over prescribing ADHD medicines, but only if there is a "shared care agreement" between the GP and the ADHD specialist. To find out more, talk to your ADHD specialist or GP. Not everyone with ADHD needs to or wants to take medicine.

Talking therapies

Talking therapies such as cognitive behavioural therapy (CBT) might be recommended to help a child or young person with ADHD with problem solving and expressing their feelings.

ADHD and mental health

People with ADHD may be more likely to have mental health issues, such as anxiety or depression.

They are also at higher risk of suicide.

If you're concerned about a child or young person, help and support is available right now if they need it. They do not have to struggle with difficult feelings alone.
Find out about mental health support for children and young people

What causes attention deficit hyperactivity disorder (ADHD)

The cause of ADHD is not always known. ADHD may be caused by genetic differences and often runs in families.

There are several other things linked to ADHD, including being born premature (before 37 weeks of pregnancy), having epilepsy, a brain injury or being autistic.

Some people with ADHD call themselves neurodivergent. Neurodiversity describes the range of different ways our brains work.

Help and support for ADHD (attention deficit hyperactivity disorder)

If your child or teenager has ADHD, there are ways you can help them manage their symptoms with support from their school or a doctor.

There are ADHD support groups locally and online.

There are also a number of organisations and charities that offer information and support about ADHD.

ADHD UK

Information and support for anyone affected by ADHD.

ADHD Foundation

Information for anyone affected by a neurodivergent condition, including ADHD.

ADHD Adult UK

Information and peer support for parents of children with ADHD, and for adults with ADHD.

Young Minds

Mental health support for young people.

AADD-UK

Charity which lists support groups across the UK, including groups for adults, parents and carers.

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Find out about ADHD (attention deficit hyperactivity disorder) in children and teenagers, the symptoms of ADHD, how to get a diagnosis and how to manage it.

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Support for Parents from Action For Children

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How can I support a child with ADHD at home? - Support for Parents from Action For Children

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If your child has ADHD, it’s useful to understand how they may behave and what they might need from you.

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The short films and accompanying fact sheets below have been prepared to help parents and children who may have a diagnosis, may be showing symptoms of a potential mental health condition or may be struggling as a result of the Covid 19 pandemic.

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Films for Parents / Carers | Nip in the Bud

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The short films and accompanying fact sheets below have been prepared to help parents and children who may have a diagnosis, may be showing symptoms of a potential mental health condition or may be struggling as a result of the Covid 19 pandemic.

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CAMHS (Child and Adolescent Mental Health Service) supports young people’s mental health and wellbeing in North Derbyshire.

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What is it like to parent a child with ADHD.

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What is it like to parent a child with ADHD.

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Parenting a child with ADHD can be a challenge, but it can also be a joy.
Cheryl and Richard are learning to deal with the ups and downs of ADHD since Alexander was diagnosed at the beginning of lockdown. For Tilly and her daughter, Molly, ADHD has been a shared journey that has brought them closer.

Learn more about their stories, and their tips and advice for other parents, here...

Video Transcript Video Transcript

Tilly: Children are no different, what they really need is someone to talk to, someone to understand them and if you have a child with ADHD, they need that even more so

Alexander: Ready?!

Tilly: Hi, I'm Tilly.

Richard, Cheryl and Alexander: and we are... the Jenkinsons!

Tilly: and this is...

Molly: (singing) Molly yeah!

Cheryl: Alexander has masses of energy. He loves running and climbing and jumping. Sit down please!

Tilly: I'm very proud of Molly. She's very kind and caring and loving. She's super creative...

Molly: - Super creative!

Richard: You really like to make people smile; you make them laugh.

Alexander: Yeah!

Tilly: There is never a dull moment (laughs).

Cheryl: We found out that Alexander had ADHD when he was six, just at the start of the pandemic.

Tilly: How old were you when you were diagnosed with ADHD?

Molly: I was seven years old.

Cheryl: He was finding it hard to concentrate on anything for more than a minute. His brain never switches off and he was making quite dangerous and impulsive decisions at times.

Alexander: I've run off.

Richard: And you were running off as well, weren't you?

Tilly: A child, in particular with ADHD, will feel a lot of the time misunderstood, not heard.

Richard: We're finding it pretty hard work, pretty exhausting to be honest and at times it felt almost a bit hopeless.

Molly: I'm the same as everybody else, it's just...

Tilly: Your mind works a bit differently, that's all.

Molly: Yeah. There are certain things that I struggle with but that never makes me stop trying.

Cheryl: The ADHD diagnosis has been life-changing.

Richard: We feel that finally we've been able to get him some help.

Tilly: ADHD is part of her build-up, part of her individuality and without ADHD you wouldn't be you, would you?

Richard: We feel a little bit more equipped to help and support him into the future.

Molly: I think ADHD just makes me be me.

Cheryl: Things that work well for us include really good routines, lots of praise, staying calm and lots of tickles.

Tilly: Show the world yourself...

Molly: Show the world that you are you and nobody in the world can change that.

Tilly: Yeah, a hundred percent.

Molly: Except you.

Tips and advice for parents

1. Allow them to be themselves

ADHD is part of your child's unique makeup and celebrating their individuality builds self-confidence and happiness. Those with ADHD have brains that operate differently, and this might make certain things harder but, as parents have discovered, it can also lead to fun and originality.

2. Listen, talk and understand

Communication is vital. Listen to your child's opinion of their needs and take the time to explain what ADHD is in way that they understand. Being understanding of their perspective on their difficulties helps you to be on the same page as a family.

