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Free downloadable resources to support looking for employment 

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Free downloadable resources to support looking for employment 

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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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NHS Leicestershire Autistic Fatigue & Burnout Coping Strategies 

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NHS Leicestershire Autistic Fatigue & Burnout Coping Strategies 

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https://www.leicspart.nhs.uk/autism-space/health-and-lifestyle/autistic-fatigue-and-burnout-coping-strategies/

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Self-regulation techniques for Sensory Teens 

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Self-regulation techniques for Sensory Teens 

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Verifying you are human. This may take a few seconds.

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The Umbrella Gang Comic Book about neurodiversity

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The Umbrella Gang Comic Book about neurodiversity

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Do you find school difficult? Maybe you might even have dyslexia, autism, or some other form of neurodiversity. We invite you to read this comic story about five friends who help each other focus less on their school struggles and more on their "superpowers".

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ADHD Foundation The Neurodiversity Charity

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ADHD Foundation The Neurodiversity Charity

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This website uses cookies

We use cookies to improve your experience. Strictly necessary cookies are on by default. Additional cookies are off by default.
Skip to content

Dear Reader, We have ADHD and our assignment is to find out all about ADHD and how it affects children. But we need an assistant who also has ADHD to help. Is that you?

Our Assignment

Some people don't understand what ADHD is. When you learn what ADHD is, then you might say "that sounds just like me" or "I do that!". It might help you to understand that some of your actions are linked to your ADHD.

Our assignment is to learn all about ADHD but it's also about learning about you, what you are good at and what you might find difficult. Remember, no one is perfect, we can all improve in something. The important message is to be willing to try.

ADHD is not always easy to understand and can make some things more difficult and other things easy. The good news is that when you understand what it is, you can work out what you can do about it.

A box of clues...

To help us, we have found a box full of clues. These clues will help us to find out about ADHD and how we can manage it for ourselves. Follow the clues to learn more and have a go at the fun activities along the way.

This educational booklet has been developed independently by the ADHD Foundation with financial support from Takeda UK. Takeda UK has also reviewed the content for factual, medical accuracy and compliance with ABPI Code of Practice. C-ANPROM/UK/ADH/0031 April 2022

Registered Charity 1120898 (England and Wales) 3rd Floor, 54 St James Street, Liverpool L1 0AB

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Investigating ADHD with Detectives Ruben and Elena

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This website uses cookies We use cookies to improve your experience. Strictly necessary cookies are on by default. Additional cookies are off by default. Skip to content Dear Reader, We have ADHD and our assignment is to find out all about ADHD and how it affects children.

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Geek Retreat is a “geek culture” retailer, gaming cafe, and events hub rolled into one. Our nationwide, vibrant stores offer something for geeks and non-geeks alike. Inclusive, welcoming, and social environments for everyone

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Hello and Welcome to Geek Retreat – Geek Retreat UK

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We’re on a (not so) secret mission to build a different sort of business based on one big idea. In 2013, Geek Retreat’s founder, Stephen Walsh, opened the doors of our first store in Glasgow, it was only supposed to be a fun place to play ‘geeky’ games and grab a milkshake, but it quickly turned into something far more meaningful than we ever imagined. Our customers became communities that thrived in the freedom to be themselves, reveled in the enjoyment of playing games and built long-lasting friendships. It occurred to us that really, we are a home. A place where, perhaps for the first time, people feel like they belong.

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Gig Buddies is a befriending project where someone with a learning disability or autism can be partnered with a volunteer who has similar interests.

They would then arrange to go out socially once a month. This may be anything like a music gig, theatre show, cinema, festival, a restaurant, sporting event, gym or any short break.

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GIG BUDDIES - BEDFORD

Gig Buddies is a befriending project where someone with a learning disability or autism can be partnered with a volunteer who has similar interests.

​

They would then arrange to go out socially once a month. This may be anything like a music gig, theatre show, cinema, festival, a restaurant, sporting event, gym or any short break.

​

If you would like to apply for a gig buddy or would like to volunteer to be a gig buddy, please contact Fizz on 07951 368683 or email on gigbuddies@lovelivingitup.org

BECOME A
GIG BUDDY

If you would like to become a gig buddy, download the volunteer form below (please read the flyer and faq's!). Go on, you know you want to!

DOWNLOADS

For more information, download our leaflets, volunteer form and flyers as well as the link to the gig buddies uk site.

FIZZY RASCALS

Gig Buddies Bedford hold a committee meeting called 'Fizzy Rascals' every month for members who use the service in order for them to help shape what we offer. Fizzy Rascals are made up of people with learning difficulties and autism and are supported by staff and a student social worker.

​

"Fizzy Rascals are very helpful. We do it together as a group to decide what we're going to do for the socials. Fizzy Rascals help make sure that the Fizzy Rascals project runs properly."

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Find a gig buddy, become a gig buddy, do cool things together!

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Lots of information and tips on a range of subjects including; your emotions, body, having a healthy lifestyle and when life changes.

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The place for teens to learn more about supporting their own emotional, mental and physical health.

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A self-help sleep toolkit full of stories, interactive ideas and information to promote sleep.

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Child and Adolescent Mental Health Services

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Child and Adolescent Mental Health Services

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South Bedfordshire/Luton CAMHS | East London NHS Foundation Trust

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Kids Young Peoples Hub Wellbeing Activities

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Kids Young Peoples Hub Wellbeing Activities

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Step by step guides for doodling, body scan, relaxing music, focus on positivity, grounding exercises

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We're here for children and young people with special educational needs and disabilities, young carers and families. ​We're on a mission to create a world where all kinds of kids have all kinds of opportunities. ​

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Autistic people face more challenges and barriers in everyday life than most other people. And this is why autism is classed as a disability.

Even autistic people who say autism is their 'superpower', or who may be described by others as 'high functioning' will face regular difficulties. Despite the challenges, it is still completely possible to live a happy and successful life as an autistic person - including being successful in work. This is true for autistic people who are different from most people in obvious ways, such as people who are non-speaking, or may have an unusual gait or noticeable stims. It is also true for people that you walk past in the street everyday who have no obvious outward signs of autism - and you would never know are autistic, unless you got to know them. There are many famous people who have successful careers and fulfilling lives, despite being autistic. And there is a growing number of autistic people who are becoming well known for their writing, speaking, advocacy and campaigning on autism - who help give us insight into how autistic people can tackle challenges, play to their strengths, and lead rewarding lives. Of course, you don't have to be famous to be a happy, successful autistic person - but it can be encouraging to know about those people who are. Many famous autistic people help to bust myths - such as all autistic people are shy and retiring, or lack empathy, creativity and imagination.

Some autistic people from the UK, successful and /or famous in their fields

Where they have their own websites, we have shared links to more information about these people. Although we make every effort to ensure these links are accurate, up to date and relevant, Leicestershire Partnership NHS Trust cannot take responsibility for pages maintained by external providers.

Some autistic people from around the world, successful and /or famous in their fields:

Anthony Ianni - Basketball champion - USA

Clay Marzo - Surfer

Courtney Love - Musician

Dan Ackroyd - Actor

Dan Harman - Musician, aka Owl City

Dani Bowman - Animator, autistic advocate/speaker

Daryl Hannah - Actor

Dr Devon Price - Social Psychologist, blogger and author of books such as: 'Unmasking Autism - The Power of Embracing our Hidden Neurodiversity'; 'Laziness Does Not Exist'

Dr Temple Grandin - Professor of animal science, autistic writer and advocate/speaker

Eminem - Musician

Greta Thunberg - Political activist

Hannah Gadsby - Comedian

Marty Balin - Musician: Jefferson Airplane

Naoki Higashida - Non-speaking author of 'The Reason I Jump' - which is now also a Netflix film.

Satoshi Tajiri - Inventor of Pokemon

Tony Del Blois - Musician - autistic and also blind

Wentworth Miller - Actor

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Autistic people in the public eye | Autism Space | Leicestershire Partnership NHS Trust

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Even autistic people who say autism is their 'superpower', or who may be described by others as 'high functioning' will face regular difficulties. Despite the challenges, it is still completely possible to live a happy and successful life as an autistic person - including being successful in work.

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Powerpoint of famous people that are Neurodiverse

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What happens at a Learning Disability Health Check? 

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What happens at a Learning Disability Health Check? 

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Bedford Local Authority have commissioned a short video promoting Annual Learning Disability Health checks. The project was led by BLMK ICB and ELFT and supported by the CCS Specialist School Nursing Team. The video is aimed at the 14-25 years age group, and the script was co-produced with young people from Ridgeway Special School in Bedford and Bedford Borough PCF.

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What happens at a Learning Disability Health Check?

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What it is and how to look after yourself

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Autistic burnout is an incredibly difficult experience where your brain is in overdrive and you always feel stressed

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Drop in sessions for young people not in education or employment.

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Drop in sessions for young people not in education or employment.

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Young people must book an appointment with their allocated advisor in order to attend

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Student Discount cards - information on Luton's Local Offer

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Student Discount cards - information on Luton's Local Offer

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Student Discount Cards | Luton Directory

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There are a range of student discount cards available that can help you save money on various products and services. Here are some that may be of benefit:

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Online Community - National Autistic Society link 

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Online Community - National Autistic Society link 

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The National Autistic Society Online Community is a space where autistic people and their families come together to connect, support each other and share experiences.

