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About this website

This website has been designed as a practical, flexible resource to support everyone working to reduce barriers to education. You don’t need to read it all at once; the site is structured so you can access the sections most relevant to your needs and the young people you work with. Sections within the website can be read individually and used as discrete documents.

At the heart of the site is the WARMTH Framework. Although the underlying reasons for young people not being in school may differ (such as absence or exclusion) the WARMTH framework is designed to be inclusive for all young people. The  Barriers to Education approach recognises the importance of positive and proactive interventions for all young people as these approaches will address the needs of the majority of young people. As Barriers to Education was formed in response to the unmet needs of the many young people struggling to attend school this focus has informed much of the guidance.

Alongside the WARMTH Framework, you’ll find a range of practical tools. Some of the resources included here have a specific focus such as the neuroprofiling tool and burnout guidance, while others provide more general frameworks, such as NEST for understanding and responding to any young person in crisis.

We see this site as a dynamic resource, shaped by the people who use it, which will continue to develop as new tools, resources and case studies illustrating good practice are added. You can contribute case studies, share strategies that have worked for you, or add ideas to the Ideas Bank so that the community can learn and grow together.

However you choose to use it, whether you’re exploring the framework, picking up a tool, or sharing your own insight, we hope this website will support you in helping young people feel safe, supported and able to thrive.

We are hoping this is a resource that can be used as a key foundation for support of young people, so if you are interested in using it in your own work, here are our views on this:

How to use It

Using the content as it is currently written

We are very happy for any of the content to be used directly and added to your own existing documents or guidance. Please just make sure to credit Barriers to Education when you do this.

Amending the content

We are very happy for you to copy, paste but also amend any wording so that it fits your Local Area or setting, the people within it and your current work and priorities. If you do this please just make sure to credit us by saying it is “adapted from Barriers to Education”.

Using it as a foundation

You are welcome to use any of the content we have shared as a foundation for your own local ideas, strategies, provision and interventions in your area or setting. If you do this you can credit us to say “underpinned by the Barriers to Education WARMTH principles”

Share with us

If you are using any part of Barriers to Education, we would love to hear from you! Our vision for this website is for it to be a community owned, shared space where best practice, ideas and successes can be disseminated. Taking the time to share your resources, input or learning in our ‘WARMTH in Practice’ section could offer others (across the country) the chance to make a life changing difference to the young people that they are supporting.

The following sections in this case for change outline why young people experience Barriers to Education, the story of Barriers to Education, the underlying principles informing of our approach and an overview of the WARMTH framework.

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Joint hypermobility (JH) refers to the ability of one or more joints to move beyond the normal range of motion, either actively or passively. This increased flexibility is influenced by factors such as gender, age, and ethnicity.When joint hypermobility leads to symptoms like pain or injury, it is classified as Joint Hypermobility Syndrome (JHS).[1][2]Hypermobility is often a harmless trait, but it can lead to certain health issues, including:

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Due to early trauma and and separation, adopted children have often developed certain coping mechanisms that means they can find it difficult to form relationships and display challenging behaviour.

You will have learned various techniques during your preparation training on how to cope with this but as you get to know your child you will become aware of the complexities of their issues.

It's important to recognise at this point that this is the norm and that there are a range of support and therapies available to help you and your child overcome these difficulties. Choose from the options below:

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Due to early trauma and and separation, adopted children have often developed certain coping mechanisms that means they can find it difficult to form relationships and display challenging behaviour. You will have learned various techniques during your preparation training on how to cope with this but as you get to know your child you will become aware of the complexities […]

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Adoptive Parents - Support | Adoption England

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Adopted children have often had a difficult start in life and they may struggle with relationships and attachments to their new family and routines throughout different points of their life. All children should be able to grow up as part of a loving family that can meet their developmental needs during childhood, and it is important to recognise that accessing adoption support services is completely normal and available for all adoptive families.

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As a member of Adoption UK, you can access a whole host of resources, webinars, support & community networks

Join our community - offering support, advice, friendship & resources to people touched by adoption throughout the UK.

Our weekly virtual meet ups & expert webinars are packed full of information, experience & knowledge.

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As a member of Adoption UK, you can access a whole host of resources, webinars, support & community networks Join our community - offering support, advice, friendship & resources to people touched by adoption throughout the UK. Our weekly virtual meet ups & expert webinars are packed full of information, experience & knowledge.

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Child to parent abuse | Parental Education Growth Support (PEGS) https://share.google/LcCTzG9zdcmXW9Lv1

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Partially Sighted Society, Low Vision Service

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Partially Sighted Society, Low Vision Service

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Low Vision Support and Sight Tests.

Mental Health and Wellbeing

Adaptive Technology

Community and Social Support

Printing

Low Vision Shop

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"You have given my mum so much. All the practical solutions, making possible the daily living tasks she had thought was now lost to her."

At the Partially Sighted Society, we understand the anxiety and stress that comes with a diagnosis of a visual impairment, and we also understand that no person's experience of sight loss is identical to anyone else's. That's why we offer optometry and rehabilitation services tailored to the unique needs of the person.

Personalised Support: Understands the unique challenges of each individual with vision loss.

Comprehensive Services: Offers optometry and rehabilitation tailored to your needs.

Holistic Approach: Focuses on living well with your vision.

Expert Guidance: Staffed by experienced low-vision professionals.

Services are by appointment only. Call 01302 965195 for more information or to make an appointment.

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What support do we offer ?

We provide advice and support in relation to employment, education, housing, benefits, health, and diagnosis. A range of social opportunities and activities are offered for young people and over 18 year olds

Individuals will be signposted to existing opportunities, and we will identify what individuals need and want through consultation.

We are non-judgemental and all contact will be dealt with sensitively, and in complete confidence. We will always try to provide clear and concise advice and support; please ask if we do not make things clear.

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We provide advice and support in relation to employment, education, housing, benefits, health, and diagnosis. A range of social opportunities and activities are offered for young people and over 18 year olds

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iPad Apps to Support Learners with Dyslexia and Reading/Writing Difficulties

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iPad Apps to Support Learners with Dyslexia and Reading/Writing Difficulties

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https://www.callscotland.org.uk/blog/wheel-of-apps-ipad-apps-for-learners-with-dyslexia-is-available-to-download/

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For more information on our privacy policy and the use of cookies on this site, click here: Privacy notice

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Direction off-site for the improvement of behaviour - childlawadvice.org.uk

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This page outlines the power a school has to direct a pupil off-site to receive alternative educational provision in order to improve their behaviour. Introduction Section 29A Education Act 2002 is the relevant legislation in this area and this states the following: "The governing body of a maintained school in England may require any registered [...]

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Support for autistic people to identify what triggers anxiety and help create an environment that helps them feel as safe and relaxed as possible.

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Organisation

Parents United

Description

We are a Parent Peer support group for parents and carers of children with Special Educational Needs and/or disabilities (SEND). Our group is also for those who might be concerned about their child's development; your child doesn't need a diagnosis to join us.

We are a friendly, supportive, and relaxed group, where people share their experiences and learn from each other. The group is run by Parents and supported by The Early Years Access and Inclusion Team (Hull City Council).

At our Peer Support groups, we -

provide a listening ear

share advice and experiences

signpost to different services

explain the roles of SEND professionals

provide emotional and moral support

help families feel more confident

provide an opportunity to ask questions without judgement

offer a chance to sit back and relax with a hot drink

show families that they are not alone

Our meetings

We meet four times a month across the city.

The Peloton Cafe, Pickering Road
First Friday of the month from 1pm to 2.30pm

Craven Park Stadium, Preston Road
Second Monday of the month from 9.30am to 11am

East Park Animal Education Centre, Holderness Road
Third Tuesday of the month from 1pm to 2.30pm

McDonald's (inside Asda), Kingswood
Last Thursday of the month from 9.30am to 11am

Find out more

Please visit the Parents United Facebook or Instagram pages for more information. You can also email Ellie, Claire, or Gemma from the Early Years Access and Inclusion Team.

Email

parentsunited@hullcc.gov.uk

Facebook

https://www.facebook.com/parentsunitedhull

Instagram

https://www.instagram.com/parents_united2023

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Parents United - Support and advice - Hull SEND Local Offer

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A directory of local and national organisations that can offer advice and support

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Interoception Explained - Processing internal sensory messages - GriffinOT

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Interoception refers to all of the the sensory messages we receive from inside our body. It supports self-regulation, attention and learning.

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Why is proprioception so important?

The first reason, as I mentioned above, is that our proprioceptive sense lets our brain know where our body is in space. Another example of this is walking. You don't need to look down at your feet to know where they are. You don't need to look at your foot to lift it up, move it forward and then place it down again. These movements happen because your proprioceptors send constant sensory information to your brain about the position of your hip, knee, ankle, and toes. This ensures they move into the right place.

Each time we move the propriocepetive feedback from our muscles and joints tells our brain where our body is. This includes any time we move our arms, legs, hands, feet, neck, or spine. Even when we are still, the stretch of the muscles, or lack of stretch, and the joint position tell our brain where we are.

When you're watching TV you can reach over to the controller and find it, if needed, without looking. Your proprioceptive system sends your arm to the right place. Your touch sense might feel around to locate the controller but your proprioceptive system then opens your hand and helps you to pick it up, direct it towards the TV and press the button.

Grading of force and speed of limb movement

When you press that button on the controller you need to press it with enough force to make it work. It's important to not press it too firmly however as it might slide out of your hand or break. This is called grading your force. We do this all the time quite naturally and without thinking about it. Our proprioceptors are doing the thinking for us.

You also need to move the controller with the right speed so that you don't crash your hand into yourself or another person. It's the same with the cup we mentioned earlier. This is your speed of limb movement.

If we use too much force or speed we break things. If we use too little then we might not be successful. When hammering in a nail, for example, if you hit too hard you might bend the nail, but if you hit too softly it won't go in. Cracking an egg is another great example, if you tap too lightly it won't open, but if you crack it too quickly or with too much force you will be cleaning up a mess!

Proprioception is what allows our limbs to move into the right position, with the right speed and the right amount of force required for the activity.

Proprioception and muscle tone

Muscle tone refers to the constant contractions our muscles are making when we are still. It allows our bodies to increase or decrease tension as required when moving. Our proprioceptive system helps our vestibular sense to support this tension. Some children with sensory differences might have lower than average muscle tone and this can affect their postural control and stability.

Proprioception and balance

Finally, our proprioceptive sense helps to support our balance. It again works with the vestibular sense, which is primarily responsible for balance. Our proprioceptors give our brains even more information about where our body is and this helps with our balance. For example, if you step on an unstable surface, you receive vestibular information from your inner ear about the change in head position and you receive proprioceptive information about the position that your ankle, knee, and hip are in. The combination of this information helps your body keep upright and not fall over.