3. Be patient

For children with ADHD, focussing on one specific task at a time can be challenging. It is important not to take this personally. If you feel like your child isn't listening to instructions, or is quickly distracted, keep in mind that this may be a reflection of their ADHD, rather than their relationship with you. Taking this into account can help you come to the table with a calmer, more accepting mindset.

4. Put routines in place

Routines are helpful for all children, but even more so for those with ADHD. A set structure for family life means that they have less to remember. If they know what they have to do every day, this builds habits that can result in fewer conflicts which will ultimately assist your child in feeling calm and in control.

5. Find the help they need

Your child may need more specialised help to aid them in managing their ADHD. There are evidence-based treatments for ADHD which include both behavioural interventions and, in some children, medication. These can really make a difference in helping your child both at school and at home.

In the first instance, discuss any concerns with your child's teacher at school, or their Special Educational Needs Co-Ordinator (SENCO). You can also talk to your GP who can explain the local process for ADHD assessment.

More from BBC Bitesize Parents' Toolkit...

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The podcast hosts do go off piste and talk about food, Samera likes cooking, Hayley, Michelle and Celeste love eating, a match made in heaven. Signposting references are listed in the accompanying episode's transcript and the food consumed at recording, recipes are included! The content of the podcast is for information purposes only and does not constitute advice. You can connect with the podcast team on Twitter, Facebook and Instagram and email us at QandA@FrankCommunications.org.uk if you have a question that you want us to answer or a story to share. We look forward to hearing from you.

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You ask a question and we will find the answer! Our podcast is a funny audience-driven show for parents and autism professionals alike! The first series' overarching theme is the 'shape of family' however you define it. The hosts answer fundamental questions over ten episodes about a child's

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Insights from an Autistic Teacher, Author and Speaker.

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Individuals on the autism spectrum often possess unique strengths and positive traits that can be highly beneficial in various aspects of life.

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Understanding Autism from Autism Central.

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Understanding Autism from Autism Central.

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Read more about understanding autism including topics such as diagnosis, sensory differences, stress and anxiety. Access further resources and listen to autistic people describing their experience, including tips for parents and carers.

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Here are some links to some good reads:

https://www.jkp.com/uk/sensory-perceptual-issues-in-autism-and-asperger-syndrome-second-edition-1.html

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We're here to help the 700,000 autistic people in the UK and their families. Be it running specialist schools, campaigning for improved rights or training companies on being more autism-friendly, we are dedicated to transforming lives and changing attitudes.

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

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Autism influences how people experience and interact with the world. It is a lifelong neurodivergence and disability.

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A definition of autism with an overview of communication, behaviours and interests, and sensory processing differences needed for an autism diagnosis.

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Discover a wide range of resources and support links relating to Autism

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Author: PSC team Last updated: December 11, 2024

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Autism directory | Parenting Special Children

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Discover a wide range of our recommended resources and support links relating to Autism in our Autism directory

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Understanding the spectrum - a comic strip explanation

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By Rebecca Burgess For printable PDF version in English click here. For version in Spanish click here. French version click here.

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Rosie explains what it is like to grow up with Autism.

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Rosie explains what it is like to grow up with Autism.

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In this Newsround Special, 13-year-old Rosie takes viewers into her world to explain what it's like to grow up with autism - a condition which affects how children see life, and the way they relate to others around them.

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Visit www.autism/org.uk to learn more about autism.

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Since 2007, the Autism Education Trust has been helping you to develop good autism practice.

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Parent Guide for Working Together with Your Child's School

Elective Home Education in England

The impact of Covid-19 on home education guidelines and useful links to relevant legislation.

Top Tips, Strategies and Resources for Parents

A collection of 10 practical strategies and additional tips to support parents of autistic children and young people.

A guide to help parents navigate equality law, rights and entitlements when their autistic child is excluded or at risk of exclusion from school

This resource outlines the legal duties the Equality Act 2010 places on your child's school in relation to the exclusion of disabled pupils.

The examples given relate specifically to autistic pupils and are intended to help you and your child's school avoid disability discrimination claims, where possible.

Exclusions

Advice and support on exclusions, explore the Autism Education Trust Exclusions resources

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Are you a parent or care of an autistic child or young person looking for guidance and advice? Explore our Parent Resources.

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From the Amazing kids project.

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Amazing Kids - Autistic Spectrum Condition (Better audio levels)

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Cambridgeshire County Council's video 'Why I am rude' - a poem about our perception of 'behaviour'.

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Cambridgeshire County Council SEND Service 0-25

# data[].attributes.attachment_link.title
Cambridgeshire County Council's video 'Why I am rude' - a poem about our perception of 'behaviour'.

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Signs and Symptoms of High Functioning Autism.

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Signs and Symptoms of High Functioning Autism.

# data[].attributes.body
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Signs and Symptoms of High Functioning Autism

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Government  Document - Children with SEND

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Government  Document - Children with SEND

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Children with special educational needs and disabilities (SEND)

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Children with special educational needs (SEN) can get the help they need to get an education - SEN support, education, health and care plans, SEN before September 2014

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The Council for Disabled Children is part of the National Children’s Bureau family. We are the umbrella body for the disabled children's sector with a membership of over 300 voluntary and community organisations and an active network of practitioners that spans education, health and social care.

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Special Educational Needs and Disabilities Information, Advice and Support (SENDIAS) services provide free, impartial advice on matters relating to SEND.

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It’s a free, impartial, and confidential service offering information to young people with special educational needs and disabilities (SEND) and to their parents and carers.