People use and visit the Online Community for support and information about autism.

Comments made on the Online Community are those of individual users whose views may not be shared by the National Autistic Society. The content found in links to external websites, the views expressed by users or the products/services they recommend are also not endorsed by our charity.

Please note: NAS monitor the Online Community regularly, however it is not moderated 24 hours a day.

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National Autistic Society - Our Community

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Masking regulator - self assessment questionnaire

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Masking regulator - self assessment questionnaire

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Self-referral quick guide for Luton CYP 

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Self-referral quick guide for Luton CYP 

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Ambitious About Autism Self Advocacy Toolkit

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Autistic children explain autism in 60 seconds!

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Why Are People "More Autistic" After Diagnosis? 🧠

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Topics mentioned: autism and mental health, friends

Author: Polly, 17
About: Polly explains her journey to a diagnosis of autism and shares tips for how to look after your mental health at school if you are autistic.
School can be a challenging place to manage for most people, and when you're autistic it can be even harder. Growing up I always felt different, like an outsider; I didn't understand imaginary games, I would get so confused when someone would tell me to do one thing but expect something entirely different, and the fire alarm would physically hurt and make my arms prickle.

In secondary school this got worse - everywhere was so big and noisy, friendships got more confusing and people started dating. I loved the routine of school, and the learning, but I couldn't manage everything else. In Year 8, I would hide in the history cupboard because it was quiet, small and dark - in my mind, safe.

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Surviving School On The Autistic Spectrum | Blog

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Topics mentioned: autism and mental health, friends Author: Polly, 17 About: Polly explains her journey to a diagnosis of autism and shares tips for how to look after your mental health at school if you are autistic. School can be a challenging place to manage for most people, and when you're autistic it can be even harder.

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Autism, Identity and Me Practical Workbook

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Autism, Identity and Me Practical Workbook

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Highly structured and visual, the workbook is broken down into key sections such as 'Interests and focus', 'Masking', 'Emotions and energy levels' and 'My autistic identity statement' to create a personal passport and to develop a deeper understanding of what autism means to the young person as an individual. Content has been shaped by autistic advisors and contributors, with first-hand experiences of young people woven throughout. The workbook aims to encourage and build:

An understanding of what autism is

An understanding of what autism means to them (their autistic identity)

A positive sense of self

An acknowledgement of things that may be trickier

A pride in being autistic.

Having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. This workbook supports the development of this and will be valuable for autistic children and young people aged 10+ and the adults working with them. It is designed to be used alongside the accompanying guide for most effective use, which provides further support for the lead adult and a platform for initiating important conversations.

For effective use, this workbook should be purchased alongside the guide. Both books can purchased together as a set, Autism, Identity and Me: A Practical Workbook and Professional Guide to Empower Autistic Children and Young People Aged 10+ , 9781032261027.

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Autism, Identity and Me: A Practical Workbook to Empower Autistic Children and Young People Aged 10+

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Buy Autism, Identity and Me: A Practical Workbook to Empower Autistic Children and Young People Aged 10+ 1 by Duffus, Rebecca (ISBN: 9781032396545) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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National Autistic Society 'Know Yourself' resources for teenagers

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National Autistic Society 'Know Yourself' resources for teenagers

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The Know Yourself series is a set of free resources which includes videos and downloadable guides aiming to support you and others like you to understand what being autistic means.

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The Know Yourself series offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them.

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National Autistic Society - Women and Girls 

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National Autistic Society - Women and Girls 

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Author: Kock et al (2019)

Title: Autistic women's experience of intimate relationships: the impact of an adult diagnosis

Source: Advances in Autism, 5(1):12.

Author: Kanfiszer et al (2017)

Title: 'I was just so different': The experiences of women diagnosed with an autism spectrum disorder in adulthood in relation to gender and social relationships

Source: Autism: The International Journal of Research and Practice, 21(6):9.

Author: Bargiela et al (2016)

Title: The experiences of late-diagnosed women with autism spectrum conditions: an investigation of the female autism phenotype

Source: Journal of Autism and Developmental Disorders, 46(10).

Author: Baldwin and Costley (2016)

Title: The experiences and needs of females adults with high-functioning autism spectrum disorder

Source: Autism: The International Journal of Research and Practice, 20(4):13.

Author: Wilson and Andrassy (2022)

Title: Breastfeeding experiences of autistic women

Source: MCN, American Journal of maternal Child Nursing, 47(1).

Author: Steward et al (2018)

Title: "Life is much more difficult to manage during periods": Autistic experiences of menstruation

Source: Journal of Autism and Developmental Disorders, 48(12).

Author: Simantov et al (2022)

Title: Medical symptoms and conditions in autistic women

Source: Autism: The International Journal of Research and Practice, 26(2):16.

Author: Seers and Hogg (2021)

Title: 'You don't look autistic': A qualitative exploration of women's experiences of being the 'autistic other'

Source: Autism, 25(6):12.

Author: Cumin et al (2021)

Title: Positive and differential diagnosis of autism in verbal women of typical intelligence: A Delphi study

Source: Autism, Volume Online First:1.

Author: Samuel et al (2022)

Title: Sensory challenges experienced by autistic women during pregnancy and childbirth: a systematic review

Source: Archives of Gynaecology and Obstetrics, 305.

Author: Corbett et al (2020)

Title: Pubertal timing during early adolescence: Advanced pubertal onset in females with autism spectrum disorder

Source: Autism Research, 13(12).

Author: Moseley et al (2020)

Title: 'When my autism broke': A qualitative study spotlighting autistic voices on menopause

Source: Autism, 24(6).

Author: Dugdale et al (2021)

Title: Intense connection and love: the experiences of autistic mothers

Source: Autism, 25(7).

Author: Seers and Hogg (2022)

Title: "Fake it 'till you make it": Authenticity and wellbeing in late diagnosed autistic women

Source: Feminism & Psychology: An International Journal, Volume Online First:1.

Author: Pohl et al (2020)

Title: A comparative study of autistic and non-autistic women's experience of motherhood

Source: Molecular Autism, 11(1).

Author: Cazalis et al (2022)

Title: Evidence that nine autistic women out of ten have been victims of sexual violence

Source: Frontiers in Behavioral Neuroscience, 16.

Author: Grant et al (2022)

Title: Autistic women's views and experiences of infant feeding: A systematic review of qualitative evidence

Source: Autism: The International Journal of Research and Practice, Volume Online First:1.

Author: Pecora et al (2019)

Title: Characterising the sexuality and sexual experiences of autistic females

Source: Journal of Autism and Developmental Disorders, 49(12).

Author: Milner et al (2019)

Title: A qualitative exploration of the female experience of autism spectrum disorder (ASD)

Source: Journal of Autism and Developmental Disorders, 49(6).

Author: Hampton et al (2021)

Title: A qualitative exploration of autistic mothers' experiences II: Childbirth and postnatal experiences

Source: Autism, Volume Online First:1.

Author: Sedgewick et al (2021)

Title: Gender differences in mental health prevalence in autism

Source: Advances in Autism, 7(3):17.

Author: Dubreucq and Dubreucq (2021)

Title: Toward a gender-sensitive approach of psychiatric rehabilitation in autism spectrum disorder (ASD): A systematic review of women needs in the domains of romantic relationships and reproductive health

Source: Frontiers in Psychiatry, 12.

Author: Moseley et al (2021)

Title: Autism research is 'all about the blokes and the kids': Autistic women breaking the silence on menopause

Source: British Journal of Health Psychology, 26(3).

Author: Sedgewick et al (2019a)

Title: the friendship questionnaire, autism, and gender differences: a study revisited

Source: Molecular Autism, 10(40).

Author: Cook et al (2017)

Title: Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings

Source: European Journal of Special Needs Education, 33(3).

Author: Schalbroeck, F. et al (2019)

Title: Risk of non-affective psychotic disorder or bipolar disorder in autism spectrum disorder: a longitudinal register-based study in the Netherlands

Source: Psychological Medicine, 49(15), pp. 2543-2550.

Author: Croen, L. et al (2015)

Title: The health status of adults on the autism spectrum

Source: Autism, 19 (7), 814-823

Author: Kirsch et al (2020)

Title: Association of comorbid mood and anxiety disorders with autism spectrum disorder

Source: JAMA Paediatrics, 174(1), pp. 63-70.

Author: Cumin et al (2021)

Title: Positive and differential diagnosis of autism in verbal women of typical intelligence: A Delphi study

Source: Autism, Online ahead of print.

Author: Supekar et al (2017)

Title: The influence of sex and age on prevalence rates of comorbid conditions in autism

Source: Autism Research, 10(5).

Author: Wood-Downie et al (2021)

Title: Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism

Source: Journal of Autism and Developmental Disorders. Vol. 51, pp. 1353-1364

Author: Sedgewick et al (2019b)

Title: "It's different for girls": gender differences in the friendships and conflict of autistic and neurotypical adolescents

Source: Autism, 23(5), pp. 1119-1132.

