# data[].attributes.attachment_link.readable_text
Welcome to RADLD.ORG, created to Raise Awareness of Developmental Language Disorder or 'DLD'. Here you will learn more about DLD, access resources and find out how to raise awareness.

SAVE THE DATE | DLD Day #dldday

Friday 18 October 2024

THANK YOU TO EVERYONE FOR SUPPORTING The 2023 DLD Day theme is 'DLD Around the World'.

Please share our website with family, friends and professionals. Our website is constantly growing, so please check in regularly. Send us your ideas or links to your own resources or activities about DLD to hello@radld.org.

DLD AROUND THE WORLD

Click on a highlighted country to see our international committee pages:

Meet RADLD Spokesperson Marie-Soleil Labelle "Sunny"

Hear about Growing with DLD from our RADLD Spokesperson Race Car Driver Marie-Soleil Labelle "Sunny".

The 2023 Dorothy Bishop lecture

Join RADLD for our annual Dorothy Bishop lecture in the lead up to #DLDday 2023 presented by Prof. Elizabeth Peña!

Learn more about RADLD

Learn more about DLD

How well do you know Developmental Language Disorder? Take our short quiz to test your knowledge.

More information

Here we share resources to help build your knowledge of this hidden but common condition.

More information

SAVE THE DATE | #DLDDAY 2024 FRIDAY 18 OCTOBER 2024 Developmental Language Disorder is a hidden but common disability that affects 1 in 14 people causing difficulties understanding and using language for no known reason. The 2024 DLDday theme will be announced in the coming months. Please contact the RADLD...

More information

Developmental Language Disorder

Developmental Language Disorder (DLD) is the new term to replace Specific Language Impairment (SLI). Developmental Language Disorder is diagnosed when children fail to acquire their own language for no obvious reason. This results in children who have difficulty understanding what people say to them, and struggle to articulate their ideas and feelings. Recent research has shown that, on average,...

More information

Newsroom

Race car driver Marie-Soleil Labelle races to raise awareness of DLD/TDL as RADLD's first official Spokesperson Quebec (CA) Race car driver and bilingual French-English speaker, Marie-Soleil Labelle is known affectionately as 'Sunny'. RADLD is excited to announce that Sunny has joined us as our first official spokesperson. Sunny has...

read more

Amelia, a 9-Year-Old UK school girl and RADLD Ambassador, is living her best life. With support, she continues to reach her goals despite being diagnosed with an 'invisible' communication disability affecting 2 students in every class of 30. Amelia loves to be busy! She plays the cornet, enjoys dance,...

read more

Marie-Soleil Labelle is a young racing car driver from Quebec. Marie-Soleil has Developmental Language Disorder. What an inspiration! This video is in French, but you can add auto-subtitles if French is not your language. Thank you Marie-Soleil for sharing your story with RADLD.

read more

Get involved

RADLD is a movement of passionate academics, researchers, health professionals, educators and families from around the world committed to raising awareness of Developmental Language Disorder (DLD).
Events Partner with us

Stay up to date

Get the latest updates from the RADLD team straight to your inbox.

# data[].attributes.attachment_link.title
RADLD - Raising Awareness of Developmental Language Disorder - RADLD

# data[].attributes.attachment_link.description
Raising Awareness of Developmental Language Disorder (RADLD) is the international advocacy for people with Developmental Language Disorder.

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

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.attachment_link.readable_text
We help people with the social stuff too because this is so important for their wellbeing. Our clubs for children, young people and adults are vibrant places, full of energy and are so popular. This is because people enjoy and value their social time, which can often be limited without support. This means friendships are strengthened and new ones are formed. The clubs are something for people to look forward to and are a highlight of the week!

At our Children's Clubs, our younger folk have a great time playing games, getting dressed up in their favourite costumes or taking time out in our sensory Pod. Our social clubs see our older crowd catching up with mates, watching films, going to the pub and enjoying a nice takeaway.

Our work doesn't end here. We help people with a wide range of abilities and their families and carers in so many other ways too. Why not find out about our other services: Residential, Lifeskills Activities, Social Clubs and Dream Days?

Contact us if you'd like to know more about our Children's Club

Read all about how we've touched people's lives

Support us and be a part of something wonderful. Make a difference today!

"The staff are superb ... they have an enormous amount of experience and I have simply nothing but praise for them"

Parent

"I give Stockdales ten out of ten.... It's fabulous"

Service User

"I love my job. The people we support never cease to amaze me with their determination and love of life."

Staff

"It's been a positive, uplifting and life affirming experience. I always go home with a smile on my face!"

Volunteer

Signup to our newsletter.

Contact Stockdales

Stockdales of Sale Altrincham & District Ltd, 34 Harboro Road, Sale, Cheshire, M33 5AH
e: enquiries@stockdales.org.uk | t: 0161 973 2296
Registered Charity Number: 509053

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

# data[].attributes.attachment_link.description
We help people with the social stuff too because this is so important for their wellbeing. Our clubs for children, young people and adults are vibrant places, full of energy and are so popular. This is because people enjoy and value their social time, which can often be limited without support.