There is a SENDIAS Service in every local authority in England. Kids provide a number of these services

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About SENDIASS SENDIASS stands for Special Educational Needs and Disabilities Information Advice and Support Service. It’s a free, impartial, and confidential service offering information to young people with special educational…

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Kids provides a wide range of services in over 60 Local Authority areas, for young disabled people and their families. Nursery care, home-learning, adventure playgrounds, SEND mediation, information & advice services, crisis intervention, peer support for parents and carers – just some of the services that can support you and your family.

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Kids provides a wide range of services for disabled children and their families, including nursery care, home-learning and SEND mediation.

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25.

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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A child or young person has special educational needs and disabilities if they have a learning difficulty and/or a disability that means they need special health and education support, we shorten this to SEND.

The SEND Code of Practice 2014 and the Children and Families Act 2014 gives guidance to health and social care, education and local authorities to make sure that children and young people with SEND are properly supported.

If you or a child that you care for needs extra health and education support, an application can be made for an Education, Health and Care plan (EHC) to your local council.

Our work

We work with Clinical Commissioning Groups (CCGs) and organisations such as the Department for Education (DfE), the Department of Health and Social Care (DH) and voluntary organisations to make sure that there is support and services for children and young people with SEND.

We do this so that we can:

make sure that children and young people are at the heart of everything we do

improve the care and support that people get

make sure that people's care and support is the same quality wherever they live

make sure that the right people know about SEND and EHC plans

We have various groups which help us to make sure that we are doing what we need to in supporting SEND. These are:

The children with complex needs and special educational and disabilities group looks at our work with other organisations as well as making sure we are doing everything we can do to support living an ordinary life for children and young people with SEND.

The SEND assurance sub-group leads our national work and supports us with policies and strategies.

The SEND data and evidence sub-group works with data relating to children and young people with SEND, identifying need and finding what works best to support them.

The SEND communications and engagement sub-group develops and improves communications across the NHS and other organisations, making sure that people have the most up to date information on relevant legislation, developments and best practice for children and young people with SEND.

Useful resources

Guidance for health services for children and young people with SEND - this document is under review.

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Special educational needs and disability (SEND)

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A child or young person has special educational needs and disabilities if they have a learning difficulty and/or a disability that means they need special health and education support, we shorten this to SEND.

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Cause and effect software for ASD and complex needs. This can be used at home and on the move. Cause and Effect Sensory Light Box was originally written as an iPad app and touchscreen explorer for a group of teenagers with autism and complex needs. It uses interactive abstract sounds and visuals to explore cause & effect - switch support is included.

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Cause and effect software for ASD and complex needs

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A collection of downloadable sensory resources for children and young people with complex learning difficulties and disabilities.

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Sensory Soup * SEND Teaching resources for children & young people with special needs complex learning difficulties and disabilities

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Downloadable sensory teaching resources for children and young people with PMLD, CLDD, Visual Impairments & Autism

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From tactile elements to auditory cues, these stories offer an inclusive storytelling experience that develops the imagination and brings the tales to life for our young people.

In this section, you'll find a wide range of age-appropriate stories, each paired with sensory stimuli to create a truly enchanting, meaningful experience. Additionally, we provide a list of alternative resources that you can explore right at home.

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From tactile elements to auditory cues, these stories offer an inclusive storytelling experience that develops the imagination and brings the tales to life for our young people.

In this section, you'll find a wide range of age-appropriate stories, each paired with sensory stimuli to create a truly enchanting, meaningful experience. Additionally, we provide a list of alternative resources that you can explore right at home.

For more information on the benefits of sensory stories, we invite you to follow this link to Joanna Grace's 'The Sensory Project.' Discover the wonders of sensory storytelling and let the story unfold for you and your child!

More information on the benefits of sensory stories by Joanna Grace

Sensory stories activities
Download: Bear Hunt Tactile Exploration Story Download: Cinderella Download: Coronavirus Sensory Story Download: Easter story Download: Ideas for alternative Sensory Story resources at home Download: Jack and the flumflum tree Download: Leaf Man Download: Little Seed Download: Paper dolls Download: Rainy day Download: The Owl and the Pussy cat Download: The Sound Collector Download: The Turtle Relaxation Story Download: The Very Hungry Caterpillar Download: Windy Mindy - adapted for home David Walliams

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Immerse yourself in the magical world of sensory stories, where interactive narratives engage the senses and promote multi-sensory exploration. Download our activities as part of our virtual learning programme.

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Unleash your imagination and awaken your senses with our sensory stories. Start exploring now and enjoy a whole new way to experience storytelling – right from the comfort of home.

Sensory stories are a great way to provide sensory stimulation and develop communication in a fun way.

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Free, Simple Sensory Activities For EYFS or SEND

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Special Education and Inclusive Learning

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150 Sensory LEarning Ideas for home-schooling or remote learning EYFS or SEND pupils

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Sensory learning is a popular, creative and innovative approach to education that encourages children to explore the world around them and experience things firsthand. By engaging their senses, children can interact with new environments, materials, and textures that enrich their understanding of the world.

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Sensory Curriculum Models and Benefits PMLD SEN and EYFS

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Sensory Curriculum Models and Benefits A well planned and resourced sensory curriculum can have huge benefits for the learner.

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Learning Intentions  linked to Sensory Stories.

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Learning Intentions  linked to Sensory Stories.

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Sensory stories are designed to spark imagination and help students connect with learning material on an emotive and sensory level. Multi-sensory stories can be an impactful tool for students with special educational needs to learn and develop in meaningful ways. Often used with children experiencing Profound and Multiple Disabilities (PMLD) they can easily be adapted to work with any learner

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Sensory stories are designed to spark imagination and help students connect with learning material on an emotive and sensory level. Multi-sensory stories can be an impactful tool for students with special educational needs to learn and develop in meaningful ways. Often used with children experiencing Profound and Multiple Disabilities (PMLD) they can easily be adapted to work with any learner. As with anything in schools, there are a number of planned learning intentions or outcomes that link with sensory stories. These often fit within a wider sensory curriculum.