Author: Donovan, 2020

Title: Childbirth experiences of women with autism spectrum disorder in an acute care setting

Source: Nursing for Women's Health, 24(3).

Author: Fusar-Poli et al, 2022

Title: Missed diagnoses and misdiagnoses of adults with autism spectrum disorder | SpringerLink

Source: European Archives of Psychiatry and Clinical Neuroscience volume 272, pages187-198 (2022)

Author: Kentrou et al, 2021

Title: Stability of co-occurring psychiatric diagnoses in autistic men and women - ScienceDirect

Source: Research in Autism Spectrum Disorders. Volume 82, April 2021, 101736

Author: Angell et al, 2021

Title: Sex Differences in Co-occurring Conditions Among Autistic Children and Youth in Florida: A Retrospective Cohort Study (2012-2019) | SpringerLink

Source: Journal of Autism and Developmental Disorders volume 51, pages3759-3765 (2021)

Author: Lockwood Estrin et al, 2021

Title: Barriers to Autism Spectrum Disorder Diagnosis for Young Women and Girls: a Systematic Review | SpringerLink

Source: Review Journal of Autism and Developmental Disorders volume 8, pages454-470 (2021)

Author: Anderson et al, 2020

Title: When the mask comes off: Mothers' experiences of parenting a daughter with autism spectrum condition (sagepub.com)

Source: Autism. Volume 24, Issue 6

Author: Moseley et al, 2018

Title: Self-reported sex differences in high-functioning adults with autism: a meta-analysis

Source: Autism volume 9, Article number: 33 (2018)

Author: Cola et al, 2022

Title: Friend matters: sex differences in social language during autism diagnostic interviews | SpringerLink

Source: Molecular Autism volume 13, Article number: 5 (2022)

Author: Rynkiewicz et al, 2016

Title: An investigation of the 'female camouflage effect' in autism using a computerized ADOS-2 and a test of sex/gender differences | SpringerLink

Source: Molecular Autism volume 7, Article number: 10 (2016)

Author: Rea et al, 2022

Title: Sex Differences on the ADOS-2 (researchgate.net)

Source: Journal of Autism and Developmental Disorders · April 2022

Author: Whitlock et al, 2020

Title: Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study - Whitlock - 2020 - Autism Research - Wiley Online Library

Source: Autism Research 13: 1358-1372, 2020

Author: Dillon et al, 2021

Title: Sex Differences in Autism: Examining Intrinsic and Extrinsic Factors in Children and Adolescents Enrolled in a National ASD Cohort | SpringerLink

Source: Journal of Autism and Developmental Disorders (2021)

Author: Leedham et al, 2020

Title: 'I was exhausted trying to figure it out': The experiences of females receiving an autism diagnosis in middle to late adulthood (sagepub.com)

Source: Autism. 2020, Vol. 24(1) 135-146

Author: Moseley et al, 2021a

Title: Autism research is 'all about the blokes and the kids': Autistic women breaking the silence on menopause - Moseley - 2021 - British Journal of Health Psychology - Wiley Online Library

Source: British Journal of Health Psychology (2021), 26, 709-726

Author: Kelly et al, 2022

Title: Sense-making narratives of autistic women diagnosed in adulthood: a systematic review of the qualita (tandfonline.com)

Source: Disability & Society

Author: Rogers et al, 2016

Title: Experiences of diagnosing autism spectrum disorder: A survey of professionals in the United Kingdom

Source: Autism: the international journal of research and practice

Author: Tsirgiotis et al, 2022

Title: A Mixed-Methods Investigation of Diagnostician Sex/Gender-Bias and Challenges in Assessing Females for Autism Spectrum Disorder | SpringerLink

Source: Journal of Autism and Developmental Disorders volume 52, pages4474-4489 (2022)

Author: Tubío-Fungueiriño, 2020

Title: Social Camouflaging in Females with Autism Spectrum Disorder: A Systematic Review | SpringerLink

Source: Journal of Autism and Developmental Disorders volume 51, pages2190-2199 (2021)

Author: Fowler and O'Connor, 2021

Title: 'I just rolled up my sleeves': Mothers' perspectives on raising girls on the autism spectrum (sagepub.com)

Source: Autism. 2021, Vol. 25(1) 275-287

Author: Jadav and Bal, 2022

Title: Associations between co‐occurring conditions and age of autism diagnosis: Implications for mental health training and adult autism research - Jadav - Autism Research - Wiley Online Library

Source: Autism Research. Volume15, Issue11, November 2022, Pages 2112-2125

Author: Mandy et al, 2022

Title: Mental health and social difficulties of late‐diagnosed autistic children, across childhood and adolescence (wiley.com)

Source: Journal of Child Psychology and Psychiatry 63:11 (2022), pp 1405-1414

Author: Huang et al, 2021

Title: Factors associated with age at autism diagnosis in a community sample of Australian adults - Huang - 2021 - Autism Research - Wiley Online Library

Source: Autism Research. Volume14, Issue12, December 2021, Pages 2677-2687

Author: D'Mello et al, 2022

Title: Exclusion of females in autism research: Empirical evidence for a "leaky" recruitment‐to‐research pipeline - D'Mello - Autism Research - Wiley Online Library

Source: Autism Research

Author: Bourson and Prevost, 2022

Title: Characteristics of restricted interests in girls with ASD compared to boys: a systematic review of the literature | SpringerLink

Source: European Child & Adolescent Psychiatry (2022)

Author: Tillman et al, 2018

Title: Evaluating Sex and Age Differences in ADI-R and ADOS Scores in a Large European Multi-site Sample of Individuals with Autism Spectrum Disorder | SpringerLink

Source: Journal of Autism and Developmental Disorders volume 48, pages2490-2505 (2018)

Author: Kaat et al, 2021

Title: Sex differences in scores on standardized measures of autism symptoms: a multisite integrative data analysis (wiley.com)

Source: The Journal of Child Psychology and Psychiatry. Volume62, Issue1, January 2021, Pages 97-106

Author: Kalb et al, 2022

Title: Analysis of Race and Sex Bias in the Autism Diagnostic Observation Schedule (ADOS-2) | Autism Spectrum Disorders | JAMA Network Open | JAMA Network

Source: JAMA Network Open. 2022

Author: Song et al, 2021

Title: Natural language markers of social phenotype in girls with autism - Song - 2021 - Journal of Child Psychology and Psychiatry - Wiley Online Library

Source: The Journal of Child Psychology and Psychiatry. Volume62, Issue8, August 2021

Author: Boorse et al, 2019

Title: Linguistic markers of autism in girls: evidence of a "blended phenotype" during storytelling | Molecular Autism | Full Text (biomedcentral.com)

Source: Molecular Autism volume 10, Article number: 14 (2019)

Author: Reindal et al, 2021

Title: Structural and Pragmatic Language Impairments in Children Evaluated for Autism Spectrum Disorder (ASD) | SpringerLink

Source: Journal of Autism and Developmental Disorders (2021)

Author: Wallisch et al, 2020

Title: Brief Report: Predicting Sex Differences and Diagnosis from Early Parent Concerns (researchgate.net)

Source: Journal of Autism and Developmental Disorders · January 2021

Author: Del Bianco et al, 2022

Title: Unique dynamic profiles of social attention in autistic females - Del Bianco - Journal of Child Psychology and Psychiatry - Wiley Online Library

Source: Journal of Child Psychology and Psychiatry 63:12 (2022), pp 1602-1614

Author: Kourti and MacLeod, 2019

Title: "I Don't Feel Like a Gender, I Feel Like Myself": Autistic Individuals Raised as Girls Exploring Gender Identity

Source: Autism in Adulthood: challenges and management

Author: Brown et al, 2020

Title: Am I Autistic? Utility of the Girls Questionnaire for Autism Spectrum Condition as an Autism Assessment in Adult Women

Source: Autism in Adulthood

Author: Moore et al, 2022

Title: The intersection of autism and gender in the negotiation of identity: A systematic review and metasynthesis

Source: Feminism and Psychology

Author: Hayward et al, 2022

Short report: Gendered workplace social interaction processes in autism - ScienceDirect

Source: Research in Developmental Disabilities. Volume 129, October 2022

Author: Cummins et al, 2018

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Author: Karavidas and de Visser, 2022

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Professional practice

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Title: ASPERGER'S AND MOTHERHOOD (PART 4)

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Title: ASPERGER'S AND MOTHERHOOD (PART 5)

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Author: Cynthia Kim, 2014

Title: AT THE INTERSECTION OF GENDER AND AUTISM - PART 3

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Title: PAST TWELVE: ASPERGERS AND TEENAGE YEARS

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Title: AUTISM AND PREGNANCY

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Title: Being an AUTISTIC mother: what's it like?

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Title: AUTISM AND GIVING BIRTH

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Title: Autistic parenting Q&A (with @Yo Samdy Sam )

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Title: Autistic pregnancy: how I coped

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Title: 10 Female Autistic Traits | AUTISM IN GIRLS

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Title: Autism and Relationships Part 1: Friendships | AUTISM IN GIRLS

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Title: 9 Childhood Autistic Traits in Girls | EARLY SIGNS OF AUTISM

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Title: Autism and Periods (+ Period Underwear Review and My Biggest Meltdown Ever) | AUTISM IN GIRLS

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Title: Autism in Women: How My Late Diagnosis Allowed Me to Fully Accept Myself (@potentia.neurodiversity)

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Title: How Autism Has Made Me A Different Sort of Mom (and why that isn't a bad thing)

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Title: living with AUTISM as a GIRL//Why do autistic girls MASK?