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Let's talk about proprioception - our hidden sixth sense!

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The first reason, as I mentioned above, is that our proprioceptive sense lets our brain know where our body is in space. Another example of this is walking. You don't need to look down at your feet to know where they are.

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Sensory processing - The Vestibular system 

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Sensory processing - The Vestibular system 

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How the vestibular system helps day to day

Balance and the vestibular sense

Balance is essential for all of our movement. Without balance we would not be able to roll over, sit up or walk. We rely heavily on the feedback from our inner ear to make sure we don't fall over if the ground is uneven or when there are steps. We can also keep our bodies steady if the surface underneath us moves, for example on escalators. When we roll over in bed, it is our vestibular system that makes sure we don't roll out! Majority of the body movements we make rely on good balance and postural control.

Postural control

Postural control is all of the small adjustments our body is constantly making to ensure it doesn't over or under balance. Our postural control allows our bodies to move in different directions whilst remaining stable. For example, when we bend forward our back muscles and our stomach muscles work together to make sure we don't go too slowly, or crash down too quickly, or fall over. When we throw a ball we can move our arm without our whole body going forward with it and without losing our footing.

Reaching across the table to get the salt, also requires good postural control. Without it, we might fall out of our chair into the person next to us or into our food. We can twist and turn and bend our bodies in any number of ways without falling over when our vestibular system is working well.

Muscle tone

Muscle tone refers to the constant little contractions our muscles are making when we are still. These little contractions allows our bodies to increase or decrease tension as required when we are still and moving. Our vestibular system supports this tension. Muscle tone can be affected by diseases that damage the brain, such as a stroke, head injury or cerebral palsy. In these cases, muscle tone might be very tight or very low and this makes movement much more difficult. Some children with Sensory Processing Disorder might have lower than average muscle tone and this can affect their postural control and stability.

Spatial orientation

Spatial orientation lets our brain know where our body is in space. It helps us to know if we we lying down or standing up or sitting. Or, if we moving forwards, backwards. sideways, up or down. It also gives feedback to let us know how fast are we moving.

This would include examples like. Are we high off the ground on a ladder or are our feet on the ground? Is there an incline or are we on the flat? Our vestibular system is constantly sending this type of information to our brains to let us know where we are in space.

Alertness

Alertness relates to our ability to pay attention. Surprisingly, our vestibular system plays a big role is our attention and focus. Typically, if you have been for a run or been exercising you will be more alert and focused. This is because of the extra vestibular input your brain has received from the movement. If you have spent the entire day seated, you are more likely to feel a bit more sluggish.

Eye movements and the vestibular sense

Finally, our vestibular system controls our eye movements. It allows us to look in the direction we want to look. We can look up to the board or teacher and then back to our work. Or look over at the clock and then back to our TV, without getting dizzy or losing focus. When we walk, what we see doesn't bounce up and down, it stays focused. Our brain is constantly processing the information about our head movements to adjust our eye movement to match.

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How our Vestibular System works and why this is important for learning.

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Balance is essential for all of our movement. Without balance we would not be able to roll over, sit up or walk. We rely heavily on the feedback from our inner ear to make sure we don't fall over if the ground is uneven or when there are steps.

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FREE Dyslexia Webinars for Parents, Educators, Carers and Adults

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FREE Dyslexia Webinars for Parents, Educators, Carers and Adults

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Featuring guest speakers and specialists offering support with memory skills, school transitions, home activities, children's mental health and assistive technology.

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Dyslexia Sparks is Hull and East Yorkshire’s only registered charity for dyslexia. It employs a qualified team of specialist tutors and assessors to help individuals with dyslexia and associated Specific Learning Difficulties (SpLDs) to thrive. We recognise and celebrate the individual strengths that dyslexic individuals have to offer. It’s our mission to raise understanding and positivity, allowing individuals to flourish.

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We do not require a dyslexia diagnosis for our specialist tuition. All our tutors hold an Accredited Teacher Status.

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Hull and East Yorkshire's only charity for dyslexia. Subsidised assessments and specialist tuition.

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Hull and East Yorkshire's only charity for dyslexia. Subsidised assessments and specialist tuition.

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“I can’t put into words how much it means to me (and Rose) to finally be able to afford to get her assessed.”

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Dyslexia Sparks | Registered Charity #1168674

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Homepage - Dyslexia Sparks | Registered Charity #1168674

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We support dyslexic individuals of all ages to fulfil their potential at Dyslexia Sparks Hull - contact us TODAY

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Hull and East Yorkshire's only charity for dyslexia. Subsidised dyslexia assessments and specialist tuition.

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Hull and East Yorkshire's only charity for dyslexia. Subsidised dyslexia assessments and specialist tuition.

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“I can’t put into words how much it means to me (and Rose) to finally be able to afford to get her assessed.”

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Dyslexia Sparks | Registered Charity #1168674

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Homepage - Dyslexia Sparks | Registered Charity #1168674

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We support dyslexic individuals of all ages to fulfil their potential at Dyslexia Sparks Hull - contact us TODAY

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Dyslexia assessments, specialist tuition, free advice and monthly webinars.

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Dyslexia assessments, specialist tuition, free advice and monthly webinars.

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"Before Daisy came to Sparks I worried about her future and if there would be any support to help her - I no longer have those worries" Parent

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Dyslexia Sparks | Registered Charity #1168674

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Homepage - Dyslexia Sparks | Registered Charity #1168674

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We support dyslexic individuals of all ages to fulfil their potential at Dyslexia Sparks Hull - contact us TODAY

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Downright Special is a charity supporting children with Down syndrome in Hull and the East Riding of Yorkshire. We assist families and professionals in all aspects of the care and education of children with the condition.

Originally started in 2007 by a group of parents, we set out to provide support to each other and any other parents who had children with Down syndrome. This quickly developed into an organised group giving emotional, practical and educational support to families. Downright Special has been a registered charity since 2009 and is run by a small team of professionally trained volunteers and staff. Our aim is simple: to build a brighter future for children with Down syndrome, supporting them to achieve their full potential and promoting successful inclusion in all aspects of life.

Downright Special offers a range of services for children from birth and onwards throughout their school years. We do this through:

Visits to new parents or parents with an antenatal diagnosis.

A weekly fun and education session (Downright Special Fridays), providing education, fun and play as well as support to parents and carers.

A sensory and signing group for babies.

Social events for the whole family.

Lending useful resources to parents.

Sharing best practice teaching techniques with teaching assistants.

Specialist resource packs for children starting school.

Conferences and training for parents and professionals.

Working closely with local health and education services to improve the care pathway and educational outcomes for our children.

Promoting the awareness of Down syndrome and encouraging successful inclusion.

Downright Special - Lauren's story from rradar legal on Vimeo.

You will find us at:

Bodmin Road Church Office, Padstow Close, Bransholme, Hull, HU7 4HE

​Our offices are based here and we run our Friday play and education sessions here too. For details how to find us visit our Contact Us page

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The Downright Special Network - Downright Special

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Downright Special is a charity supporting children with Down syndrome in Hull and the East Riding of Yorkshire. We assist families and professionals in all aspects of the care and education of children with the condition.

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Watch our webinar: Claiming DLA higher rate mobility for children with learning disabilities or autism

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Last week, our Family Finance Team ran a webinar looking at DLA rules, and you can now watch it back online.

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A free resource for school staff to help support pupils with joint hypermobility syndrome (JHS) or the Ehlers-Danlos syndromes (EDS)

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Alexandria Zachos | Echolalia and Child Led Therapy on Instagram: "Welcome to all the new followers around here!

I’m reposting one of my most important posts today.  If you’re new to this page you might be wondering about this!  Kids that communicate with #delayedecholalia are #gestaltlanguage processors. Let’s talk about it again. #repost

🔷Long scripts. These are the most obvious kids. They use long scripts they heard someone say, in a movie or from you tube.  It’s a chunk of language that doesn’t move but is said in the same way each time and in the same word order.  It can be said in or out of context.

🔷Single words.
These kids can be trickier. Maybe they label or name a bunch of things. Maybe they respond with single words to prompts or questions like “What’s that?” BUT they are STUCK. Those single words go no where and are not combined with other words to expand utterances. They are stuck as single word #scripts or #gestalts. 

🔷Rich Intonation. These kids can be even trickier. Sometimes it’s hard to understand what they are saying but often the intonation gives it away. It sounds like something their teacher said, that line from “Cars”, or their mom calling them to dinner. Pay attention to intonation. Gestalt language processors are called “intonation babies.”

🔷Unintelligible Long Strings of Language.
These kids are the trickiest. You can’t understand what they are saying. Often their speech is labeled as jargon. If you pay attention to what they are hearing and watching on media daily as well as their intonation it becomes clear that it is a script or gestalt. These kids are not motorically caught up  and have a harder time hearing the word unit so it all sounds like a big jumble to those that don’t know or understand gestalt language processing.

Tag a friend below that needs to know this! ⤵️

⭐️⭐️⭐️⭐️⭐️⭐️⭐️⭐️
Do you want to learn more about how to treat #echolalia using the #naturallanguageacquisition framework?

⭐️Click the link in my bio for all the articles, research and ASHA courses.

⭐️Check out my previous posts and my highlights (lots of Q and A!)

⭐️Consider joining meaningfulspeech.com and learning from my self guided modules, our monthly lunch and learns and our member forum!"

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572 likes, 40 comments - meaningfulspeech on July 17, 2021: "Welcome to all the new followers around here!

I’m reposting one of my most important posts today.  If you’re new to this page you mi...". 

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View this post on Instagram

A post shared by Alexandria Zachos | Echolalia and Child Led Therapy (@meaningfulspeech)

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The Great Language Partner Podcast · Episode

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Elective home education - helpful approaches & resources for PDA

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Elective home education - helpful approaches & resources for PDA

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This resource consists of helpful approaches and resources to support parents who are home educating PDA children and young people. For general guidance and legislation about elective home education (EHE) in the UK please visit the relevant government website for your country below ...

... and organisations such as Educational Freedom, Education Otherwise, Home Education Scotland and Home Education Northern Ireland also offer information, guidance and support to home educating families in the UK (including the deregistration process). Other national and local home education support groups can be found online and on Facebook too and can be invaluable as a support network (groups suggested to us are listed below, under resources).

PDA Home Education is a third party run Facebook group specifically for people who are (or are considering) electively home educating a PDA child. It's a helpful forum for sharing ideas and experiences and for supporting each other.

The suggestions below are not exhaustive; there are no limits on the way learning can be achieved when you electively home educate and home education can look very different from family to family and person to person so it's important to remember that what might work for one family or child/young person may not work for another. It's about finding what works for each individual and tailoring the education to them personally.