Recognizing the importance of the senses as a gateway to all learning is fundamental to tailoring appropriate provision, essential for fulfilling children's potential. It is also crucial to meeting the needs of children with sensory processing difficulties
Gasgoyne 2012

All our Sensory Stories are available for free download on our Sensory Story collection page. Temu is a great site to buy affordable sensory resources.

Learning Intentions of sensory stories include:

Improved Focus and Engagement
The sensory inputs help capture students' attention and keep them focused, even those with limited attention spans. This can strengthen their concentration levels over time. Sensory stories provide experiential learning that engages students on a deeper level.

Enhanced Comprehension
By bringing the story to life with interactive sensory elements, students can understand the character's emotions and story themes in a more profound way. This embodied experience helps in retaining and internalising the key takeaways. Students with SEN including PMLD can comprehend sensory stories with greater ease.

Development of Communication Abilities
Sensory stories provide opportunities for social interaction, questioning, and two-way discussions. This encourages even non-verbal students to communicate and express themselves to the best of their abilities. Teachers can also model language and social skills through sensory stories.

Promoting Social-Emotional Development
Sensory stories help students identify emotions, understand different perspectives, and build empathy. The shared experience can foster bonding between students and teachers. Sensory stories can have a calming, regulating effect that benefits students with emotional or behavioural difficulties.

Other general learning intentions include:

Improve focus and engagement

Enhance comprehension of key learning concepts

Develop communication skills

Joint attention

Immersion in a language-rich environment

Promote social-emotional development

Have a calming and regulating effect

Inclusion within an interaction that does not have to be transactional

Develop an understanding of the value of interaction

To share joyful experiences with others

Linking Sensory Story Outcomes to Routes For Learning.

Many settings that use sensory stories also use Routes for Learning to track progress and set EHCP or IEP outcomes. The following suggested outcomes link to the routemaps and themes.

The key learning outcomes of sensory stories are:

Respond to stimuli

Respond to a wider range of stimuli

Responds consistently to one stimulus

Demonstrate a number of different behaviours when responding to a range of stimuli.

Responds to a stimulus by looking or listening intently for a period of time.

Anticipates repetitively presented stimulus

Supported 1:1 turn-taking with adult

Responds to some stimuli in a way that can be interpreted as a rejection

Terminates interaction with adult

Responds in ways that can be interpreted as meaning 'more'

Communicates 'more'/'no more' through two different consistent actions

Briefly follows moving stimulus

Looks briefly after object disappearing from their field of vision

Changes in behaviour in response to interesting events nearby

By appealing to multiple senses, sensory stories can accomplish all these learning goals in a fun and stimulating manner. Teachers of students with special needs will find sensory stories an invaluable tool to motivate learning and unlock their students' potential. These sensory learning intentions and learning outcomes make sure you capture the full benefits of learning through multi-sensory storytelling.

References and Further Reading

Gascoyne, S. (2012) Treasure Baskets And Beyond Realizing The Potential Of Sensory-Rich Play. Maidenhead: McGraw-Hill Education

Martins, P. (2017) ' A critical reflection on how sensory stories facilitate high quality teaching and learning for children with profound and multiple learning disabilities (pmld),' The STeP Journal,4(4), pp. 70-80.

As always Joanna Grace's essential book on sensory stories.

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Learning Intentions and outcomes of Sensory Stories

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As with anything in schools, there are a number of planned learning intentions or outcomes that link with sensory stories.

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Where will your imagination take you? Some great ideas here.

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Sensory and Storytelling Umbrellas

When you listen to a speaker you need to be inspired. Your mind needs to fill with ideas as they speak. I had the pleasure of listening and watching Flo Longhorn at a conference late last year and came away with a desire to rush out and put these ideas into practice. The idea that particularly grabbed me was that of the sensory umbrella. Also called the storytelling umbrella these are very simple highly immersive storytelling props. You might also like our Sensory sunshade post
Update: I have now used a Sensory Umbrella for part of a Sensory Story for the Blue Abyss topic with my Key stage 3 PMLD cohort.
I made this sensory umbrella for our new Egyptian Adventure Sensory Story to increase the level of immersive experiences linked to the theme.

This video shows me doing by best "Art Attack" moment.

Space Themed Sensory Umbrella Sky Full of Stars

How fantastic to create a sky full of planets to enhance your space theme resources. Or aircraft, helicopters for your transport topic. These can be revealed as slowly as you like to build anticipation. In the dark of the sensory room some cheap LED bulb stars create a immersive self contained story telling prop. There are no demands, this is not a worksheet.

If you have a tube of planets you can attach each one with velcro and each planet can be plucked from the sky.

Age vs Stage Appropriate

We struggled for a while a few years ago about age appropriateness at our school. Flo summed up what we now do "Person appropriate" quite right. What stimulates and engages your student? Use this build on it. Capture their imagination then give the power to the student to use your resources how they want. Who says your idea is the best? Who says there is only one way to do things? The first thing my daughter said when I had made the planet one was "Where's the sun?". So for the plane one we used a see through umbrella so we could use the light as the sun (or even take it outside to use the real sun).
Below is our "silent firework umbrella" from bonfire night. Not everyone likes the bang, but the lights - maybe.
Sourcing Resources For Sensory Umbrellas

The better quality umbrella you can find the longer they will last and safer they are to use. The problem with poundland umbrellas is they scrunch up into themselves. I feel a beg, borrow and um.. scavenge approach is good, if you can get your hands on the huge golfing umbrellas they really are great. You can fit a few sensory learners beneath your creation. These umbrellas from Amazon are good for planes etc so the real sky can be seen through the material.