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Title: Pregnant & Autistic⎥1st trimester update⎥My experience being pregnant as an autistic woman

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Title: My Autism Diagnosis Journey - Female With ASD

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Title: Adult Female Autism Diagnosis: My Experiences

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More women and girls than ever before are discovering that they are autistic. Many had been missed or misdiagnosed due to outdated stereotypes about autism. But that is slowly changing.

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AUTISM RE-EXPLAINED: What Being Autistic Looks Like for Me

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Brian Irvine, researcher at Centre for Research in Autism and Education (CRAE), University of London, and doctoral candidate at Autism Centre for Education and Research (ACER), University of Birmingham, shares a framework for approaching Specialist (Autism) Mentoring in UK Higher Education.
Over the last two decades there has been a remarkable growth in the number of autistic students at university. From just 80 disclosures in the whole of the UK in 2003, now more than 16,500 autistic undergraduates and 1500 postgraduates find a place to belong in our universities (HESA, 2021).

The UK has a 'gem' of a policy that is Disabled Students Allowance (Cochrane and Holmes, 2022). When applying for student finance, students can tick a box to start the paperwork rolling for this DSA. Once some quite tedious forms have been completed the students, or prospective students, meet with a Needs Assessor. For autistic students, one of the key provisions that is allocated is the collaborative and holistic support that takes the shape of a Specialist (Autism) Mentor (MacLeod and Green, 2009). These are specialist well-being workers that operate either out of, or alongside, universities with a mandate to remove barriers to learning. Most meet with their students for an hour's chat once or twice a week.

Over the last decade or so, good practice has emerged from this provision. Worldwide, there has been some 250 academic articles and papers written about the autistic experience with 70 or so magnifying the autistic voice (Irvine and MacLeod, 2022), but as yet there has been little time devoted to the role and practice of Specialist (Autism) Mentors... until now.

In 2019, just before the pandemic hit, I was pondering how other specialist autism mentors fullfilled their roles. I had developed my own way of mentoring over the last decade but it is a woefully woolly concept, and so looking outside of my own practice was delving into the unknown. Fortunately, my experience during my Masters dissertation (in which autistic students took the lead on the analysis of my redacted mentoring logs) had shown me the power of participatory research. There is a joy in the negotiation of shared working, particularly as someone whose own thought processes sit at odds with the majority.

I called upon some autistic hypothesises to set me in the right direction. The students submitted questions such as:

'Do you take a one size fits all approach?'

'Do you actually understand us, or just listen?'.

These questions started the collecting of a year's-worth of diary reflections from mentors. These half-termly online diaries were kept by 14 mentees and 29 mentors.

The diaries required thematic analysis (Braun and Clarke, 2021), but to avoid imposing too much of my own thinking on the data I gathered some "master mentors" to assist. These five mentors became the Master Mentor Forum... and the best bit was - it was an autistic majority forum.

In the diaries, there were stories of mentors going above and beyond in their weekly meetings. They talked about:

creating spaces of safety, in which students did not always have to feel as if they were coping;

connecting students with local non-university groups to support their interests;

adapting with the ever-changing role, in which two students never have identical needs.

They were the professional optimists, knowing how universities worked, and how they could, or should work.

One finding of note was that a third of mentors in the study were autistic themselves, and a higher proportion of these were also the mentors recording exceptional practice.

The forum critiqued early drafts of the analysis, and met in small groups over zoom to discuss what these findings meant. What emerged from a process of framing and reframing thinking, were three themes as follows:

Naming joys and injustices

Diaries spoke of autistic people naming the oddities and strangeness of universities. Mentees found solace in being able to speak of and reframe both the joys and the heavy weariness that comes with being a student in large institutions. Mentors could challenge normative standards, and internalised stigmas could gently be explored. In both distancing themselves from institutional silliness, and engaging themselves in institutional advocacy, the double empathy problems that students were experiencing could be discussed and dissected with their mentors.

Building workarounds

After establishing a trusting relationship in the mentoring room, a second theme could be identified. This was in working out the "workarounds". At times this would be through considering how university-wide relationships might develop - the mentor providing a space to talk through the connections and frustrations with tutors, flatmates, significant others and parents-at-a-distance. Alternatively this mentoring may take the shape of co-creating strategies or sharing those that had helped other students. Together mentee and mentor together find ways of both surviving and thriving in higher education.

Contagious optimism

Lastly, it was evident that mentors have a key role in having students' backs. An attitude that "everything could be sorted" along with an unconditional positive regard for their mentee provides a moment in the week in which a student can re-gather, re-stock and re-engage. This is not pom-pom-wielding-everything-is-brilliant mentoring. This is having a deep and enduring relationship in which the student in their entirety can be known.

For those sociologists among you, you may notice that the numbered steps above describe a diagnostic, prognostic, and motivational model seen in social movements like the Suffragettes or Extinction Rebellion. Perhaps this is what mentees and mentors are doing. They are growing communities grounded in the Neurodiversity Movement within our institutions of learning... and that is quite brilliant.

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Specialist autism mentoring at university - a framework for reframing

# data[].attributes.attachment_link.description
Brian Irvine shares a framework for approaching Specialist (Autism) Mentoring in UK Higher Education.

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Comic strip describing autistic inertia

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Autistic Inertia is an autism experience that makes it hard to start, stop, and switch tasks.

It somehow doesn't get talked about enough - so I made this comic!

Also, if you want to read the research study I based this comic on, it's right here!

# data[].attributes.attachment_link.description
Autistic Inertia is an autism experience that makes it hard to start, stop, and switch tasks. It somehow doesn't get talked about enough - so I made this comic! Also, if you want to read the research study I based this comic on, it's right here!

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Know yourself videos and guides for autistic teenagers

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Know yourself videos and guides for autistic teenagers

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The Know Yourself series offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them.

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Some disabilities, conditions or chronic illnesses are not immediately obvious to others. For some people, this can make it hard to understand and believe that someone, with a "non-visible" condition genuinely needs support. Some people question whether you have a disability because you don't look 'like you have a disability".

That is why we created the Hidden Disabilities Sunflower - to encourage inclusivity, acceptance and understanding.

It is a simple tool for you to share that you have a hidden disability voluntarily. Simply by wearing the Sunflower, you're just letting everyone know that you might need extra help, understanding, or just more time.

The Sunflower - always here to support you

The Hidden Disabilities Sunflower is here every day of the year to support people living with non-visible disabilities in their communities by raising awareness, training businesses and sharing stories to help create a more inclusive, understanding society.

Since its launch in 2016, businesses from every sector have been joining the global Sunflower network - ranging from retail, travel and tourism, transport including over 200 airports - as well as railway networks, coach and bus services and ferries, education (universities, schools and colleges), healthcare, central and local government agencies to football teams, theme parks, theatres and financial institutions.

The Sunflower has now been launched locally in Australia, Belgium, Brazil, Canada, Denmark, Ireland, Latin America, the Netherlands, New Zealand, the UK, the UAE and the USA.

Find out where it is known near you using our Sunflower map

Why did we choose a sunflower?

Without a visual cue, it can be difficult for others to identify, acknowledge, or understand the daily barriers faced by people living with an invisible disability.

We searched for a discreet sign that is clearly visible from a distance as well as being distinctive, joyful, and dynamic. We chose a sunflower as it suggests happiness, positivity, strength as well as growth and confidence and is universally known.

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What is the Hidden Disabilities Sunflower?

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Some disabilities, conditions or chronic illnesses are not immediately obvious to others. For some people, this can make it hard to understand and believe that someone, with a "non-visible&rdqu

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This Padlet has been created by the Autism Team to gather information and resources that parents/carers/professionals can select and share with children and young people who wish to further their understanding of Autism.

It is expected that parents/carers/professionals will screen the content they intend to share with the child or young person before passing on.

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If you have found this Padlet helpful- or if there is something missing, please tell us. 

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If you have found this Padlet helpful- or if there is something missing, please tell us. 

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SENS.Training1@luton.gov.uk

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How to Print or Download Documents from the Padlet

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How to Print or Download Documents from the Padlet

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Building Connections - NSPCC support service for young people 

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Building Connections - NSPCC support service for young people 

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Befriending service

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Building Connections is an online service for young people up to the age of 19, empowering them to find a way through loneliness.

Young people work with a trained befriender, who guides them and champions them each step of the way. Building Connections gives young people tools that can help them build their confidence and better equip them to manage loneliness.

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Building Connections | Support service for young people | NSPCC Learning

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This online service empowers young people aged up to 19 to find a way through loneliness. Young people work through the 11 week programme with a trained befriender who guides and supports them each step of the way.

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The Discovery College is an educational project, focused on improving young people’s wellbeing.

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The Discovery College is an educational project, focused on improving young people’s wellbeing.