You can approach this in any number of ways, and we've summarised some PDA-friendly ideas below. It may be that your child prefers just one type of approach or a mixture depending on the subject matter, and the approach they prefer may change over time too, so, adaptation, flexibility and listening to their preferences are key.

Be child-led
PDA children and young people need to see a meaningful purpose to learning something and tend to thrive when they're free to follow what they are passionate or inquisitive about or when something becomes relevant or useful to their lives. Following your child's lead and interests is therefore always a helpful basis for any approach.

It's also helpful to think about and accommodate your child's individual learning style ...

When do they learn best?
This might not be during typical school hours and it's helpful to make sure they have opportunities to learn when they want to/can (whether spontaneously or planned) and to build in plenty of 'downtime'

Where do they learn best?
Is this at home, inside, outside, a particular room or place of interest, in the car etc? Learning can take place anywhere including in informal settings. Your child may like to learn in a variety of different settings, or they might benefit from a designated learning space. It's important to ensure the environments support their sensory needs too

What are the best resources and tools they learn with?
Do they prefer books, worksheets, games, technology, visuals, online resources, quizzes or hands-on experiences etc?

Who are the best people they learn with?
Is there a family member, a friend or other people who they work well with? Or do they learn best on their own?

How do they learn best?
Are they active and need to burn up some energy in order to learn? Do they work best with multiple inputs to facilitate concentration (e.g. music/TV on in the background)? Are they a hands-on learner or do they learn from observing what's happening around them even if not participating?

What are their strengths and skills?

Tapping into your child's personal learning style and working from their existing strengths and skills will have a positive impact on learning.

Self-directed, autonomous & natural learning
Many PDA children and young people who are home educated prefer to be self-taught (autodidactic) and/or learn naturally through everyday experiences because direct or formal teaching approaches can intensify avoidance and rapidly escalate their 'fight, fight, freeze' response. Some key pointers around this approach include:

be a 'facilitator' in your child's learning rather than their 'teacher' (i.e. provide the resources, opportunities and experiences they need to follow their interests and learn)

learning opportunities can be found in everyday situations (e.g. low-key discussions and hands-on experiences)

many skills can be developed at the same time whilst enjoying a single activity (i.e. cooking can involve, science, maths, reading, fine motor and organisation skills) - see below for more ideas

value the importance of non-academic learning and life skills too

"I have found that trusting my children to learn is key. It is such a big jump from 'they must be taught' to letting them discover how to learn themselves but my son learnt to read because he needed to, to understand his computer games. The skill is transferable - it doesn't matter if he learns to read with Minecraft or Biff, Chip and Kipper! Someone described it as lighting a fire not filling a bucket ..." - Claire (home educating parent of a PDA child)

Collaborative learning
Learning collaboratively on a one-to-one basis or in a small group with trusted people can work well for some PDA children/young people. If your child would like to learn in this way, some key pointers include:

form an equal and collaborative relationship whereby you work and learn together

incorporate a meaningful activity or personal interest - see below for ideas

visual prompts or demonstrations can help to indirectly communicate instructions

third parties can help to de-personalise demands (e.g. "the cookery book says ...")

leaving out a few activities your child can choose from can work well

be flexible and adapt when needed

Curriculum or free-flowing
Elective home education doesn't have to replicate school or follow a specific curriculum, timetable or time frame and the flexibility of a more free-flowing approach to education, where learning opportunities are found in the moment, can work really well for PDA children/young people. Some helpful pointers include:

think about all the ways you learn and expand your skills and knowledge in everyday life as an adult - the same principle can be applied to your child's education

join your child in their activities and interests and help them get the most out of everyday experiences

look out for opportunities to indirectly help them expand on their existing knowledge/skills or introduce new ideas (e.g. share another perspective or ask an "I wonder" question out loud)

collaborate to find solutions/ways to do things

go with the flow when your child is ready or interested to learn something and follow their pace/keep it casual/no pressure

If your child would like to follow a curriculum or aspects of one, some helpful pointers include:

design a personalised curriculum with your child or collaborate to adapt an existing curriculum

look at the range of online platforms, resources and learning game website available to see if any appeal to your child (many offer a free trial and/or discount for home educators)

themed projects or unit studies that are tied into a current interest can work well - see below for ideas

being flexible is key and it's important to ensure your child maintains a sense of choice and ownership if opting for this approach

"We've had success in the past with a nature-based curriculum where we followed the seasons and did activities based on that throughout the year, but her best learning has been self-directed through games, reading, YouTube, conversations etc." - Katie (home educating parent of a PDA child)

Exams are not compulsory for electively home educated children and young people but your child can choose to do them as a private candidate if they wish - there's more info on the Educational Freedom website (including links to exam boards).

Capturing progress
If and how you record progress is up to you and your child. Records of work/activities/knowledge (e.g. photos, scrapbooks, written notes etc.) can help demonstrate progress and evidence skills and learning, but they aren't essential. The most important thing is that your child is progressing, and you can look for signs of this through the interactions, conversations and activities they take part in.

Utilising interests
Below are some ideas to consider and some examples of how your child's interests can be used to broaden their knowledge and learn naturally about other topics. All interests have learning elements and it can be really motivating to engage and join in with your child's enthusiasm - building their self-esteem and your relationship in the process - and learn together as it is highly likely they can teach you something!

Computer games: many skills can naturally develop through gaming - for example: reading instructions to progress through the game; spelling and typing in chat, commands or code; critical thinking, cause and effect, hand-eye co-ordination, interacting with people etc. Please see our online gaming page for further information including links to helpful websites and articles and a three-part video series by Max Toper, a young autistic adult with a PDA profile, about his experiences of the gaming world.

Famous people/characters: an interest in famous people or characters can lead to your child looking into the person's place of birth (geography); culture (history); fashion (design technology); factual information (general knowledge) and so on. You can help facilitate this learning which could be used to create a written biography or spoken presentation of the person if your child wishes.

Sport: data around league tables, results and player stats etc. can be used to develop maths skills.

Dogs (and other animals): if you or someone you know has a particular breed, your child could send its DNA for analysis (science); research the breed, what they were used for (history); where they came from (geography); how they came to exist (biology); write about them (English); working out fractions and percentages of different breeds and then make graphs and pie charts (maths, IT); and draw them (art).

A favourite film: could lead into some art-based project or writing about the characters with maybe a focus on adjectives etc.

Learning through everyday activities: cooking for example covers reading recipes or packets; writing shopping lists; adapting a recipe not only gives your child a choice and a feeling of control but develops their problem solving and independence skills; maths and science concepts are also covered.

Novelty: leaving new resources lying around for your child to see rather than showing them can spark their curiosity and the novelty of something different can inspire them to find out more. If they show an interest, it's best to go with it straight away if you can, as otherwise you may lose that moment and learning opportunity.

Science experiments: younger children especially may love the idea of science experiments. Guiding them into researching and watching YouTube clips on science experiments can lead to them creating their own experiments. A goal might be to help them experience a wide range of scientific exposure within their areas of interest.
Other tips:

breaking tasks into smaller chunks and doing the work together can be a successful approach

weave regulating tasks and activities throughout the day to help soothe the nervous system

consider what you can do outside to aid in getting fresh air - if your child resists, try finding a way to involve their interests e.g. use their iPad to take unusual, silly photos or go on a treasure hunt

explore the possibility of joining a local home education group which can be a safe place to socialise

monitor anxiety and tolerance levels and take time/days off when needed to help reduce any anxieties that may be building up

Interoception
Interoception is one of our 8 senses: it's our ability to notice our body's signals, understand their meaning and react in an effective way. Many neurodivergent individuals have differences in interoceptive awareness, which underpins many of our emotions and behaviours. The Department for Education in South Australia has a range of helpful, free resources on applying interoception skills to learning, including this Ready to Learn Booklet and Kelly Mahler's website is also very informative. Please see below for more resources.

Remember the PANDA
Our PDA Panda ambassador symbolises helpful approaches for PDA and the P A N D A mnemonic on our infographic provides a useful summary. Keeping these in mind in every aspect of supporting your child, including in their education, is essential for positive outcomes.

The resources available to home educating families are many and varied - this section aims to be a "hub" for families who are home educating PDA children and young people to find and share ideas. If you have any suggestions for helpful links please do let us know ...

Some of these ideas may need a little PDA/personal adaptation (see above for further ideas on this) and please consider carefully if a resource will suit your child - everyone's different so not all the resources listed here will suit everyone.
Blogs, case studies, groups & articles
PDA & home education

Other helpful links (not PDA specific)

Free and existing resources
It isn't necessary to invest lots of money in specific resources for home educating your child, there are lots of free resources available and it's possible to use and adapt the things you already have around such as games, puzzles, technology, Apps the internet, places of interest, libraries, YouTube tutorials TV/films/music, arts and craft material, people etc.

Other resources
The following list is a mixture of other free and paid for resources. Many paid for platforms and services offer a free trial and/or discount for home educators and there are discount groups you can search for on Facebook which arrange group subscription discounts.
Online learning platforms & Apps Projects/unit studies, printables & teaching ideas YouTube/online tutorials Subscription boxes Books Live online classes/tuition/mentoring

Gaia Learning - flexible online tuition (first lesson is free). Free resources also available

MindJam - online one-to-one emotional support and guidance for children and adolescents through gaming and game design

Curriculums Research Transitions

Transition to employment toolkit by Ambitious about Autism is a toolkit to support autistic young people into their first experiences of employment, further education or training
Interoception

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Elective home education - helpful approaches & resources for PDA This resource consists of helpful approaches and resources to support parents who are home educating PDA children and young people. For general guidance and legislation about elective home education (EHE) in the UK please visit the relevant government website for your country below ...

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 There are some fantastic speakers on SENDcast

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 There are some fantastic speakers on SENDcast

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Listen to all episodes of the SENDcast podcast for FREE here - the #1 podcast for Special Educational Needs.

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Click on link to access resources on SEND law and funding myths workshop

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Click on link to access resources on SEND law and funding myths workshop

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Access the website for lots of information about the senses, sensory processing and resources for support at home and in the learning environment!

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Find out more about our specialist service and the sensory processing pathway.

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How can we help children with auditory processing difficulties?

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How can we help children with auditory processing difficulties?