A PMLD/SEN Art and Craft Activity

Here is a brief summary of ideas for using sensory umbrellas as a craft activity for students with PMLD: Sensory umbrellas make a great multisensory activity that students with PMLD can engage with.

Glitter glue or finger paint applied to plastic for visual textures

Scraps of fur, feathers or crinkly paper glued on for tactile interest

Sequins, pompoms or googly eyes added for cause and effect stimulation

Scented fabrics like lace with essential oils for smell

Ribbons, streamers or paper shapes attached that move in the breeze

Teaching staff can guide students to feel the different materials, make choices about textures and watch cause and effect of moving parts. Umbrellas also provide covered spaces that some students may find calming. Once completed, umbrellas can be used indoors with a fan or taken outdoors on sunny or not too windy days. The activity provides enrichment through sensory exploration and active engagement in the creative process.

Anyway you have seen my attempts at creating an immersive learning experience using sensory umbreallas. The video below shows some Flo and her colleagues have designed, including cultural umbrellas.

Links

This site will always share for free but you can support us by clicking any of the hopefully useful education, teaching linked sites below. Thank you once again to the fantastic Flo Longhorn for these ideas.

Here is a page of Top Educational Toys

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Sensory Umbrellas and Sensory Storytelling for PMLD

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Sensory Umbrellas are based on an idea by Flo Longhorn, a sensory umbrella is fantastic for engaging children with SEND and PMLD in particular.

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Many people don’t realize that there is a difference at all. In this blog post it

discusses the key differences between these two.

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What is the difference between sensory seeking and sensory sensitive?

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Key differences between sensory seekers and avoiders (sensitives) and how you can support them with their different sensory needs.

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Sensory processing disorder (SPD), sometimes referred to as sensory integration dysfunction, involves the way the nervous system receives messages from the senses and transforms them into appropriate motor functions and behavioral responses. When a child has SPD, his or her sensory signals are not organized into appropriate responses. This can present challenges when performing everyday tasks, says the Sensory Processing Disorder Foundation.

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Educators and parents are more cognizant today about the various needs of their students and children. The lines between certain learning disabilities and conditions are not always easy to decipher, and this is especially true with a condition known as sensory processing disorder.

Sensory processing disorder, sometimes referred to as sensory integration dysfunction, involves the way the nervous system receives messages from the senses and transforms them into appropriate motor functions and behavioral responses. When a child has SPD, his or her sensory signals are not organized into appropriate responses. This can present challenges when performing everyday tasks, says the Sensory Processing Disorder Foundation. Clumsinesss with regard to motor skills, behavioral problems, difficulties in school and anxiety are just some of the conditions that may result from SPD if no treatment is sought.

A person with SPD may find clothing, physical contact or some sort of sensory input, like light or sound, to be uncomfortable, while another may underrespond to certain stimulation, such as not reacting quickly enough to pain. Others with SPD may not have adequate motor skills, leading them to consistently fall or trip. Some people with SPD overly seek out stimulation and sensation to a point where they are often misdiagnosed with ADHD.

Identifying and understanding SPD is essential, as such an understanding can mean the difference between getting the right treatment or being misdiagnosed. Some people with SPD are medicated for other issues, when SPD really is the cause of their problems. A Pennsylvania injury attorney from Console and Associates PC can help in such cases.

SPD is most common in children, although it can occur in adults. The exact cause of the condition, and other neurodevelopmental disorders, have not been entirely identified. Doctors believe SPD is often inherited and SPD causes are ingrained in DNA. Prenatal and birth complications also have been implicated, and environmental factors may be involved. However, researchers believe SPD is the result of factors that are both genetic and environmental.

An accurate diagnosis of SPD means that most children will be treated with some form of occupational therapy. Listening therapy and other therapies may be combined. Therapy may take place in a sensory-rich location that is challenging but fun. Additional support may be needed in the classroom for school-aged children. Because kids with SPD have brains that are wired differently, they may require different approaches to learn their lessons. The disorder does not make them any less intelligent; it just means lessons need to be tailored to meet their needs.

The best course of action is to ask a doctor to conduct tests to determine if a child has SPD. Research shows that families who work together with educators, therapists and other family members have the highest levels of success with regard to making life easier for someone with sensory processing disorder. Furthermore, parents who suspect their child has SPD can refer to this checklist, which is available at www.sensory-processing-disorder.com/sensory-processing-disorder-checklist.html. A child may not exhibit all signs of SPD, but the list can be a good starting point for conversations with a doctor.

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Educators and parents are more cognizant today about the various needs of their students and children. The lines between certain learning disabilities and conditions are not always easy to decipher, and this is especially true with a condition known as sensory processing disorder.

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Speaks up for children and young people promotes and protects the rights of children, especially the most vulnerable, and advocates for their views and interests.

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Rachel de Souza promotes and protects the rights of children, especially the most vulnerable, and stands up for their views and interests.

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How to claim DLA.

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To claim DLA for a child you need to be their parent or look after them as if you're their parent. This includes step-parents, guardians, grandparents, foster-parents or older brothers or sisters.

If your child currently lives in England or Wales you can apply by either:

printing off and filling in the DLA claim form

phoning the Disability Living Allowance helpline and asking for a printed form

If your child moves from Scotland to England or Wales

Your Child Disability Payment will stop 13 weeks after your child moves.

Apply for DLA for children as soon as possible after moving to avoid a gap between payments.