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We welcome any young person aged 13 to 18-years-old living in Bedford Borough, Central Bedfordshire and Luton to join our free workshops held online and face-to-face.

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To register for a course all you need to do is complete a Discovery College registration form.

If you need any help completing the form, please email us on elft.camhsdiscoverycollege@nhs.net and one of the team members will support you with this.

Once we have received your form you will be booked onto the course and a confirmation will be sent to you with all the details. If the course is fully booked we will inform you that you have been added to an expression of interest list, this means if there is a cancellation you could be offered a place.

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Bedfordshire and Luton Discovery College | East London NHS Foundation Trust

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The Bedfordshire and Luton Discovery College (DisCo) provided free workshops for young people aged 13-18 living in Bedford Borough, Central Bedfordshire and Luton.

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Peer support sessions

Peer support sessions are held on Tuesday and Thursday evenings between 5:45 - 6:45pm over Zoom. These sessions are a chance to meet other autistic young people across the country.

The sessions are a safe environment where you can stay within your comfort zone and there is no pressure to turn on your camera or microphone. You can choose to participate or observe.

The sessions are led by Ambitious about Autism staff trained in safeguarding, who you may contact at any point if you feel uncomfortable or unsafe.

Every session has a different theme. Previous sessions have included arts and crafts, comedy night, DJ night, language lessons, and general knowledge quizzes.

Apply for opportunities

Youth Network opportunities are mainly centered around educating the public about autism and making life better for autistic young people. The majority of these opportunities are paid.

Opportunities include advising on toolkits and campaigns, developing presentations about autism awareness, taking part in advisory panels, writing blogs, and leading training sessions.

Organisations we have worked alongside in the past include The Postal Museum, Compare the Market, Marsh McLennan, NHS England and lots more.

Our opportunities are a great way to expand your knowledge and confidence and gain valuable experience.

Join a group

Groups are panels consisting of members of our Ambitious Youth Network, who are tasked with providing expertise and advise to different organisations. Each group requires its members to participate in sessions throughout the year.

Groups include:
Autism Education Trust: Young Experts panel
Health Panel

Postal Museum
Youth Council
Norfolk County Council Training

If you are looking for information on looking after your mental health during COVID-19, please visit our page on how to support positive mental wellbeing.

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Ambitious about Autism has a rapidly growing online Ambitious Youth Network to enable more autistic young people to have their voices heard. Through the network, autistic young people between the ages of 16 to 25 can share experiences, connect with others, have their say on Ambitious about Autism's projects as well as access a range of opportunities to advocate and improve services for autistic young people.

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Our well-established programme offers autistic people aged 18 years and older the chance to showcase their skills and attributes in the workplace. We have been building on the successes we've had in London since we started in 2015; now we want to see employers from all over the UK offer work experience to autistic people.

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Blog post - Preparing to go on holiday as a young autistic person 

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Blog post - Preparing to go on holiday as a young autistic person 

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Preparing to go on holiday when you’re autistic

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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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Thomley - focus days for children, teenagers and adults of all abilities 

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Thomley - focus days for children, teenagers and adults of all abilities 

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Thomley, Menmarsh Road, Worminghall, Buckinghamshire HP18 9JZ
T: 01844 338380
E: enquiries@thomley.org.uk

There is a cost for activities/use of facilities

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All of our focus days are available for disabled people, their families and friends. A couple of these focus days are then available to people without a disability too. See below for the various days we offer.

We not only accept disabled and non disabled children, teens and adults with their families or carers, but with their schools or a group too, see when they can attend below.

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When can disabled people and non disabled people come to Thomley?

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Find out when disabled people can come to Thomley and when non disabled people can come to Thomley. What day is suitable for who...

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The project is targeted at young women (13-19yo) at risk of -or are experiencing or have experienced- all aspects of criminal exploitation including: child sexual exploitation and sexual exploitation of a vulnerable adult; gang affiliation; cuckooing; county lines; abusive relationships; online grooming; trafficking; and at risk of modern day slavery (Asylum Seekers). The sessions are... Read more »
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Autistic and OK projects for Secondary Schools to run

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Autistic and OK projects for Secondary Schools to run

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Free resource for secondary school staff to use to support 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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A WEBSITE ABOUT AUTISM, FOR AUTISTIC YOUNG PEOPLE

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A website about autism, for autistic young people - so that everyone can gain a better understanding of what autism actually is.

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Apply to join the Autistic Young Experts Panel for the Autism Education Trust

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Apply to join the Autistic Young Experts Panel for the Autism Education Trust

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Apply now - Civil Service Internships for autistic young people

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Apply now - Civil Service Internships for autistic young people

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Apply now for a Civil Service internship! 💼

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An exciting four-week work experience opportunity in the Civil Service is being offered to approximately 100 autistic young people. Please share this with anyone who you think may be interested.

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NAS guides to Navigating Different FAMILY RELATIONSHIPS 

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NAS guides to Navigating Different FAMILY RELATIONSHIPS 

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Our guides for navigating family relationships, and advice for parents, siblings, and children on how to support their autistic family member.

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six-week online course to help you understand autism, explore your autistic identity, develop goals, and equip you with resources, in a guided peer support group.

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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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Supporting Teens at exam results time- advice from ELFT 

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Supporting Teens at exam results time- advice from ELFT 

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It's that time of year. The exams have finished and young people have been relaxing and chilling. But at the back of their minds (and the minds of their parents/guardians) is the August date(s) when the results of their endeavors will be revealed. This cohort of young people were also derailed by the pandemic and have had part of their education without the usual parameters of a school or college setting. So there is a lot of uncertainty about.

If the results are as expected or even better, this uncertainty will soon be forgotten as the young person takes the next step on their education or career journey.
But for those who do not get the results they anticipated, this can be a major blow and they, and the adults in their lives, may not feel equipped to handle it. So below are some useful steps to support the young person, keep things in perspective and navigate through the next few weeks:

Talk to the University. Sometimes the grade average is lower nationally, so speak to the college or university you were planning to attend. They may still accept you with the grades you got.

Speak to your school about your options. They may be able to mediate or help you to consider alternatives

It may feel like the end of the world but it isn't. It is a setback and you have every right to feel sad, upset, cry and feel angry - for a little while.

Accept that the difficult thing has happened - and try and move on. How you adjust and respond to a setback is important. Deep breath - it's time to make a new plan or tweak your existing plan.

It's a bump in the road. People who recover from an upset and forge a new way forward are greatly admired and respected - and are highly employable! Life is full of bumps in the road that you will need to manage. Speak to some of the grown-ups in your life. You may be surprised to learn of the setbacks they experienced in the early days that they now regard as a hiccup or a blip!

Don't panic. You are not the only person that this has happened to. You will create a new plan to follow. Listen to ideas and suggestions from others.

If a friend has had disappointing results, it is understandable that you might want to play down your own achievements. That is a kind approach but this is a great achievement for you. So join with others later in the day (and invite your friend too) and take up offers from your family to mark the good news with them!

Celebrate anyway. If your friends want you to go along to an exam celebration - just go. They are still your friends and you are part of the circle and they will feel for you. Besides, you are probably still be on course to go to Uni or start the next step of your life.

It can help to go for a walk together or go out as a diversion. Take a break. Don't isolate yourself. Be with others.

If you are the adult supporting a young person, it's OK to express disappointment that their hard work didn't get the results they hoped for. But this is not the time to lecture them about not being focused, not studying enough, etc. They probably already know this and it's not helpful.

Be available to listen and talk with the young person as they work through their thinking and consider a different course

Space to think. As the adult, try not to take over or impose your own views on what should happen next. They are a young adult in charge of their destiny so support, prompt, outline some options, and comment positively on the young person's proposals. Provide a non-judgemental space for them to explore their options

Hugs and reassurance. As the adult, if you take this setback in your stride, the young person will feel able to as well. Depending on your relationship, give them lots of hugs, reassure, let them know it will be OK because it will be. Take them out for a treat or whatever you had planned for results day.

Let the young person know that you are there for them as they process their feelings. Keep things in perspective, support them to manage their mood and work on a revised plan.

You can find more information below:

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It's Exam Results Time! Supporting Teens | East London NHS Foundation Trust

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It is a tense time waiting for exam results. It can feel that so much depends on them. Hopefully, the results will be as expected. For some, lower grades can be devastating. Young people will need support and guidance from the adults in their lives

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Stories from the spectrum - Football as a special interest 

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Stories from the spectrum - Football as a special interest 

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In times of such difficulty, what football brings is enjoyment, reassurance and a pleasant distraction imbuing us with feelings of comfort and relief.

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Self-care summer resources for mental health and wellbeing -Download Primary/Secondary resources

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Self-care summer resources for mental health and wellbeing -Download Primary/Secondary resources

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Our use of cookies

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For more detailed information about the cookies we use, see our Cookies page

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Self-care summer | Resources for primary schools, secondary schools and staff

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Resources to help children, young people and school staff practise self-care over the summer break., to support their mental health and wellbeing.

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A brand new suite of free resources to help you support young people's emotional and mental health

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REFLECT Confidential Mental Health Support

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REFLECT Confidential Mental Health Support

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Hi, we're the Autistic Young Experts and on this channel you'll find out about our experiences of being autistic in our everyday lives, why we see autism as a difference and not a deficit, and why you should too! If you're new to our channel, please consider subscribing...