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Resource Library - Sheffield Children's NHS Foundation Trust

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Auditory processing difficulty - Resource Library - Sheffield Children’s NHS Foundation Trust

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What is auditory processing? Auditory processing is the ability to break down speech (strings of sound) up into words, groups of sounds and individual phonemes. The problem is not with hearing, but with making sense of what you are hearing. What is it like to have an auditory processing difficulty? Imagine if you found yourself… Continue Reading Auditory processing difficulty

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 Auditory processing strategies and tips for teachers 

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 Auditory processing strategies and tips for teachers 

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Kent Community Health NHS Foundation Trust

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Auditory processing disorder (APD) is difficulty understanding sounds, including spoken words. There are things you can do that can help. Managing

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Autistic Girls - Early Childhood (Yellow Ladybugs new resource)

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Autistic Girls - Early Childhood (Yellow Ladybugs new resource)

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Share your videos with friends, family, and the world

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Supporting Dyslexia - A Guide for Parents and Carers 

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Supporting Dyslexia - A Guide for Parents and Carers 

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Dyslexia - Parent & Carer Information Pack

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Dyslexia - Parent & Carer Information Pack

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Not fine in school have their own wealth of information, template letters and resources on school attendance. This is padlet 2 (M-Z)

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Not fine in school have their own wealth of information, template letters and resources on school attendance. This is padlet 1 (A-L)

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Annabel’s story - OCD and depression

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Annabel’s Story: OCD and depression | BBC Teach

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PANS PANDAS UK is a charity which was established by a dedicated group of parents with children who are affected by these conditions. Determined to make a difference to the way these conditions are understood by the medical profession and the general public, the charity was registered in May 2018.

Too numerous to name individually, PANS PANDAS UK has an unbelievable team of volunteers who work tirelessly to support the work we do. The enthusiasm and skill they bring to our team is amazing and we thank each and every one of them from the bottom of our hearts.

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Autistic girls network Our white paper looks at the internal profile of autism, why it’s so often missed and what we want to see done about it. This is a great resource to share to start conversations and raise awareness.

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Autistic girls network Our white paper looks at the internal profile of autism, why it’s so often missed and what we want to see done about it. This is a great resource to share to start conversations and raise awareness.

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Download free over on our website. It’s also now possible to buy a print edition if needed.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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‘With a child out of school, the world feels an incredibly judgmental and lonely place'

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‘With a child out of school, the world feels an incredibly judgmental and lonely place'

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‘Author and business consultant Katie Tucker's child has been out of school for seven months (and counting). She writes about how she's piecing herself back together during this difficult time.’

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My child is nine and autistic.

They've been out of mainstream school for seven months (and counting).

It nearly broke me.

I had to pick myself off the floor (literally) many times.

I had to find ways to keep going despite the heartache, the crippling uncertainty and the deep rooted shame.

When you have a child out of school, the world feels an incredibly judgmental and lonely place.

Maybe, in many ways, this experience did break me.

And, somehow, I pieced myself back together.

Never to be the same.

I still worry about what the future holds but I'm in a better place, a new place. Not (yet) one of radical acceptance but certainly one of hope.

Here is a list of things that kept me going. The things that slowly put me back together.

Research. Research is my default setting in times of uncertainty. My child was diagnosed autistic (with a demand-avoidant profile, also called PDA) in April. I knew nothing about autism. When they first crashed out of school and autism was suggested, I spent weeks researching, following relevant accounts on social media, joining communities, attending webinars and reading books until I wasn't learning anything new. This helped me realise I was not alone, fed my curious action-prone brain, gave me the language to articulate for my child's needs and provided me some early answers to some of the challenges we'd witnessed from an early age.

Finances: How the hell will we manage financially with a child at home full time? I spent time early on in our 'out of school' journey focusing on money. Fortunately, both my partner and I are self-employed, which gives us a huge amount of flexibility when it comes to time, but equally a great deal of uncertainty around long term income. I made a list of things to cancel, downgrade and put on hold to save money. I mapped out a few worst case scenarios and drafted a budget to make sure bills could be paid even if I needed to reduce my working days. This helped settle some of my anxiety.

Intentional prioritisation: I had recently published a book and was looking forward to capitalising on this huge project with pitches for book promo and new client work. I quickly realised it would all have to wait. I couldn't support my child and all that entailed (fighting local authorities, writing emails and filling in forms) whilst simultaneously going around smiling and talking about my book. I prioritised my child and made a conscious decision to let the other stuff go for as long as was needed. I did schedule mental checkpoints every three months to reassess how I was feeling and what mental capacity was left for non-ND parenting related activities. (Let's just say not much!).

A close friend (in proximity). I couldn't bring myself to share my reality with all my friends. I have some amazing friends (who no longer live close by) but over the phone/text support wasn't what I needed/wanted. I kept one long-term family friend close. She was safe. Being a safe friend means no judgement, just holding space.

Katie Tucker is the author of Do Penguins Eat Peaches? and the founder of business consultancy Product Jungle. Follow her writing on Substack - More2say - a weekly slice of life beyond business.

Private assessment. We decided to seek a private diagnosis for autism. We used savings to do this. We are privileged to have had that choice. We used Help4Psychology and paid £2.5k. This helped us get confirmation our child was indeed autistic, helped us understand our child better and shut down any subtle suggestions of poor parenting from local authority departments. F-off!

Time away. In the early days, I spent a week at my mum's, alone. She cooked for me, let me sleep, was my shoulder to cry (a lot) on and gave me the in-crisis moral support I needed. It also gave me space away from parenting to do some of the research and budgeting activities I needed.

Gaia Learning. Gaia Learning is an online school for neurodivergent kids. The staff are amazing and they are a lifeline for families whose child is struggling to attend mainstream school. We took it very slow. My child started with a few lessons a week in February and by July was doing the full primary timetable (three lessons a day). This is an investment (we paid £143.50/week over 18 weeks) and whilst we managed to get a Gaia grant to fund a third of the costs, for those still in limbo over funding with the local authority, we had to make more financial sacrifices to pay for the rest. As it stands, we continue to hold our local authority to account to fund this suitable alternative provision, whilst we await their EHCP and figure out what is the best setting for them.

My child decided to attend school for a few days in school in July (I never thought this would happen) and I know this was partly from the confidence they gained with Gaia.

Looking back at the list above, what kept me going was knowledge and action (however small) but also community and support.

It's a tough road. If you are currently in the thick of it, I see you. If you have any tips to share on how you managed the most difficult times of your journey please do share. Parents of ND kids need all the support they can get.

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"With a child out of school, the world feels an incredibly judgmental and lonely place'

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Author and business consultant Katie Tucker's child has been out of school for seven months (and counting). She writes about how she's piecing herself back together during this difficult time.

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‘Everything in this video is intentional. Most of the video is silent until instructed to put on headphones/volume for one audio part session near end.

This simulation is designed to exaggerate the frustrations one with Auditory Processing Disorder would go through on a daily basis. This video was made intentionally for people who do NOT have APD in hopes to help them understand on a much deeper level by experiencing the similar frustrations one with APD would go through. Including not being able to answer all the questions in the end.

Note: People with APD hear and see fine, but due to a distracting environment can cause disruption on info/language processing/ memory/ comprehension. People with APD may not get everything, and miss parts here and there. Although, not everyone with APD is the same - they all deal with it differently in certain areas more than others.

Explaining to others what APD is or does proves to be a challenge on its own because of how complex the disorder is. I believed that demonstrating the challenges (reading, listening, memory) that one with APD would go through in a short simulation session, would bring a better understanding to the disorder.

Please feel free to share this and spread the awareness of Auditory Processing Disorder. The more you know, the more you understand.

Senior Studio Project

Auditory Processing Disorder Simulation’

(Ensure captions ‘CC’ are clicked OFF - top right in YouTube - as don’t want them to start appearing, half way through, when the sound starts).

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

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

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Anxiety: School on Fire

I’m writing this blog as the father of a twelve year old girl who has been consumed by an anxiety disorder this year. This is our lived experience and it’s a journey we’re still navigating.

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Some school staff might be kind and patient. They offer comfort and reassurance; they're trying to dampen the flames, at least.

Some school staff might be frustrated and stern. They can tell you off for not conforming. They might threaten a sanction. When they do, they stoke the fire.

Caring people and cross people. Some of the flames are higher than others but a fire's a fire.

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The parent tries to reassure their child that school will be ok but the child sees a school on fire.

The teachers and support staff try to encourage the child to come in but the child sees a school on fire.

You can offer the child less time in school but it's still on fire.

The child doesn't want to burn alive. Not for a day, not for half a day and not for half an hour. They want the fire to be put out.

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You can offer the child a different room or a particular member of staff but the building is still on fire.

Compassion is good.

Adjustments are good.

But there's still danger all around.

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If the child won't go into the fire, the school might send a member of staff to the child's home, to check on their welfare.

They knock on their front door.

Now the flames have reached the child's own home.

Home was safe but now home doesn't feel safe.

The flames are getting closer.

Adrenaline over-drive.

FEAR.

Some children might make it in to school. Or into some lessons, at least.

They might even seem ok there.

They're trying really hard to do what is expected of them.

They're masking but it's not a gas mask.

Some children are really good at masking; it doesn't mean they're fine.

They're suffering quietly: suffocating from fumes.

It'll take its toll. Adrenaline isn't good at this level - not continuously.

The school's on fire.

In the safety of home, the parent tries to talk to their child about school. But this stokes the fire too.

The anxious mind can't discern the difference between perceived threat and real threat. So it's "just" a conversation but the child responds with fear.

FEAR.

Adrenaline over-drive.

School's on fire.

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It's not just school though. By the time that school's on fire, there's a good chance that other things are on fire too. Other things that used to be enjoyable and routine: visiting friends' homes; journeys in the family car; going to the shops, to parties or to the cinema...

Burning school.

Burning home.

Burning thoughts.

Burning conversations.

Life in flames.

Adrenaline wreaking havoc.

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The anxious child finds themself in a burning world.

It's not their fault.

They don't want to get burned and they don't like the feelings of imminent danger and being on high alert.

It's exhausting.

It's confusing.

It's consuming.

It's painful.

And it's misunderstood.

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I'm writing this blog as the father of a twelve year old girl who has been consumed by an anxiety disorder this year. This is our lived experience and it's a journey we're still navigating.

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A recent research report which while a saddening read, the findings are not really a surprise to us. We meet and speak to many parents everyday whose children and young people are findingattending school difficult and overwhelming.

“In a study using a bespoke online questionnaire involving 947 parents across the UK, the researchers found that a staggering 92.1% of children with school attendance problems were neurodivergent, with 83.4% autistic. ADHD, sensory processing difficulties, and anxiety were also common companions, creating complex profiles that amplified school distress. The parents’ accounts of that distress were harrowing, often referring to their children’s chronic physical displays of intense anxiety, including vomiting and bed-wetting, and attempts at self-harm at the prospect of going to school”

SEND is everyone’s business, we need more training and understanding of identifying and supporting neurodivergence within our education system.