When you'll be paid

DLA can be paid from the start of your claim. It cannot be backdated. Your claim will start on the date the form is received or the date you call the enquiry line (if you return the claim pack within 6 weeks).

You'll usually get a decision letter about 8 weeks (40 working days) after your form is received. The letter will tell you when you'll get your first payment.

If the child might have 6 months or less to live

There are special rules if a medical professional has said the child might have 6 months or less to live, so they can get DLA more quickly.

Phone the Disability Living Allowance helpline to start your claim. Ask a medical professional for form DS1500. They'll either fill it in and give the form to you or send it directly to the Department for Work and Pensions.

If you disagree with a decision

You can challenge a decision about your claim. This is called asking for mandatory reconsideration.

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Disability Living Allowance (DLA) for children

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Help with filling in the DLA form for your child.

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Filling in the DLA form can be difficult for a parent, but don't be put off.

Someone at your nearest Citizens Advice might be able to sit with you and help you with the form, or even fill it in for you.

You can also call Contact (for families with disabled children) helpline if you have questions - they're experts in DLA for children.

Contact (for families with disabled children)
Telephone: 0808 808 3555
Monday to Friday, 9:30am to 5pm
Calls to these numbers are free.

Filling in the form

Keeping a diary of your child's care needs before you fill in the form can help when it comes to answering the questions. This way you'll have recent examples of how you care for them, and a good idea of how long it takes you to do certain tasks like helping them get ready for school.

If you haven't kept a diary yet, it might be worth spending a week (or longer) keeping a diary before you start the form. You can use our template [ 99 kb] to do a diary for a week. Make a note of what help is needed, why, when and for how long.

You should try to fill in the form over a few sessions rather than doing it all at once - you'll probably find that your answers will be better.

Don't just use the tick boxes on the form - you'll have a better chance of getting the benefits your child needs if you use the boxes below the questions to explain and give examples of their needs. Write about specific occasions where your child needed help or care because of their disability or heath condition.

At times you might feel like your child's condition or behaviour doesn't fit into the questions you're being asked, particularly if your child has a condition that isn't physical. It's normal to feel like this, so don't let it discourage you.

Remember, some of the main factors that the DWP are looking for are:

that your child needs more care or supervision than a child of the same age who doesn't have a health condition

if your child has problems walking

if they need guidance or supervision in unfamiliar places

if they have care or supervision needs that a younger child might have but which a child of their age would not normally have

But don't let this list limit you at all - each child has very different needs so it's important to describe your own child and the care they need. Think of examples of the type of help you give your child and how long it takes. If your child's condition varies, think of their needs on both bad and good days and how many of each they have in a typical week.

You should also think about how your child's condition affects them in other ways. For example, many children experience anxiety or depression because of a health condition. Make sure you explain the full picture.

Focus on the care they need because of their disability rather than the care they need because of their age.

The person who'll make a decision on your child's DLA won't be a medical expert, so they won't know a lot about disabilities and health conditions. It's important you give as much information as possible about your child's condition and the care and supervision they need. Don't feel like any detail is too small to include - use an extra sheet of paper if you need to.

Useful guides for filling in the DLA form

We recommend that you read Contact's guide for filling in the DLA form on their website. Their expert guide will:

give you detailed tips on how to fill in the form

explain what the questions mean

tell you how to answer specific questions

It might seem like a lot to read, but it's worth taking the time to find out what the form is really asking you. You'll have a better chance of getting the DLA you need if your form gives the most accurate account of your child's needs possible.

They also have a guide to claiming DLA for children with autism or learning disabilities .

Get a professional to fill in question 38

It's a good idea to get a specialist or professional who knows your child to fill in question 38.

They should be someone who knows about your child's condition. For example, if your child has a physical condition or has difficulty walking you should ask a doctor, nurse or care worker. If your child's condition is more related to learning difficulties or behavioural problems, you should ask someone like their teacher or specialist support worker. A 'Special Educational Statement' could also be included as evidence - talk to your school to get one.

Before they answer the question, talk to them about how you care for your child and how much time you spend caring for them. Tell them that the DWP wants to know how your child needs more care than a child of the same age without any disabilities or health conditions.

If you get someone from school to fill in question 38 for you, it's important that they have actual knowledge of your child's needs during a typical school day. A member of school staff might want to talk about the positive aspects of your child's progress - but it will be more helpful if they talk about the additional help your child needs. It might be worth leaving the statement out if you don't think they've made a strong enough case for you to get DLA.

The box for question 38 is quite small - if the person filling in the form runs out of space you can get them to continue on a separate sheet of paper.

Before you send the form

Read through the form again before you send it to make sure you've answered everything properly.

Make a copy of the form in case you need to refer to it later, or in case it gets lost.

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Help with filling in the DLA form for your child

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Filling in the DLA form can be difficult for a parent, but don't be put off. Someone at your nearest Citizens Advice might be able to sit with you and help you with the form, or even fill it in for you.

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Whole School SEND is a consortium of
charities, schools and organisations. They
committed to helping children and young
people with special educational needs and/or
disabilities (SEND) or learning differences
reach their full potential.

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Children and young people with ASD, including Asperger's Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others. Communication and interaction needs could include:

difficulties with producing or responding to expressive or receptive language

difficulties uttering speech sounds

difficulties understanding spoken and other communications from others

difficulties with understanding age-related social conventions of interaction, such as turn-taking during conversations or appropriate level of physical contact during play

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Children and young people with ASD, including Asperger's Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

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This page gives a guide for parents/carers of some possible signs and symptoms of speech and language challenges in children. However, not all children who show these signs will have speech and language challenges.