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Fourteen-year-old Mae has created a guide to try and help people understand autism.

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Chris Packham - Inside our autistic minds

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Chris Packham - Inside our autistic minds

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Inside Our Autistic Minds - Series 1: Episode 1

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Chris helps an autistic comedian connect with her mum and a non-speaking man find a voice.

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A Kind of Spark interweaves the past and present of Addie’s hometown, Juniper. It explores the joys of friendship, sisterhood, the drama of growing up, mystery and magic as Addie tries to get her village to make a memorial to the women who were put on trial for witch craft there.

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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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Essential support for under 25s

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

Featured

The Mix. Registered charity number: 1048995

Log in

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

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

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Welcome to The Mix, the online guide to life for young people in the UK.

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

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

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The Mix - Essential support for under 25s

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

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Luton Libraries Manga & Graphic Novels E-books

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Luton Libraries Manga & Graphic Novels E-books

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Browse, borrow, and enjoy titles from the The Libraries Consortium digital collection.

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ADHD Foundation The Neurodiversity Charity

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A Teenager’s Guide to ADHD - ADHD Foundation

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Work Experience Opportunities at Luton Council 

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Work Experience Opportunities at Luton Council 

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If you live in Luton, attend a Luton school and are looking for a work experience opportunity, you're on the right page.

Trying to find the right place is an important investment for you and equally for us as a local authority.

We see you as part of our future and so we want you to have an experience that would support you in shaping your career aspirations and add value.

Our objective is to build upon the desire that you have and help to bring that aspiration to life in a practical way.

If you would like to apply for work experience at Luton Council please submit your request using the digital request form below telling us a little about yourself, and why you want to spend your time with us.

We cannot always guarantee work experience to every applicant as you can imagine, however, we will do our best to provide a suitable department where options are available.

We have a passion in the development of young people in our town and so every application will be carefully considered.

If you really want your request to stand out more, take a moment to check our website and look at the various projects we are engaged with across Luton.

Tell us about any projects or areas that interest you!

All the best in your application
Apply for work experience

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Year 10 and Year 11 work experience opportunities at Luton Council

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If you live in Luton, attend a Luton school and are looking for a work experience opportunity, you're on the right page. Trying to find the right place is an important investment for you and equally for us as a local authority.

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Video for young people - healthy coping strategies

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Video for young people - healthy coping strategies

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Healthy coping strategies: video for young people : Mentally Healthy Schools

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Learn about different practical coping strategies and how to use them in this video.

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Symbol-supported books and activities to support children's wellbeing

Good mental health is essential in order to help young people live happy and healthy lives. This resource pack, which has been produced in partnership with Dr Jerricah Holder, Educational Psychologist, contains symbolised books and activities to support children's understanding of wellbeing and self-care.

The symbolised books explain what wellbeing 'looks like' and provides guidance on how children can improve their own wellbeing. The themes of resilience and mindfulness are also explored. This pack aims to help build emotional understanding.

Children will explore how they may experience 'comfortable' and 'uncomfortable' bodily sensations and how these 'signs' can help them make sense of how they are feeling. Children will learn the importance of developing a 'web of support' as a way of ensuring they have a network of trusted adults who they can ask for support.

This resource pack would support the teaching of Relationships and Sex Education (RSE) and Health Education in schools.

Download

PDF

IP3

About Dr Jerricah Holder

Dr Jerricah Holder is an experienced Child and Educational Psychologist and creator of the School Wellbeing Card Series. Jerricah is passionate about the development of creative visual resources that empower children and young people to share their views and experiences, and which help to centre the child and young person's voice at the heart of assessment and intervention.

The Wellbeing pack has been developed in consultation with Dr Holder, who has had a significant input into the Resilience Cards in particular.

Contents

Wellbeing Book

A symbol-supported book to explain the importance of self-care and wellbeing to young people in a simplistic and concise way.

Five Ways to Wellbeing Book

This book follows on well from the Wellbeing Book as it encourages children to explore a variety of activities to promote and improve their wellbeing.

Resilience Book

A social story to develop an awareness of how to face challenges and overcome obstacles.

Positive Qualities

An activity to develop self-confidence and help children to recognise feelings and qualities in themselves and in other people. This activity aims to help children to recognise the importance of building caring friendships.

Circles of Control

A practical activity to help children understand that some things are beyond their control. This resource enables children to recognise a variety of different situations that may arise within daily life and organise them onto the circles of control proforma.

Comfortable and Uncomfortable Bodily Sensations

A resource to support children in developing an awareness of comfortable / uncomfortable bodily sensations that they may experience and the importance of making changes in order to feel safe.

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Wellbeing Pack | Widgit Symbol Resources

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Good mental health is essential in order to help young people live happy and healthy lives. This resource pack, which has been produced in partnership with Dr Jerricah Holder, Educational Psychologist, contains symbolised books and activities to support children's understanding of wellbeing and self-care.

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Autism training from a person not just a textbook

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Press - I am an ambassador for the National Autistic Society. I regularly contribute to the media including BBC World service, BBC Breakfast, Channel 4 News, BBC Radio 4's Today Programme, The Guardian, Huffington Post and the BBC Documentary about the National Theatre production 'The Curious Incident of the Dog in the Nighttime'.

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Books and Media - Autism training from a person not just a textbook

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Press - I am an ambassador for the National Autistic Society. I regularly contribute to the media including BBC World service, BBC Breakfast, Channel 4 News, BBC Radio 4's Today Programme, The Guardian, Huffington Post and the BBC Documentary about the National Theatre production 'The Curious Incident of the Dog in the Nighttime'.

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10 Ways to Make a Difference for Your Autistic Grandchild

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Love books, passionate about diversity?

We are a small, independent children's bookshop with BIG ideas. A partnership between a children's publishing expert and a teacher/Senco. In a little bookshop in Hitchin, Herts. We stock children's books from baby to young adult and everything in between. We also have a small but perfectly formed selection for grown-ups and we can order pretty much any book that's currently in print.

We specialise in books that support and celebrate diversity in all its forms, and particularly neurodiversity. We search out books with characters who are autistic, have dyslexia or ADHD, are anxious about school, or who have difficulties with communication and much more! We work with individuals, families, schools and libraries to make sure you can find a book that speaks to you.

We make book recommendations, curate lists to support particular needs, celebrate events, for specific topics and to increase diversity. We also have author events and more.

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Next Page Books is an independent children's bookshop in Hitchin, Herts that specialises in inclusion and diversity.

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An app to help self-manage anxiety

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Molehill Mountain is an app to help autistic people understand and self-manage anxiety.

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The Independent Woman’s Handbook for Super Safe Living on the Autistic Spectrum

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Buy The Independent Woman’s Handbook for Super Safe Living on the Autistic Spectrum Illustrated by Robyn Steward (ISBN: 8601406402218) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Living with autism in London- BBC London

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So, you've been given a diagnosis of Autism Spectrum Disorder (ASD). But what does that mean, and how might ASD affect you? This article has a lot of information, and there are also links for you to click on to learn more. I am autistic myself, and I have had an interesting life. My autism has not held me back in any way, especially once I learned more about it.

What is it?

ASD, or autism for short, is a neurological (to do with your brain) condition that is caused by genetic factors. You were born with autism, you didn't 'catch' it from someone else, and it wasn't caused by anything. Some people think it is caused by other things, like what a person's mum did while they were pregnant, or things like vaccines, but this is not true.

Autism affects people in different ways, and all autistic people are very different. However, there are some common traits. Autism mainly affects these different areas:

social interactions - how you behave in social situations with other people

the ability to communicate your feelings and needs clearly, and understand information given to you

how you process and react to sensory information such as taste, touch, smell, feeling and sound

your ability to plan and carry out tasks, such as getting ready for school

There are a lot of 'myths' about people with autism - these are things that a lot of people think, but that aren't true. Things like:

autistic people don't like people or want friends. That's silly! We all want to fit in and make friends, fall in love and have relationships. These are things most human beings want.

people with autism don't have empathy. Empathy is when you understand the feelings of another person, like when a friend or relative is sad. This is simply not true. In fact, I would say we have far too much empathy. Sometimes feelings are overwhelming and we need time to think about them before we can respond.

only boys can be autistic. This is definitely untrue! There are lots and lots of girls with autism. It can be a bit more difficult to diagnose girls as our autism can look a bit different than how it looks in boys. If you are a girl living in Bristol, there's a new charity for autistic girls and women called Auti.Ms that you might want to check out

autistic people can't express feelings. Again, we definitely can, it just might take us a bit longer to work out what those feelings are.

There is no cure for autism but learning more about it and how it affects you will help you a lot.

What does it mean for you?

Here is a great video that shows how autism can affect young people:

We like this one, too:

Here's a really cool lady called Agony Autie, talking about her autism and her son's autism:

The main thing to remember is that autism is just a different way of being in the world. It can make you feel very different to other people, so if you have the opportunity to meet other autistic young people, it's a good idea to do that. If you are in Bristol, here is a big list of groups and clubs to think about.