We also need a real shift in culture within our society, moving away from the medical models based on deficits and recognise and celebrate different neurotypes in a neuroaffirming way.

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Schools should be safe spaces to encourage children to learn.

'School distress' describes the extreme emotional turmoil of children who struggle to attend school.

Cognitive neuroscientist Dr Sinéad Mullally and her team surveyed over 900 parents of children displaying school distress.

A highly significant percentage of their children were neurodivergent; their stories were harrowing.

The education system should shift practices to empower neurodivergent children to thrive.

Schools should be safe spaces if they're to encourage children to learn. However, even the seemingly safest and most supportive school environments can harbour perils for neurodivergent children and young people (CYP).

The hustle and bustle of an active classroom can generate deep anguish. This is their daily reality - an emotional battleground with them at the front lines. So, it should be no surprise when they want to retreat. Psychology researchers at the University of Newcastle, UK, have discovered just how closely connected neurodivergence is to school refusal. Their research prompts uncomfortable questions and introduces a sobering term to the lexicon of neurodiversity studies.

These children experience profound anxiety, depression, and sensory overload triggered by a typical school environment they find simply overwhelming.

Dr Sinéad Mullally is a lecturer and developmental cognitive neuroscientist at Newcastle University who specialises in the neural mechanisms of cognition. Her research includes how atypical sensory processing and cognitive patterns impact learning, behaviour, and social functioning.

Increasingly, Mullally seeks to understand how neurodivergent minds navigate and interpret the world. Working with research assistants Sophie Connolly and Hannah Constable, Mullally has examined the often-overlooked challenges neurodivergent children face in educational settings.

School distress

The researchers coined the term 'school distress' to capture the extreme emotional turmoil faced by children who struggle to attend school. These children experience profound anxiety, depression, and sensory overload triggered by a typical school environment which they find simply overwhelming. Their distress manifests in various forms, from avoidance to crying spells and physical illness. This distress isn't just limited to missing school; it also includes the emotional trauma that accompanies being present in a classroom while feeling terrified or alienated. Mullally and her team hypothesised that neurodivergent children would display more significant school attendance difficulties than their neurotypical peers. They had little idea how right they were.

In a study using a bespoke online questionnaire involving 947 parents across the UK, the researchers found that a staggering 92.1% of children with school attendance problems were neurodivergent, with 83.4% autistic. ADHD, sensory processing difficulties, and anxiety were also common companions, creating complex profiles that amplified school distress. The parents' accounts of that distress were harrowing, often referring to their children's chronic physical displays of intense anxiety, including vomiting and bed-wetting, and attempts at self-harm at the prospect of going to school.

Autistic children were 46 times more likely to experience school distress than their neurotypical counterparts.

The survey showed clear evidence of pathological demand avoidance, manifesting as extreme resistance to everyday demands and a heightened need for control. What made matters worse was teachers mistaking their behaviours as defiance rather than cries for help; punitive measures only deepened the wounds.​

The odds - a grim forecast

Statisticians might be astounded at the odds ratio revealed in this study: autistic children were 46 times more likely to experience school distress than their neurotypical counterparts.

In contrast, the odds of a smoker developing lung cancer are between 15 and 30 times higher than a non-smoker. This astronomical ratio underscores the grim reality that neurodivergent children face, often without appropriate support or accommodation. Despite the high odds, autistic children are still expected to conform to an educational mould designed without their unique challenges in mind.

To get an idea of the impact of the school setting, the researchers compared the neurodivergent CYP with lifelong electively home-educated (EHE) children - a control group with similar neurodivergent profiles. The EHE group presented a stark contrast in mental health outcomes. These children did not exhibit the same distress levels as those in traditional schools, and they did not face the same punitive measures or isolation experienced in school settings. Their stories were a potent reminder that neurodivergent children can thrive in an educational setting when given supportive and understanding environments tailored to their unique needs.

However, homeschooling isn't a panacea for all; neither is it practical. This reality points to a need for systemic changes in traditional schooling.

A new approach

Mullally's dedication to uncovering the emotional toll of rigid schooling on children with complex profiles aligns seamlessly with her broader research interests in promoting inclusivity and understanding neurodivergent experiences. Furthermore, her contribution to this research resonates strongly with her commitment to developing empathetic educational practices that cater to the unique cognitive needs of neurodivergent children. Her team's findings should encourage deep questions about current educational practices. Indeed, given the disproportionate number of disabled CYP impacted, in their study, the researchers ask whether the UK is upholding its responsibility to ensure the 'right to an education' for all children and young persons as per the Human Rights Act of 1998.

The study suggests the UK's education system should shift practices to empower neurodivergent children to thrive. Such a shift is not easy, but it is needed. It means fostering empathy, training teachers to understand diverse neurotypes, and providing individualised support that accommodates these children's needs. Neurodivergent children cannot continue to be neglected by the systems meant to nurture them and provide a safe space to learn.

What findings from this study surprised you the most, and why?

Initially it was the volume of responses that we received. We originally aimed to recruit ~50 families with experience of school distress (or 'school refusal' as we originally conceptualised this as). Within days, our survey was completed by hundreds of families, and this continued to rapidly rise until we closed the study.

Next, as we processed the data, there were clear standout findings that surprised and shocked us. Firstly, it was the young age of the children impacted with, in over half of cases of school distress, the child's distress being evident to their parents before their 8th birthday. This was coupled with the enduring nature of these children's distress, with the average length of the school distress being ~4 years. Secondly, it was the level of complex neurodivergence evidenced, the level of anxiety that we were seeing on the child anxiety scale we used (which, at the group level, was considerably higher than any previously published reports in the literature using the same scale), and the clear and harrowing impact that attending school was having on these children and young people. When we consider that the expectation set by the Department for Education (July 2023) is that children spend a minimum of 32.5 hours per week and 190 days per year at school, this becomes extremely concerning.

The increasing realisation of how, all too frequently, neurodivergent children are being harmed by the very system meant to support and nurture them deeply impacted us as a team. However, it also served to strengthen our determination to ensure these children's experiences are comprehensively documented within the psychological literature. We hope that with time, their lived experiences can inform change and a re-imagined education system with the flexibility to safely meet the needs of all children.

Should neurodivergent children be schooled in a separate setting from neurotypical children?

Within the current educational system and accompanying special educational needs & disabilities (SEND) crisis, our data (alongside that collected by others) shines a bright light on the fact that mainstream schools in the UK are not currently safe spaces for neurodivergent children (with over 97% of the children in our cohort having commenced their educational journeys in mainstream settings). Whether it is possible, with significant policy change, political will, and considerable investment, to transform mainstream schools into smaller, sensory-sensitive, nurturing, flexible, and truly inclusive places for neurodivergent children to be, is an open question. Key to answering this question is listening to the neurodivergent children and young people themselves, and conducting high quality participatory research into educational spaces in which neurodivergent children thrive.

What would be the most impactful and practical way for an education system to shift practices and empower neurodivergent children to thrive?

The first step is accepting that the current education system in the UK is not fit for purpose for neurodivergent children, and that the current status quo is, all too frequently, causing significant and enduring harm to neurodivergent children and young people and indeed to their families.

Ending punitive attendance policies for neurodivergent children is also essential.
Crucial too, is challenging the legal presumption that school is the best place for all children, as there is currently little scientific evidence to support this when specifically considering neurodivergent children, and plenty that contests it.

Until the above are recognised and accepted, change is not possible.

Running alongside the above, intensive research efforts are needed to fully understand how education practices need to shift to ensure that all neurodivergent children can access education. This effort must cast a wide net and consider both school and non-school based education, and (as above) be fully participatory in nature.

There is no panacea for this, and the answer will require an informed, skilled, and flexible education system that can rapidly respond to the unique learning needs of all its students.

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Children at the frontline - neurodivergence and school distress

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Cognitive neuroscientist Dr Sinéad Mullally and her team surveyed over 900 parents of children displaying school distress.

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City Health Care Partnership (chcpcic.org.uk)

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Use the Turn2us Benefits Calculator to find out which welfare benefits you may be entitled to.

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Creative Briefs welcomes all creative children in joining us and we are an inclusive centre using dyslexic, SEND and SpLD friendly resources to ensure Arts Award is fully accessible for every child.

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Creative Briefs welcomes all creative children in joining us and we are an inclusive centre using dyslexic, SEND and SpLD friendly resources to ensure Arts Award is fully accessible for every child.

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Creative Briefs: Art & Design for Kids-SEND/SpLD inclusive. Dyslexia friendly.

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Art & Design workshops for Kids in Hull and the UK. Arts Award Centre. Children’s University validated. SEND/Spld inclusive. Dyslexia workshops for Kids. Hull, Blackburn, Scarborough, Liverpool, Sefton, Doncaster, Manchester, Hackney, East London, Newham. Tuition for dyslexia.

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Downright Special is a charity supporting children with Down syndrome in Hull and the East Riding of Yorkshire. We assist families and professionals in all aspects of the care and education of children with the condition.

Originally started in 2007 by a group of parents, we set out to provide support to each other and any other parents who had children with Down syndrome. This quickly developed into an organised group giving emotional, practical and educational support to families. Downright Special has been a registered charity since 2009 and is run by a small team of professionally trained volunteers and staff. Our aim is simple: to build a brighter future for children with Down syndrome, supporting them to achieve their full potential and promoting successful inclusion in all aspects of life.

Downright Special offers a range of services for children from birth and onwards throughout their school years. We do this through:

Visits to new parents or parents with an antenatal diagnosis.

A weekly fun and education session (Downright Special Fridays), providing education, fun and play as well as support to parents and carers.

A sensory and signing group for babies.

Social events for the whole family.

Lending useful resources to parents.

Sharing best practice teaching techniques with teaching assistants.

Specialist resource packs for children starting school.

Conferences and training for parents and professionals.

Working closely with local health and education services to improve the care pathway and educational outcomes for our children.

Promoting the awareness of Down syndrome and encouraging successful inclusion.

Downright Special - Lauren's story from rradar legal on Vimeo.

You will find us at:

Bodmin Road Church Office, Padstow Close, Bransholme, Hull, HU7 4HE

​Our offices are based here and we run our Friday play and education sessions here too. For details how to find us visit our Contact Us page

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The Downright Special Network - Downright Special

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Downright Special is a charity supporting children with Down syndrome in Hull and the East Riding of Yorkshire. We assist families and professionals in all aspects of the care and education of children with the condition.

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Website, information and group for young people with FASD

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Website, information and group for young people with FASD

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This website is packed full of ideas to help you understand and own your diagnosis.

It's written with advice from adults and young people in the UK who have FASD and a whole team of experts and families.

We also would really like to hear from you. Contact us!