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Speech and Language UK: Changing young lives

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Skip to content

Learn more about the signs and symptoms children struggling with talking and understanding words may experience.

This page gives a guide for parents/carers of some possible signs and symptoms of speech and language challenges in children. However, not all children who show these signs will have speech and language challenges.
For more information, have a look at:

Children and young people who have challenges with talking and understanding words may experience difficulties in any of the areas described below.

Understanding means how children understand and make sense of words and sentences that people say to them. This is also sometimes called 'receptive language'. Children learn to understand words and sentences gradually over time.

Children can have challenges with the following skills that are related to understanding:

Listening, paying attention to and remembering what people say.

Learning and remembering new words.

Understanding different sentences, particularly longer or more complicated sentences.

Understanding grammar such as word endings (e.g. words with '-ed' on the end mean something happened in the past).

Making sense of 'hidden meanings'.

Children who have difficulties understanding may find some of the following things tricky:

Following requests you give them. They might seem to ignore you, or they might follow only part of the instruction and 'forget' the rest.

Listening and paying attention, for example they might find it hard to share a whole book with you or they might seem to 'tune out' while you're talking to them.

Answering questions you ask them. They might seem to ignore you or they might give an answer that doesn't make sense.

As they get older, children might find it hard to understand terms of phrase such as 'pull your socks up' or 'get a wriggle on'. They might also find it hard to follow jokes and slang.

Staying calm - it can be frustrating, confusing and stressful when you don't understand what people are saying.

Signs to look out for depend on the age of your child. Have a look at our Ages and Stages page for a guide to typical development and some things to look out for at different ages.

Talking means the words, phrases and sentences that children say. This is sometimes called 'expressive language'. Expressive language skills don't just include talking - children who use sign language or communicate using a communication device (sometimes called Augmentative and Alternative Communication, or AAC) still use their expressive language skills.

Children can have challenges with the following skills that are related to talking or expressive language:

Learning and using new words.

Putting words together in the right order in sentences.

Using all the important words in a sentence, including little words like 'a' and 'is', and the correct grammar and word endings.

Putting sentences together in a longer story in a way that is easy to follow and understand.

Children who have challenges with talking might find the following things tricky:

Being able to tell you what they want or need.

Telling you about something they have done in a way that you can follow and understand.

Telling you how they are feeling and why.

Having a conversation.

Signs to look out for depend on the age of your child. Have a look at our Ages and Stages section for a guide to typical development and some things to look out for at different ages.

means how children say the sounds in words. peech sounds are the sounds we use for talking. As children learn to talk, they gradually learn to make more and more speech sounds. It's normal for children to make some mistakes with speech sounds when they are young. By five or six years old, most children are easy to understand and they can say nearly all speech sounds clearly.

Children can have difficulties with speech sounds for a number of different reasons. Their difficulties can be linked to:

Challenges with other communication skills, for example, challenges with talking and understanding words.

Challenges with hearing, including glue ear.

Having a physical condition that affects speech, such as cleft palate.

Having another condition like Cerebral Palsy or Down's syndrome can sometimes affect the muscles involved in speech.

Having a 'family history' of speech difficulties - other family members who needed help with their speech sounds.

A speech and language therapist might use different terms to refer to children's difficulties with speech, such as 'phonological difficulties', 'phonological disorder', 'speech sound disorder', ' apraxia of speech ' or 'dyspraxia'.

Children who have difficulties with speech sounds may struggle with:

Saying what they want or need in a way that others can understand.

Staying calm - some children get very frustrated when others can't understand them.

As they get older, children might struggle with learning to read and write.

Signs to look out for depend on the age of your child. For more information about typical development of speech sounds and what to look out for, have a look at our factsheet here.

Many children go through a phase where they struggle to talk 'smoothly' or fluently when they are little. This is sometimes called 'stammering' or 'stuttering'. Stammering often begins between the ages of two and five, when children are starting to talk using more words and longer sentences.

Stammering is when a child, young person or adult talks in the following ways:

They get stuck trying to say a word: 'I want some... juice'

They stretch sounds in words: 'Can I have a ssssstory?'?

They repeat sounds in words or parts of the word: Mu-mu-mu-mummy

They repeat whole words: 'Where where where are we going?'

They may try to stop or hide their stammer by tensing their body or holding their breath.

For most children, their stammers go away in time. Some children continue to stammer throughout childhood and into adulthood.

Some families feel concerned when their child starts to stammer and want to help their child. Some families and some adults who stammer take pride in their stammering and see it as part of what makes them unique.
More information and advice can be found in our factsheet on stammering here.

Social communication means the skills children use to be social with others. These are also sometimes called 'social skills' or 'social interaction skills. These skills start to develop from a very young age and continue developing all throughout childhood and into adulthood. We use these skills to build friendships and relationships with others.

Social communication skills include things like:

Using actions and gestures such as pointing, waving to say 'hello' or shrugging your shoulders to indicate you don't know something.

Showing an awareness of and interest in other people.

Using facial expressions to show how you are feeling and noticing the facial expressions of others.

Starting and keeping conversations going.

Responding to conversations started by others and joining in with interest.

Taking turns in conversations and play.

Social communication skills vary across different cultures and groups of people. We now know that there is no one set of 'typical' social communication skills - people may show differences in these skills based on a number of factors. For example, different cultures vary in what is considered 'typical' social communication. Children who are 'neurodivergent' (meaning they learn in a different way to what is considered typical) may have differences in their social communication skills.

Have a look at our Ages and Stages section for some more information about development of social communication skills at different ages and some things to look out for at different ages.

Our progress checker is based on what we know about how babies and children develop skills. Choose the age of the child and then answer the questions. At the end, we will direct you to some helpful advice and resources.