If you don't want to meet new people, another great way to learn more about autism and see that there are lots of other people like you is to read blogs written by autistic people and also follow them on Facebook, Twitter and Instagram. Here is a list of some blogs and YouTube channels written by autistic people.

There are also a lot of cool famous people with autism:

Want to learn more?

We have loads of articles about autism on this website. Here are a few:

The Girl With The Curly Hair Project runs courses and has some great books to help you understand autism.

The National Autistic Society website also has a lot of information about autism.

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Your autism diagnosis: a guide for young people - Bristol Autism Support

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So, you've been given a diagnosis of Autism Spectrum Disorder (ASD). But what does that mean, and how might ASD affect you? This article has a lot of information, and there are also links for you to click on to learn more. I am autistic myself, and I have had an interesting life.

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

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Copyright © Autism Bedfordshire 2019. Charity number: 1100722

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BEDFORDSHIRE & LUTON SERVICES CHUMS currently delivers nine services across Luton & Bedfordshire, although not all are available in both areas. Supporting children and young people is at the heart of everything we do, and we are passionate about supporting as many children and young people as we can.

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CBBC Information and Videos about Autism

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CBBC Information and Videos about Autism

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On Friday 2 April it's World Autism Awareness Day.

The aim of the day, which is organised by the United Nations, is to raise awareness of autism and highlight what can be done to improve the quality of life for autistic people.

Here's everything you need to know about the condition.

What is autism?

Autism spectrum disorder (ASD) - its medical name - is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

It's not a disease or an illness, but a condition that somebody is born with. People who are born with autism have it all of their lives. Some people prefer to call it 'autism spectrum condition' (ASC) instead of ASD.

You cannot tell that somebody is autistic by looking at them.

It is estimated that about one in every 100 people in the UK is autistic, with more boys than girls diagnosed with the condition - though there are lots of theories about why this may be.

No one knows why people are born with autism, but there's lots of research going on into what causes it.

What is Asperger syndrome?

One form of autism is called Asperger syndrome. Tyler is 11 years old and has Asperger syndrome.

Following the death of his grandma, Tyler suffered from depression and mental health problems.

But, with the help of counselling, he got better and has now written a book all about his condition, his life and how he overcame his problems.

Someone with Asperger syndrome may find it hard to express themselves and how they feel. They may want to make friends and socialise with people just like everybody else, but they might find it very difficult.

Generally, people with Asperger syndrome don't have as many problems with talking, but they might still find it difficult to understand language, so they could struggle to understand how other people are thinking or feeling.

They may have above average intelligence, as they don't have the learning disabilities that many autistic people might have.

However, they may have specific learning difficulties and could need additional support, just like anybody else who is autistic.

How does autism affect people?

Autism affects different people in different ways.

This is why it might take time for someone to be diagnosed, as there isn't one simple list of symptoms and signs to look out for.

Anne revealed that she didn't actually get diagnosed until she was 45, back in 2003.

It can affect the way someone communicates with people, so a person might seem more shut off from those around them because they struggle to interact with them.

Autistic children might choose to play on their own rather than in groups or they might be a lot quieter than everybody else.

It can also have an impact on how a person makes sense of the world around them.

Someone who is autistic might be over-sensitive or under-sensitive to sounds, touch, tastes, smells, light or colours. They might wear special headphones to cancel out sounds so that the noise of the world around them isn't overwhelming.

People who are autistic can be really good at remembering things so they might have a lot of knowledge about one particular subject.

Newsround explores mental health

Because autism affects people differently, some people don't need a lot of help, but others might need extra support throughout their life.

For someone who is autistic, everyday life can be confusing and chaotic.

Their brain works differently so just communicating with people can be really hard.

Simple things like talking to other people, and reading people's body language and expressions can be difficult. Some people will be able to speak, while others may not be able to speak at all. They might use sign language to help with this.

An autistic person might seem like they're not interested in people and find it hard to make friends and meet new people.

They might also find it hard to use their imagination or be creative, so made-up games in the playground might be quite difficult for someone with autism to take part in.

Many autistic people find comfort in having a routine, so it is quite common to want to repeat things. Doing the same things every day can help - for example, playing the same games or eating meals at the same time - or they may engage in repetitive behaviours like turning light switches on and off, opening and closing doors, or lining up objects.

It can be frustrating not being able to communicate in the way that they might like, so this frustration might come out through their behaviour.

More of your inspiring stories

1. Be understanding - While you might find it difficult if somebody who is autistic doesn't want to talk to you or play with you, it's not their fault that they feel that way. They might even be frustrated about it themselves. Be patient and remember, the most important thing is not to take it personally. If you think someone is being rude or unfriendly to you, remember that they don't mean to be. If you're upset about anything, go speak to an adult that you trust about it.

2. Be accepting - The world can be a confusing place for autistic children and adults, and they may behave in a way that you think is a little strange. They might make noises or flap their hands, for example. Be kind and let them behave in a way that they are comfortable with. Don't stare or single somebody out because they are behaving differently.

3. Don't make assumptions - Don't make assumptions about what autistic people are like. It affects different people in different ways. For example, just because somebody who is autistic might struggle to communicate, it doesn't mean they struggle to understand what is being said around them.

4. Ask - If you are at all unsure about anything, go speak to an adult that you trust. You can speak to them about ways you might be able to help your friend with autism to make sure that they are OK.

World Autism Awareness Week 2021 takes place from 29 March to 4 April.

If you have any more questions about the condition or want to find out more, speak to an adult that you trust - maybe a parent, teacher or another relative - or you can speak to your local doctor, who will have lots of information and advice if you need.

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Autism spectrum disorder (ASD) is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

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Just Like You (Inclusion Project) - Tokko

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Our Inclusion Project is aimed specifically for vulnerable young people with SEN or a disability. We offer a wide range of fun activities during each session including cooking every other week; Art session every week, open mic once a month, climbing wall once a month; pool, table-tennis tournaments, listening to favourite music and basically chilling with friends and peer volunteers.

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Wanted Fun is a fortnightly youth club group which provides social opportunities for autistic young people aged 10-17 years accessing mainstream education with lower support needs. Each group has a variety of different activities available depending on the interests of the young people.

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Most of our skills courses will run for approximately 6 weeks and follow a planned scheme of work. We aim to empower the learners, reduce anxieties, build confidence and independence and develop skills which will be transferable as they approach adulthood.

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FRIENDSHIP SCHEME The Friendship Scheme is a youth club provision for young people in Luton aged 13-25 with disabilities. The group meet on a Friday evening between 7:00pm and 9:00pm during term time. The Friendship Scheme offers regular activities such as pool, table tennis and arts

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Luton's Local Offer SEND information hub

Artwork and design by Timeon Jarrett, a former student at Woodlands Special School, currently studying Art & Design at Barnfield College

Support available for children, young people with special education needs or a disability aged 0-25 years

The Luton Local Offer helps you find information about local services, support and events for children and young people aged 0 to 25 years who have special educational needs or disabilities (SEND).

Get some advice

I am a Parent or Carer
I am a Young Person
I am a Professional
Improving SEND Outcomes
Adding my organisation
Give feedback

Social Media and the Local Offer

Right now we're posting, sharing and tweeting lots of information to help support SEND families and professionals. If you don't follow us on either or both of the social media channels, here's what you'll need.

Luton Local Offer on Twitter Luton Local Offer on Facebook

Find services by age

What to do if you think your child has special educational needs and / or a disability

Find services by area of specific need

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Luton's Local Offer SEND information hub

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Skip to main content Home Luton's Local Offer SEND information hub Artwork and design by Timeon Jarrett, a former student at Woodlands Special School, currently studying Art & Design at Barnfield College The Luton Local Offer helps you find information about local services, support and events for children and young people aged 0 to 25 years who have special educational needs or disabilities (SEND).

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Autism Bedfordshire are an independent charity dedicated to improving the lives of autistic people and their families across Bedfordshire.

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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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Moving from the familiar atmosphere of school into your next place of work or study can seem like a daunting prospect for any young person, but especially an autistic young person.

Opportunities for further education or training will vary across the country but the key to success is preparing for transition, whatever the destination, as early as possible. In England, transition planning should start in Year 9.

Destinations for young people can vary, from further education or training, to residential or supported living.

Support in further education

Every further education college must do all they can to make sure their students with special educational needs (SEN) get the extra help that they need to support them with their studies. This includes students on the autistic spectrum. They also have a named person who is in charge of SEN provision.

You can ask the college who this person is before you start, they will usually be called special educational needs coordinator (SENCO), learning support adviser or disability coordinator. You can explain to them how you were supported in school and ask what can be arranged for you within the college so that the support is similar.

All schools and colleges have to follow the same guidelines, called the Special Educational Needs and Disability Code of Practice: 0-25 years, which the Government published in 2015.

Support at university

Autistic students may be able to access extra support at university through the institution's additional needs team, disability adviser or SEN support team. This could include having access to an individual note-taker during lectures or to a specialist mentor to provide support on everything from balancing workloads to accessing social opportunities. Students may also be entitled to extra time in exams.

Read our Youth Patrons' blog on getting the right support at university.