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Me & My FASD. Learn about FASD. Explore and have fun!

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This website is packed full of ideas to help you understand and own your diagnosis. It's written with advice from adults and young people in the UK who have FASD and a whole team of experts and families. We also would really like to hear from you. Contact us!

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Headspace Guide To Sleep | Official Trailer | Netflix

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Huge thanks to our corporate partner, Furniture Village, who has helped us to launch a brand new National Sleep Helpline to ensure that everyone has access to high quality, evidence-based advice regardless of age, ethnicity, background or income.
"We've always believed that sleep is equally as important as diet and exercise yet we know the UK is really struggling to sleep, particularly with the ongoing effects of the pandemic" says Charlie Harrison, Furniture Village Commercial Director. "From my work as a doctor, I know how great the need for a National Sleep Helpline is. It will make a huge difference to so many people." Dr Ranj, Furniture Village Sleep and Wellness Advisor
Working together to improve the nation's sleep.

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National Sleep Helpline - The Sleep Charity

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Who do I talk to if I can't sleep? The National Sleep Helpline can help with your sleep problems, 7pm-9pm, Sunday to Thursday, 03303 530 541.

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Are you worried you may have Sleep Apnoea?

Do you suffer from daytime fatigue, snore or choke while you sleep? These are all signs that you may be suffering from Obstructive Sleep Apnoea (OSA).

We can help you with our In-Home Sleep Test , which is a quick way to confirm or rule out OSA. From there, you can begin treating your Sleep Apnoea and improve the quality of your life.

We offer a range of popular CPAP therapy treatment options, including , CPAP machines and other comfort accessories.

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CPAP Therapy Equipment & Supplier for Sleep Apnoea | CPAP.co.uk

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The UK's number one online retailer of CPAP Therapy equipment and supplies. Get the gold standard treatment for Obstructive Sleep Apnoea (OSA). From Sleep Test to CPAP Machines and Masks we offer everything you may need.

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Calm is the #1 app for sleep and meditation. Join the millions experiencing better sleep, lower stress, and less anxiety.

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Calm is the #1 app for sleep and meditation. Join the millions experiencing better sleep, lower stress, and less anxiety.

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With around 4 in every 10 adults experiencing sleep issues, the podcast is here to open up those all-important conversations around sleep. We want you to understand more about sleep, how to look after your sleep and how to improve those zzzs.

We are not about soothing sounds or sleep stories but we talk about how the serious issue of sleep. We will tackle the subjects of ADHD, women's health, children's sleep and much more! So if you want to learn more about sleep, you've come to the right place!

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With around 4 in every 10 adults experiencing sleep issues, the podcast is here to open up those all-important conversations around sleep. We want you to understand more about sleep, how to look after your sleep and how to improve those zzzs.

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Specialist Dyslexia Teacher | Julia C H Smith

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Dyslexia with Julia - a specialist teacher, trainer & consultant working in Hull & the East Riding.

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Autism and sensitivity to sunlight

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Neurodiversity, Early Years and Key Sage 1 resources for parent carers 

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Neurodiversity, Early Years and Key Sage 1 resources for parent carers 

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Parents of pre school children & Early Years Professionals.. this range of resources are free to download. Sleep, communication, sensory development and more

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Neurodiversity Early Years & KS1 Resources (Parents and Carers) - ADHD Foundation

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This is an excellent free, self-paced course that provides a solid understanding of Autism in a way that is neuro-affirming. This means we talk about Autism and Autistic people in a way that is respectful of who we are, our strengths and our challenges, and does not prioritise non-Autistic ways of being, thinking and doing. 

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This is an excellent free, self-paced course that provides a solid understanding of Autism in a way that is neuro-affirming. This means we talk about Autism and Autistic people in a way that is respectful of who we are, our strengths and our challenges, and does not prioritise non-Autistic ways of being, thinking and doing. 

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Your Essential Autism Primer

This is a free, self-paced course that provides a solid understanding of Autism in a way that is neuro-affirming. This means we talk about Autism and Autistic people in a way that is respectful of who we are, our strengths and our challenges, and does not prioritise non-Autistic ways of being, thinking and doing.
Who is Autism Essentials for?
This course is designed for a wide variety of lived experiences as well as different levels of pre-existing knowledge about Autism - from those that are totally new to the topic to those that have formal education in Autism.

Whether you are Autistic, formally diagnosed, self-identified or think you might be Autistic, a family member or loved one of an Autistic person, a researcher, teacher, other professional, or ally, we hope you learn something new or deepen and extend your existing knowledge of Autism and the Autistic community.
What will I learn in Autism Essentials?
Autism Essentials focusses on five main areas:
This is a general course for everyone, how can I make sure that it works for me?
All learners access the same base information in the course, but each topic has multiple worksheets available for different levels of knowledge about Autism. You can choose to complete the level that best fits your knowledge, complete all worksheets, or return to the course work later on in your journey and continue your learning by completing further levels. We encourage you to learn in your own time and customise your learning in a way that works for you.
What is the format of this course - is it accessible?
This course features video content and accompanying worksheets. All videos are captioned and have downloadable transcripts. Course worksheets are available in PDF format and can be filled out digitally using a web browser or PDF editor or printed and filled out.
Do you collect my answers to the course content?
We do not collect your answers - this is a self-guided course, and worksheet activities are for your personal reflection only.
What if I want to learn more after doing Autism Essentials - what can I do next?
Reframing Autism has many other resources available, including blogs, podcasts, tip sheets, webinars, and targeted, on-demand courses for Autistics, families and primary caregivers and professionals. To explore our other offerings, visit our website at https://reframingautism.org.au/.

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Your Essential Autism Primer This is a free, self-paced course that provides a solid understanding of Autism in a way that is neuro-affirming. This means we talk about Autism and Autistic people in a way that is respectful of who we are, our strengths and our challenges, and does not prioritise non-Autistic ways of being, thinking and doing.

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Stories, poems, sensory activities and PE ideas

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The Secret – Semi-Formal – Formal
A wonderful story by Katie Payne

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Creative Education Webinar and Resources

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Creative Education Webinar and Resources

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This is a recording of a past webinar.

Grief and loss can affect us all, and this includes children and young people. This webinar will give you the confidence to have conversations about death, bereavement, grief and loss with the children and young people that you work with. This webinar is for any adult who supports children and young people

The different types of grief and loss children and young people can experience

Why it's important to talk about grief and loss

How and when to have these 'tough' conversations

Webinar lead - Sarah Helton, a specialist in child bereavement, grief and loss. For further information on Sarah's work click here.

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Guiding Adults to Support Children and Young People with Grief and Loss - Creative Education

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This is a recording of a past webinar. Grief and loss can affect us all, and this includes children and young people. This webinar will...

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Bereavement, grief & loss in people with learning disabilities/SEND

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BackPocketTeacher provides training & support for everyone who works with children & adults with learning disabilities/SEND

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When you were gone is a sensory story written to help you share a memory of a loved one who has died, with a person in a sensory way.

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Online Sensory Story training available now

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Learning and Resource Pack for those supporting bereaved people with profound learning and multiple disabilities and their parents and carers.

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Learning Resource Pack

Our Bereavement and Loss Learning Resource Pack is for those supporting bereaved people with profound learning and multiple disabilities and their parents and carers. This resource emerged from our world leading research on the shared experiences of people with profound learning and multiple disabilities and those caring for them.

It is is relevant to anyone involved in the lives of people with complex disabilities, including parents, paid carers, teachers, speech and language therapists and psychologists.

The resource explores the following issues:
Unit I: Supporting bereaved people with profound and multiple learning disabilities

understanding how bereavement affects us

supporting people with profound learning disabilities

supporting spirituality

Unit II: Supporting bereaved parents and carers who have cared for someone with profound and multiple learning disabilities

caring for someone with complex healthcare needs

experience of bereavement for families who cared for someone with complex healthcare needs

The Pack also includes a DVD with two 20 minute video clips of parents sharing their own experiences and those of their sons and daughters.
Download the order form
Training

Our Bereavement and Loss resource pack is supplemented by a two-day training course for those supporting bereaved people with profound and multiple learning disabilities and their parents and carers.

Cost £240 per person

The cost includes the Learning Resource Pack outlined above.

The course is facilitated by the PAMIS Bereavement and Loss Project Team - 2014 winners of the Linda McEnhill Award for 'Outstanding end of life support of an individual with learning disabilities'.

Course Outcomes

Course participants will:

gain an understanding of how bereavement and loss affects people with PMLD

gain an understanding of how bereavement and loss affects family carers who have cared for a person with PMLD

feel more confident in working with people who have experienced bereavement and loss

have more knowledge of the theories of bereavement and loss

develop practical skills to work with people who have experienced bereavement and loss

Course Content

This course is highly participative and will have a mix of tutor input and experiential learning.

It will also have opportunities for participants to be involved in reflective practice that can be used for CPD purposes - i.e. SVQ, HNC, PRTL, CLPLO and post-graduate. This course will count as 12 hours CPD time.

Course evaluation will be undertaken with the use of pre and post-course questionnaires.

Recent Feedback

When asked what delegates liked about the course, comments included:

Practical exercises! Use of videos, case studies and real stories.

It was informative and interesting.

I enjoyed all of the course: information, handouts, activities, groupwork.

I liked the course. It was quite emotional.

Sharing knowledge.

Everything - the way the course was run was very relaxed and with empathy, lovely facilitators. I learnt a lot.

Upcoming courses

If you would like information about upcoming courses please contact Fiona Harper at [email protected].

We can also run a course exclusively for your staff and delivered in-house for you. The minimum number of delegates is 6 and the maximum we can take is 12. The cost is normally £240 per person - but for an in-house course, it's £2400 for up to 12 people (ie. 2 places free).

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Learning and Resource Pack for those supporting bereaved people with profound learning and multiple disabilities and their parents and carers.

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Learning Resource Pack

Our Bereavement and Loss Learning Resource Pack is for those supporting bereaved people with profound learning and multiple disabilities and their parents and carers. This resource emerged from our world leading research on the shared experiences of people with profound learning and multiple disabilities and those caring for them.

It is is relevant to anyone involved in the lives of people with complex disabilities, including parents, paid carers, teachers, speech and language therapists and psychologists.

The resource explores the following issues:
Unit I: Supporting bereaved people with profound and multiple learning disabilities

understanding how bereavement affects us

supporting people with profound learning disabilities

supporting spirituality

Unit II: Supporting bereaved parents and carers who have cared for someone with profound and multiple learning disabilities

caring for someone with complex healthcare needs

experience of bereavement for families who cared for someone with complex healthcare needs

The Pack also includes a DVD with two 20 minute video clips of parents sharing their own experiences and those of their sons and daughters.
Download the order form
Training

Our Bereavement and Loss resource pack is supplemented by a two-day training course for those supporting bereaved people with profound and multiple learning disabilities and their parents and carers.