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Signs and symptoms - Speech and Language UK: Changing young lives

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Signs and symptoms - Speech and Language UK: Changing young lives

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DLD is a diagnosis given by a speech and language therapist to people who have lifelong difficulties with talking and understanding words. These difficulties create barriers to communication or learning in everyday life and aren’t due to another condition.

Lots of children have it, yet most people don’t know about it.

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Speech and Language UK: Changing young lives

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Watch our new video and share it to help us raise awareness of this lifelong condition. #2in30

Developmental Language Disorder (DLD) is a lifelong condition affecting 2 children in every average classroom of 30 in the UK.

DLD is a diagnosis given by a speech and language therapist to people who have lifelong difficulties with talking and understanding words. These difficulties create barriers to communication or learning in everyday life and aren't due to another condition.

Lots of children have it, yet most people don't know about it.

Watch our new video and find out how you can help raise awareness below.

Are you an educator?

Learn more about how you can help children in your classroom by accessing our resources today.

Quick answers to your questions about DLD

Although it's common, DLD isn't very well-known. Here's some answers to questions that people sometimes ask us about DLD.

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Developmental Language Disorder (DLD) awareness - Speech and Language UK: Changing young lives

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Developmental Language Disorder (DLD) awareness - Speech and Language UK: Changing young lives

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A team of speech and language therapists have written these helpful info pages, based on our most frequently asked questions from families.

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Resource library for families - Speech and Language UK: Changing young lives

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Our team of speech and language therapists have written these helpful info pages, based on our most frequently asked questions from families.

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Objects of reference are objects that are used alongside spoken language to represent activities, people, places, or events. These objects can support transitions from one activity or place to another.

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Resource Library - Sheffield Children's NHS Foundation Trust

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Visual support: objects of reference - Resource Library - Sheffield Children’s NHS Foundation Trust

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What are objects of reference? Objects of reference are objects that are used alongside spoken language to represent activities, people, places, or events. These objects can support transitions from one activity or place to another. You’re probably already using some objects of reference, for example if you show your child a nappy when it’s time… Continue Reading Visual support: objects of reference

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Here are some tips for using objects of reference:

Start with about three objects of reference for activities that happen often.

Think about what is most important and motivating for the individual.

Find an OoR that matches what the experience is for the child

Use the objects consistently each time you do the activity.

Put the object away when the activity starts.

Have a consistent place to keep all the objects.

Once the person understands the connection between the objects and activities, you can use the objects to offer choices.

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This page explains the different types of communication support available, including professional and financial help, in nurseries and schools, at college, in the workplace and when using public services.

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Communication support available in the UK - Sense

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This page explains the different types of communication support available, including professional and financial help.

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Explore these blog posts for information on sensory-friendly classrooms, sensory diets, and how to address hypersensitivity, hyposensitivity, under-responsiveness, and sensory meltdowns. Here, you’ll find sensory play ideas to meet every need.

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There's no doubt that sensory play is a huge source of play-based learning and development in kids. Sensory activities support sensory processing and integration of sensory systems, but also the tactile, visual, and movement challenges impact development in all areas. Here, you'll discover various play activities for kids of all ages. Use these ideas in occupational therapy interventions, in multisensory learning, and in the classroom.

Sensory Play

Stop by and check out all of these sensory ideas. Don't see a link for what you are looking for? This page is being updated (sleep calls!). Don't worry though-Pop a description of the image below into the search bar on the sidebar and you will find the sensory-based play ideas linked there.

I am a big advocate for sensory play with kids. There is so much learning that takes place during sensory experiences. Exploring textures, manipulating items, scents...the list can go on and on! When a child explores the world through their senses, they develop fine motor skills, gross motor skills, language abilities, self-confidence, and so much more.

While play definitely is based on the body's senses, there are also the vestibular and proprioception senses that provide input to a child. Any experience involves the body's ability to take in sensory input, process it, and provide appropriate responses. During all of this learning is happening!

This page is a place where we'll share all of our sensory-friendly play and learning activities in one place. We have many more old posts to add and SO many new ideas to share with you. Stop back often so you can see what we've been up to.

So many of these ideas you will find on this page are perfect for using in sensory diets and sensory challenges to address sensory processing needs. Read more about how to create a sensory diet.

One of our most popular resources is our printable sensory paths. Check out these sensory stations as a sensory play material that kids love:

Have fun playing and exploring the senses!

Sensory Play All Day

For a better understanding of how to incorporate sensory experiences into a scheduled plan for individual children, read more about what a sensory diet is and how to address common concerns.

Carryover of sensory strategies is extremely important in both the home and in the classroom. If activities are not able to be carried out, then a different sensory strategy should be incorporated into the child's sensory diet.

When using The Sensory Lifestyle Handbook to create and monitor sensory diets, users will find the Daily Sensory Diet Sheet and the Sensory Diet Schedule to be effective tools for carryover and monitoring strategies.

Use the Sensory Diet Effectiveness Tool, found in the Addendum of this book, to monitor sensory diet results and strategies. This form should be completed after a sensory diet has been in effect for two weeks.

Sensory Systems Ideas

Try the activities based on the various sensory systems listed below. Each activity is listed out by sensory system. Try more than one! You can address a different sensory system each day with this list!

Tactile Play Ideas

Visual System Play Ideas

Scented (Olfactory) Sensory Ideas

Taste (Gustatory) Sensory System Play Ideas and Oral Motor

Proprioception Sensory Ideas

Be sure to stop back for more sensory ideas for kids and families!

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These sensory play ideas are sure to inspire learning and sensory processing challenges through all of the senses during play.