Further information

The Government's Preparing for Adulthood programme, funded by the Department for Education, provides support to local authorities to embed preparing for adulthood from the earliest years.

Ambitious about Autism provides several post-16 training courses in partnership with the Autism Education Trust for a variety of audiences.

If you live outside the UK and are interesting in studying here, Study in the UK has resources and information for students with a disability.

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Moving from the familiar atmosphere of school into your next place of work or study can seem like a daunting prospect for any young person, but especially an autistic young person. Opportunities for further education or training will vary across the country but the key to success is preparing for transition, whatever the destination, as early as possible.

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National Autistic Society What is Autism Video

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National Autistic Society What is Autism Video

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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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Information and Tips about making friends

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Information and Tips about making friends

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Making friends and having social interaction is an important part of everyone's life. For some autistic people making friends can be challenging and this can lead to feelings of sadness and isolation.

On the page we will have tips and advice on making friends and how you can meet new people.

Feeling socially isolated

Why do I feel socially isolated as an autistic young person?

Tips for making friends as an autistic young person

Telling new people that I'm autistic

Conversation starters

Maintaining friendships

Questions to consider

You can also read this page in an easy read format.

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Making friends as an autistic young person

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Making friends and having social interaction is an important part of everyone's life. For some autistic people making friends can be challenging and this can lead to feelings of sadness and isolation. On the page we will have tips and advice on making friends and how you can meet new people.

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This project has been led by young autistic people who wanted to support other people like them, looking to learn more about their autism diagnosis.

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CBBC Information and Videos about Autism

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CBBC Information and Videos about Autism

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On Friday 2 April it's World Autism Awareness Day.

The aim of the day, which is organised by the United Nations, is to raise awareness of autism and highlight what can be done to improve the quality of life for autistic people.

Here's everything you need to know about the condition.

What is autism?

Autism spectrum disorder (ASD) - its medical name - is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

It's not a disease or an illness, but a condition that somebody is born with. People who are born with autism have it all of their lives. Some people prefer to call it 'autism spectrum condition' (ASC) instead of ASD.

You cannot tell that somebody is autistic by looking at them.

It is estimated that about one in every 100 people in the UK is autistic, with more boys than girls diagnosed with the condition - though there are lots of theories about why this may be.

No one knows why people are born with autism, but there's lots of research going on into what causes it.

What is Asperger syndrome?

One form of autism is called Asperger syndrome. Tyler is 11 years old and has Asperger syndrome.

Following the death of his grandma, Tyler suffered from depression and mental health problems.

But, with the help of counselling, he got better and has now written a book all about his condition, his life and how he overcame his problems.

Someone with Asperger syndrome may find it hard to express themselves and how they feel. They may want to make friends and socialise with people just like everybody else, but they might find it very difficult.

Generally, people with Asperger syndrome don't have as many problems with talking, but they might still find it difficult to understand language, so they could struggle to understand how other people are thinking or feeling.

They may have above average intelligence, as they don't have the learning disabilities that many autistic people might have.

However, they may have specific learning difficulties and could need additional support, just like anybody else who is autistic.

How does autism affect people?

Autism affects different people in different ways.

This is why it might take time for someone to be diagnosed, as there isn't one simple list of symptoms and signs to look out for.

Anne revealed that she didn't actually get diagnosed until she was 45, back in 2003.

It can affect the way someone communicates with people, so a person might seem more shut off from those around them because they struggle to interact with them.

Autistic children might choose to play on their own rather than in groups or they might be a lot quieter than everybody else.

It can also have an impact on how a person makes sense of the world around them.

Someone who is autistic might be over-sensitive or under-sensitive to sounds, touch, tastes, smells, light or colours. They might wear special headphones to cancel out sounds so that the noise of the world around them isn't overwhelming.

People who are autistic can be really good at remembering things so they might have a lot of knowledge about one particular subject.

Newsround explores mental health

Because autism affects people differently, some people don't need a lot of help, but others might need extra support throughout their life.

For someone who is autistic, everyday life can be confusing and chaotic.

Their brain works differently so just communicating with people can be really hard.

Simple things like talking to other people, and reading people's body language and expressions can be difficult. Some people will be able to speak, while others may not be able to speak at all. They might use sign language to help with this.

An autistic person might seem like they're not interested in people and find it hard to make friends and meet new people.

They might also find it hard to use their imagination or be creative, so made-up games in the playground might be quite difficult for someone with autism to take part in.

Many autistic people find comfort in having a routine, so it is quite common to want to repeat things. Doing the same things every day can help - for example, playing the same games or eating meals at the same time - or they may engage in repetitive behaviours like turning light switches on and off, opening and closing doors, or lining up objects.

It can be frustrating not being able to communicate in the way that they might like, so this frustration might come out through their behaviour.

More of your inspiring stories

1. Be understanding - While you might find it difficult if somebody who is autistic doesn't want to talk to you or play with you, it's not their fault that they feel that way. They might even be frustrated about it themselves. Be patient and remember, the most important thing is not to take it personally. If you think someone is being rude or unfriendly to you, remember that they don't mean to be. If you're upset about anything, go speak to an adult that you trust about it.

2. Be accepting - The world can be a confusing place for autistic children and adults, and they may behave in a way that you think is a little strange. They might make noises or flap their hands, for example. Be kind and let them behave in a way that they are comfortable with. Don't stare or single somebody out because they are behaving differently.

3. Don't make assumptions - Don't make assumptions about what autistic people are like. It affects different people in different ways. For example, just because somebody who is autistic might struggle to communicate, it doesn't mean they struggle to understand what is being said around them.

4. Ask - If you are at all unsure about anything, go speak to an adult that you trust. You can speak to them about ways you might be able to help your friend with autism to make sure that they are OK.

World Autism Awareness Week 2021 takes place from 29 March to 4 April.

If you have any more questions about the condition or want to find out more, speak to an adult that you trust - maybe a parent, teacher or another relative - or you can speak to your local doctor, who will have lots of information and advice if you need.

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Autism spectrum disorder (ASD) is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

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Luton's SENDIAS service work with Children and Young People aged 0-25 with special educational needs and disabilities. You may have seen our poster in your school. For young people aged 16-25 visit the young people's page.

Who is our support for?

Children and young people aged 0-25.

Children who have or believe they have Special Educational Needs and/or Disabilities (SEND).

Children who might need information, advice or support about their SEND.

What help can we give?

We will help you to understand your rights, decide what is important to you, and help you understand what is going on.

We can attend meetings with you and support you through these.

We will treat all the information you give us as confidential, unless you ask us to share the information with someone, or if we feel that information you shared might put you or someone else in danger.

If we are not the right people to advise you, we can help you find the right person/organisation to give you support.

How to contact the SENDIAS service?
You can get in contact with us by calling 01582 548156 or e-mailing [email protected]
Where can I learn more about local services available?

You can access a range of information about services, clubs and activities available locally by visiting the SEND Information Hub, Luton's Local Offer.

Please click on the I am a child or young person tab - on the Luton Local Offer website.

Please click on a topic you would like to learn more about:

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Luton's SENDIAS service work with Children and Young People aged 0-25 with special educational needs and disabilities. You may have seen our poster in your school. For young people aged 16-25 visit the young people's page. Easy read SEND reforms for parentsDownload Who is our...

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CAMHS in Luton - https://www.elft.nhs.uk/service/174/South-BedfordshireLuton-CAMHS offer a comprehensive stepped model of mental health care, implementing the national THRIVE model (see below).
Getting Advice and Getting Help An on line support service for children and young people- KOOTH https://www.kooth.com/ ELFT CAMH Access Services https://www.elft.nhs.uk/service/433/Single-Point-of-Access-Service-SPoA-Bedfordshire (working with all schools and GP Practices) CHUMS http://chums.uk.com and TOKKO https://tokko.co.uk/ mental health support services (for mild to moderate mental problems requiring brief intervention) - these include: The CAMHS Pathway explained:
Cases are stepped down and up in our CAMHS multi-agency (ELFT, CHUMS, TOKKO) pathway according to the needs of the child, young person and family. We at CAMHS will ensure this happens, seamlessly.
By contacting CAMHS during office hours on 01525 638613/14 By p honing 111 Option 2 to access the CAMHS Crisis team, or Going to A+E at the Luton and Dunstable Hospital
We have a 24/7 crisis pathway, which can be accessed by young people and families:

If you are unsure whether it is a crisis or not, you can call the CAMHS Luton number between 9-5pm, and for the latter, ask to speak to our Clinician of the Day.
https://www.elft.nhs.uk/uploads/files/1//South-Bedfordshire/Luton-CAMHS/South-Beds-Luton-CAMHS-SELF-REFERRAL.docx
If you want to self refer, you can access the referral form below.

If you would like to, you can also access our services via your GP, where we have our Primary Care Access Service working with all 25 GP practices across Luton, each having a link named clinician, also with their dedicated GP Helpline for primary care staff.

You may also want to speak with your child's school/college who may also have direct links to CAMHS.

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Watch the videos below to learn more about the SENDIAS service, EHCP's, Annual Reviews and how to get support in school and college. Your Rights Under Government laws (Children and Families Act 2014), young people aged 16-25 have increased rights...