Cost £240 per person

The cost includes the Learning Resource Pack outlined above.

The course is facilitated by the PAMIS Bereavement and Loss Project Team - 2014 winners of the Linda McEnhill Award for 'Outstanding end of life support of an individual with learning disabilities'.

Course Outcomes

Course participants will:

gain an understanding of how bereavement and loss affects people with PMLD

gain an understanding of how bereavement and loss affects family carers who have cared for a person with PMLD

feel more confident in working with people who have experienced bereavement and loss

have more knowledge of the theories of bereavement and loss

develop practical skills to work with people who have experienced bereavement and loss

Course Content

This course is highly participative and will have a mix of tutor input and experiential learning.

It will also have opportunities for participants to be involved in reflective practice that can be used for CPD purposes - i.e. SVQ, HNC, PRTL, CLPLO and post-graduate. This course will count as 12 hours CPD time.

Course evaluation will be undertaken with the use of pre and post-course questionnaires.

Recent Feedback

When asked what delegates liked about the course, comments included:

Practical exercises! Use of videos, case studies and real stories.

It was informative and interesting.

I enjoyed all of the course: information, handouts, activities, groupwork.

I liked the course. It was quite emotional.

Sharing knowledge.

Everything - the way the course was run was very relaxed and with empathy, lovely facilitators. I learnt a lot.

Upcoming courses

If you would like information about upcoming courses please contact Fiona Harper at [email protected].

We can also run a course exclusively for your staff and delivered in-house for you. The minimum number of delegates is 6 and the maximum we can take is 12. The cost is normally £240 per person - but for an in-house course, it's £2400 for up to 12 people (ie. 2 places free).

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Interactive Sessions, Training and Consultancy

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Us in a Bus is a registered charity based at Redhill Aerodrome in Surrey which supports people who are often isolated and who find communicating with the world (and the people in it) a massive challenge. The people we support have profound and multiple learning disabilities, complex needs and sensory processing differences, requiring specialist assistance to build meaningful engagement with others. Our services enable the people we see to access life-enriching experiences and to participate in the everyday things we take for granted, such as time with friends, expressing how we are feeling and making choices for ourselves. Using Intensive Interaction at a weekly session, our Interaction Practitioners aim to cut through some of these complexities and concentrate on what makes us all the same; the need to connect and communicate with each other in a way that means something to us and that contributes positively to emotional wellbeing.

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Us in a Bus is a registered charity based at Redhill Aerodrome in Surrey which supports people who are often isolated and who find communicating with the world (and the people in it) a massive challenge. The people we support have profound and multiple learning disabilities, complex needs and sensory processing differences, requiring specialist assistance to build meaningful engagement with others.

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Creative Education Director, Dr Pooky Knightsmith explores questions related to mental health and special needs

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Pooky Ponders - Big Questions with Brilliant People

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Listen to Pooky Ponders - Big Questions with Brilliant People on Spotify. Informal but informative.... Dr Pooky Knightsmith explores questions related to mental health and special needs. Sometimes it's deep, sometimes it's funny, it will always make you think...

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Training, Sensory Stories and Resources

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Training, Sensory Stories and Resources

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Training, Sensory Stories and Resources

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Communication through touch and music

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Welcome to TACPAC - Communication through touch and music Parents Parent and Carer more Teachers Teacher in Special School more NHS NHS Occupational Therapist more New

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Communication through touch and music

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Welcome to TACPAC - Communication through touch and music Parents Parent and Carer more Teachers Teacher in Special School more NHS NHS Occupational Therapist more New

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Music Therapy

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Nordoff and Robbins - The UK’s largest music therapy charity

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Nordoff and Robbins is the UK’s largest music therapy charity, with a unique approach shaped by more than 60 years of practice.

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Multi Sensory Story Telling

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Multi Sensory Story Telling

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An inclusive framework of musical engagement

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Activities in Music and Sound for Children with Complex Needs and Visual Impairment to Foster Learning, Communication and Wellbeing

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Activities in Music and Sound for Children with Complex Needs and Visual Impairment to Foster Learning, Communication and Wellbeing

INTRODUCTION

Tuning In is a deck of 48 cards that set out around 300 activities involving music and sound, designed to be used by those working with or caring for blind or partially sighted children and young people who have complex needs - that is, with severe learning difficulties (SLD) or profound and multiple learning difficulties (PMLD). ¹ They are suitable for the spread of musical abilities that is most commonly found among this group, ranging from Sounds of Intent Level 2 to Level 4 (see www.soundsofintent.org). These correspond to the earlier stages of musical development (Level 1 is the stage before auditory processing starts to emerge).

However, a significant minority of those who are blind and have SLD function at Level 5, meaning that they can perform pieces of music to a level at least in line with, or even more advanced than, their 'neurotypical' peers. Beyond this, a very small number will have the sophisticated performance skills that characterise Level 6, or will have the potential to acquire them. These children almost invariably have 'absolute pitch' or 'AP' (the ability to recognise or reproduce notes in isolation from others), which is extremely rare among the Western population as a whole (around 1 in 10,000) but relatively common among young people who have been blind from birth: research shows that around 40 per cent of blind babies - including those with SLD - will go on to develop AP. ² It is this ability that is likely to drive a high level of interest in music and deliver the capacity for exceptional performance.

If the child you are caring for or working with shows exceptional musical potential (for example, singing beautifully in tune; learning and remembering new pieces easily; perhaps teaching themselves to pick out tunes and harmonies on the keyboard), it is vital that they have access to appropriate tuition. In the UK, The Amber Trust can help, both in funding instrumental or vocal lessons and in supporting parents to find a suitable teacher in the local area. Please email contact@ambertrust.org.

For visually impaired children with PMLD, and for many of those with SLD, the Tuning In Cards offer not only the resources to create a suitable music curriculum, but also show how music can be used to promote wider learning, social interaction and wellbeing. ³ The cards should be used in tandem with the Tuning In Music Book, which contains 64 songs and musical activities that are designed to foster wider development, language and social skills.

SOUNDS OF INTENT

The Sounds of Intent framework on which the cards are based identifies six potential stages in the development of musical understanding, and three domains of engagement: reactive (listening and responding), proactive (creating or re-creating sounds and music) and interactive (playing or singing with others). The six levels and three domains give 18 'headlines' of musical engagement. Levels 2 to 4 can be represented as three concentric circles.

Children and young people functioning at Sounds of Intent Level 2 will experience music in a purely sensory way, and may vocalise or make other sounds in response to what they hear. Those engaging with music at Level 3 will be able to catch on to the simple, moment-to-moment rhythmic and melodic patterns that characterise many pieces, and they may well try to emulate these themselves. It is at this stage of musical development that a child may first grasp that sounds can be used symbolically - to stand for something else: an idea, a person, a place or an activity. At Level 4, children and young people will start to learn, recognise and perhaps reproduce the main motifs that are used in music: the short phrases by which pieces are identified. Think of the first four notes of Beethoven's fifth symphony, for example, or the McDonald's advertising jingle. At this stage, children may combine motifs in new ways to form their own songs, made up of fragments of music that they have heard. Motifs can also be used symbolically in their own right - with or without their accompanying words - to facilitate understanding and open up a channel of expressive communication, when language alone does not work. So, in summary, each level can be labelled as follows:

Level 2 - 'sensory'
Level 3 - 'pattern'
Level 4 - 'motifs'

These broad-brush descriptions are helpful for gauging the level at which a child or young person is functioning in music-developmental terms. However, in order to be of practical value to teachers, therapists and carers, more detail is needed, and the Sounds of Intent framework breaks down each of the main segments into four more detailed 'elements'.

There are four elements (labelled 'A', 'B', 'C' and 'D') for each main segment of the framework. Take 'Reactive, Level 2', for example: 'shows an emerging awareness of sound'. This is broken down into 'responds to an increasing variety of sounds' (labelled 'A'); 'responds differently to different sounds' ('B'), 'responds to sounds in different contexts' ('C'); and 'responds to sounds in multisensory activity' ('D'). So each element can be identified uniquely in terms of its domain, level and element.

THE TUNING IN CARDS

Each of the 36 elements is allocated a card from the Tuning In Cards set, which sets out six potential strategies that teachers, teaching assistants, therapists and parents can use to promote musical activity at a particular level and in a given domain. For example, Card 18, 'Tap into my love of pattern!', pertains to Reactive, Level 3, Element B - 'responds to regular beats at different speeds' - and the six strategies are to be found on the reverse, as follows.

In addition to these 'music-specific' cards, there are 12 others (four at each level) that show how music can be used to support wider learning and development, and wellbeing. The areas are:

* body awareness and movement - 'me: my body'
* wellbeing and emotional regulation - 'me: my thoughts and feelings'
* social, language and communication skills - 'me, you and other people'
* knowledge and understanding of the world - 'me and my world'

For example, Card 45 looks like this:

To get the most out of these resources it is important to know a child or young person's level of musical engagement, and the Sounds of Intent framework can be used to make that judgement. The Sounds of Intent website ( www.soundsofintent.org) has an online assessment tool that teachers and therapists in particular may find useful. Having established pupils' or students' level of musical functioning, it will then be possible to build a music programme, tailored to their needs, using the Tuning In Cards and Tuning In Music Book resources.

It is likely that children and young people with profound disabilities, in particular, will make small steps of progress. Research shows that this is likely to be around one Sounds of Intent level during their time at school. ⁴ Hence, the ideas set out here should be treated only as a starting point, to get things going. Although musical styles and genres differ from one culture to another, the underlying structures in sound and the way the brain processes these seem to be universal, and it is important to offer musical experiences that are culturally relevant and age-appropriate. Be imaginative. Above all, have fun! Remember, music is not just about one session a week with a teacher or therapist: it can inform and enrich living and learning throughout the day.

The Tuning In Cards and Music Book are written by Adam Ockelford and published by Jessica Kingsley Publishers.
References
¹ The Tuning In cards may also be of benefit to those without visual difficulties, including children on the autism spectrum.

² Summarised in Focus on Music 2: Exploring the Musicality of Children and Young People with Retinopathy of Prematurity, by Adam Ockelford and Christina Matawa, published by the Institute of Education in London, 2009.

³ For those working with or caring for blind and partially sighted children in the early years (irrespective of any additional disabilities they may have), other resources have been created, which are available at www.ambertrust.org/littleamber.

⁴ For more information see, for example, Music for Children and Young People with Complex Needs by Adam Ockelford, published by Oxford University Press, 2008.

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Activities in Music and Sound for Children with Complex Needs and Visual Impairment to Foster Learning, Communication and Wellbeing Tuning In is a deck of 48 cards that set out around 300 activities involving music and sound, designed to be used by those working with or caring for blind or partially sighted children and young people who have complex needs - that is, with severe learning difficulties (SLD) or profound and multiple learning difficulties (PMLD).

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Inclusive Folk

Our Inclusive Folk programme aims to improve access to folk music and dance education for learning disabled young people. The project puts particular emphasis on working with young people with learning disabilities and complex needs (individuals with multiple and unique health and social care needs that affect their ability to participate in mainstream education and arts activities).

The project is funded by John Lyon's Charity and supports activities in nine boroughs in West London (Barnet, Brent, Camden, City of London, Ealing, Hammersmith & Fulham, Harrow, Kensington & Chelsea and Westminster).

Key Strands

Inclusive Folk has several key strands as outlined below. Please contact the EFDSS Education team to find out more about any of these strands ([email protected] ).

1. Workshops in SEN/D schools

The Inclusive Folk team deliver creative music and dance workshops over a series of weeks at SEN/D schools in the John Lyon's Boroughs. We work with teachers to plan workshops that will work for them and their students. The workshops are fully funded by John Lyon 's Charity and are free to schools.

Tutors were very engaging and had activities for all abilities

2. Folk Festival Days at Cecil Sharp House

SEN/D schools that we work over the term get the opportunity to visit Cecil Sharp House for a folk festival! They will meet other young people to take part in folk music and dance. The festivals often end with a ceilidh!

We run fortnightly creative, inclusive, multi-sensory music and dance workshops at Cecil Sharp House on Sunday afternoons. The workshops are for learning disabled young people aged 12 to 30 who live or go to school/college in one of the John Lyon's Boroughs. The workshops are open to all abilities and levels of experience and are great fun!
Find out more about Folk Unlimited

We always look forward to coming to the sessions - parent

4. Work placements at Cecil Sharp House

Each year we offer up to three learning disabled young people the opportunity to complete five to six weeks of work experience with us at Cecil Sharp House. The young people gain experience in several departments.

Explore free, downloadable materials from our award winning Resource Bank about using traditional folk song, music, dance, drama and other arts in your teaching and learning.

6. CPD events for educators working with young people with SEN/D.

We deliver CPD for educators, led by our highly experienced Inclusive Folk team. If you are a school/college/music hub and you would like to discuss training on a particular topic, please get in touch: [email protected] .

We also offer a freelance traineeship each year for a musician wishing to develop their skills in folk music education and working with learning disabled young people.

In addition to these strands, the project is supporting EFDSS' work to make our wider education programme and our venue more inclusive and accessible for all people.
Read more about accessibility here.

Meet the Inclusive Folk Team

Emmie Ward (pictured left) holds a PG CERT in music and special needs using Sound Of Intent with Roehampton University. She is a folk musician and works as a freelance music and folk arts practitioner and teaches a range of classes for people with learning disabilities. She specialises in using a multi sensory approach to storytelling and music. Emmie has worked in a variety of settings including Day Centres, FE colleges and schools where she has worked as a teacher for many years. Projects have included "Everybody Dance Company" a millennium funded dance project with performers with complex needs and working on the show "Weighting" by Extraordinary bodies an inclusive, touring circus.

Nicholas Goode (pictured centre) has been a professional musician for over twenty years. He studied for a degree in music at Anglia University and then gained a PGCE in SEN/Music at Roehampton, London. He has taught and led workshops across the age range from early years to adults and worked with students with a wide range of complex needs. Nick's main instrument is the fiddle and he also plays mandolin, banjo and accordion. As a musician, he has performed at gigs and festivals with a number of bands and artists including Sam Lee and Helen O'Hara. He has participated on recordings for a number of artists, performs regularly at ceilidhs and leads two weekly sessions. In addition to his work as a musician and educator Nick also works extensively in theatre as a composer/arranger, as musical director and as an actor-musician.

Roary Neat (trainee, pictured right)is a folk singer-songwriter who has always been interested in championing inclusivity in the folk world. As an autistic and non-binary queer person, they take pride in altering traditional folk songs and writing new ones which explore the narratives of minority groups often ignored by mainstream media. They perform under the name Roary Skaista and have released two EPs of original songs on which they sing and play guitar. Also a keen rapper sword dancer, Roary sits on the Morris Federation Committee as Equality, Diversity and Inclusion (EDI) representative, as well as on the Joint Morris Organisations' EDI panel. Having previously been part of a couple of different groups at university who take music and theatre to SEN/D schools and residential homes on a voluntary basis, Roary was thrilled to become involved with the Inclusive Folk project and combine their previous experience of SEN/D with their love of inclusivity in folk!

Evaluation Report

Read our latest Evaluation Report (PDF, written by Andrea Spain in July 2023)

Inclusive Folk is funded by John Lyon's Charity.

If you have any questions about our programme for learning disabled young people, please get in touch: email [email protected] or call 020 7241 8953.

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Inclusive Folk Our Inclusive Folk programme aims to improve access to folk music and dance education for learning disabled young people. The project puts particular emphasis on working with young people with learning disabilities and complex needs

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Soundabout uses music, sound, and silence to create opportunities where Learning Disabled people with complex support needs thrive.

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Soundabout uses music, sound, and silence to create opportunities where Learning Disabled people with complex support needs thrive.

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Soundabout offer a wide range of music making and training opportunities that enhance wellbeing, communication, community, self-expression, and enjoyment.

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We believe people with learning disabilities should have a musical life that is interactive, empowering, and life enhancing.

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Blogging about all things sensory for those with Profound and Multiple Learning Difficulties (PMLD)

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In recent years the number of children with profound and multiple learning disabilities in education in the UK has risen by over 40% which means that all over the country new teachers and teaching assistants are getting to work with these extraordinary people.

Often times these children are the recipients of pity, and whilst it is true that they lead very challenged lives and often face extraordinary medical challenges it is not true to think that rounding all of that off with the insult of pity is the right response.

Those who work with these children will tell you that they inspire anything but pity, these children teach us to meet life head on, the child whose body fails them but who still laughs reminds us all that our own lives are not so tough. The child who, in spite of significant neurological challenges still pushes their limbs to move and to do as they command them doesn't ask for pity, they teach us that our own mountains are surmountable.

The most common thing I hear from people who support the education of children with complex learning and developmental disabilities or profound and multiple learning disabilities is that they have been taught by those children more than they have taught those children. We learn an enormous amount from those who are different to ourselves. And those differences need recognising, celebrating and providing for.

To work with these children is to be inspired every day. But how do we go about teaching a child whose body and brain present them with so many barriers to learning? How do we even begin to attempt to repay that debt of education we owe to them?

The answer is we start with the sensory. Sensory engagement simply means engaging someone's sensory systems. Our sensory systems are the start point for learning. And whilst for most of us engaging the senses is quite simple, it requires a sound, or a sight, or a smell, for these children it can be a far more nuanced art form.

When I hold a toy car out to you, you recognise it as a toy car and you know the types of games you might be able to play with it. Your brain uses an extraordinarily large amount of information to identify it as a toy car. Scientists working on the development of artificial intelligence will tell you how hard it is to do the programming that enables a machine to identify 'car' when shown a car in real life, a car in a picture and a toy car. Yet our brains do it with little hesitation. If you are the owner of a brain that is not neurologically typical identifying an object, let alone naming it, becomes rapidly much harder. When I hold a red toy car out to you one day you respond to the shape and colour and explore it. Tomorrow when I hold a blue toy car out to you, perhaps you recognise it as the same and begin to apply your learning from yesterday but more likely you see something different and begin your learning again, placing the information you learn from this exchange into a new repository in your mind.

Understanding how to present sensory experience in an accessible way and sequence it into more complex learning is key to engaging learners accessing the curriculum at a sensory level. My course Sensory Engagement for Sensory Beings: A Beginners Guide is aimed at people who are in their first few years of supporting the education of learners with profound and multiple learning disabilities or complex learning and developmental disabilities. On it delegates explore a variety of sensory teaching tools they can use as soon as they get back to the classroom and get to ask all the question they might have without fear of sounding silly in front of more experienced practitioners. Parents are very welcome on the course as we know learning goes on around the clock, homework can be just as important to a child with complex needs as it is to a child who is typically developing.

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A blog about all things sensory for those with profound and multiple Learning difficulties (PMLD) planning, resources, reviews, events, CPD, research

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sensory books/apps free download flo longhorn 2022

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Hello! Please note! I am happy for you to have my books ( plus other generous authors) to use them in your work or play with very special children and adults. Just remember that many were written years ago when there was hardly any information or research around. What education there was, had to

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A JOURNAL FOR EVERYONE SUPPORTING PEOPLE WITH PROFOUND AND MULTIPLE LEARNING DISABILITIES

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A JOURNAL FOR EVERYONE SUPPORTING PEOPLE WITH PROFOUND AND MULTIPLE LEARNING DISABILITIES

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PMLD LINK was established to make a difference to the lives of children and adults with profound and multiple learning disabilities (PMLD). People with PMLD have profound intellectual and multiple disabilities, very severe communication problems, often extreme physical and/or sensory disabilities, and complex health needs.

Their needs are frequently overlooked by more general support organisations for people with learning disabilities. PMLD LINK maintains a clear focus on this small and often hard to reach group. Since 2007 PMLD LINK has been a registered 'not for profit' charity and its affairs are managed by volunteer trustees who have in-depth knowledge and are relatives of people with PMLD and/or are professionals with backgrounds in relevant health, education or social care services.

All profits from the sale of the journal and all donations are used to maintain the production and posting of the journal, the development of the website and the management of Facebook and Twitter for networking and information sharing.

Any information about potential grant applications and any donations are welcome. Currently, PMLD LINK needs money to support its 'Far and Wide Project' which aims to communicate with potential new subscribers and, thereby, to bring these services to the attention of families and carers, adult day centres, residential homes, and small self-help organisations that are harder to reach, as well as to schools and other charities.

If you can offer support or if you wish to make a donation (via the button) or if you wish to make further enquiries, please contact PMLD LINK at info@pmldlink.org.uk.

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PMLD LINK was established to make a difference to the lives of children and adults with profound and multiple learning disabilities (PMLD). People with PMLD have profound intellectual and multiple disabilities, very severe communication problems, often extreme physical and/or sensory disabilities, and complex health needs.

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Registered CIC dedicated to the emotional and mental well-being of people with severe and profound intellectual disabilities

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Registered CIC dedicated to the emotional and mental well-being of people with severe and profound intellectual disabilities

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NAC produces guidance on that can be used to create emotionally enriching experiences and that do not rely on speech and language.