# data[].attributes.attachment_link.readable_text
Teaching your child to use the toilet correctly can be a difficult task, whether they are on the autism spectrum or not. But if your child is autistic, the process of developing a toilet routine can take longer, and involve its own particular challenges. This guide provides some useful steps that will hopefully make your toilet training a success.

When to start

Choose a time when you have few engagements and are feeling relatively stress free. Some indicators of a good time to start are:

if your child has begun to become aware of needing to go to the toilet

if you notice changes in their behaviour patterns, such as appearing distracted or fidgeting when they are wet or have soiled

if they let you know when they need changing

if you have observed that your child is aware that they have started/finished weeing or pooing

if your child has shown an interest in using or used the toilet themselves without being prompted

if your child can avoid having a wee or poo accident for one or two hours at a time (ie has improved bladder/bowel control).

Developing a toileting routine

Remember that independent toileting is the ultimate aim and may take many months but there will be many small steps and successes along the way. As well as physical factors associated with toilet training, there are social factors to consider. It is rare for an autistic child to have the social motivation to want to be like mummy/daddy/friend and use the toilet. After using nappies for a number of years, your child might not see the point in starting to use the toilet. It's important to remember that all children are different and they will not all respond to the same teaching techniques.

Children on the autism spectrum often like routine. You can build upon this desire for predictability to develop a successful toilet training routine.

When changing your child's nappy, do this where the toilet is so they can start relating toileting activities to the bathroom.

Your child may behave differently than normal when their routine is changed so let everyone who cares for them know why there could be a change in behaviour. It is often easier not to use a potty as part of toilet training to avoid a possibly difficult change from potty to toilet.

Ensure everyone working with your child starts toilet training at the same time and follows your agreed approach. Send in any equipment to nursery/school which you use at home, for example a toilet seat they may use to make the seat smaller. Also remember to send spare clothes, plastic bags to put any wet clothes in and wet wipes. It is important that you have clear lines of communication during this time so having a home/school book to share concerns and successes is vital.

Observe your child over a few days to see when they do a wee or a poo. Identifying a regular pattern can help you take your child to the toilet with an increased likelihood of them doing a wee or poo. This then leads to positive reinforcement.

Continue to take your child at set times based on your observations. If they wet themselves at another time, take them to the toilet as quickly as possible and try to get them there so some of the wee goes into the toilet. Ignore the wetting and positively reinforce that the wee has gone into the toilet and continue the rest of the toileting routine.

Use a visual sequence beside the toilet to help your child understand what is expected of them, for example: trousers down, pants down, sit on the toilet, wee/poo in the toilet, wipe (you may need to show how many squares of paper to take), pants up, trousers up, flush toilet, wash hands. The sequence can either be in the form of photographs, pictures or the written word - whatever is most suitable and motivating for your child. You may need to create a way of removing or covering over each symbol as the step is completed to show that it is finished and to move on to the next step. There are some examples of visual supports on the Do2Learn website.

Make sure any pictures or instructions are very clear so there is no misunderstanding. For example, if you are teaching your son to stand and wee in the toilet, show an outline drawing of him standing and weeing in the toilet. If you are teaching sitting, show a picture of him sitting and weeing in the toilet.

Show your child a photo or drawing of the toilet and say 'your child's name, toilet', take them into the toilet, follow your visual sequence for undressing and sit your child on the toilet. Even if they do not open their bowel or bladder, continue to follow the visual sequence as if they had.

Use a laminated visual sequence above the sink at eye level for hand washing.

Teach toileting as a whole routine from communicating the need to go to the toilet, using the toilet, to drying hands, rather than just sitting on the toilet.

Keep the sequence of behaviours the same every time. Often when an activity is anticipated, the child is more receptive to it.

Concentrate on tackling one behaviour at a time; it's very difficult to change two behaviours at once.

Decide whether or not and how to praise your child for successfully following the toileting routine. Some children enjoy and respond to social praise ('well done', or a tickle), others respond better to an object. Some children find praise difficult and keeping a calm, structured routine with a preferred activity after toileting may work better.

Dressing and undressing

Dress your child in comfortable clothes they can easily manage themselves such as elasticated waistbands on trousers and skirts or dresses that are not too long.

Motivate your child to wear underwear by buying pants with their favourite cartoon or television programme characters on them.

Use 'backward chaining' to teach new skills. This involves breaking a skill down into smaller steps, teaching the last stage of the sequence first. So if you were teaching your child to pull up his trousers, you would pull them up to his hips and then he would pull them up to his waist. Next time, you would pull them up to just under his hips and he would pull them over his hips and waist. This is a particularly good way of teaching new skills as it raises your child's self-esteem as they have taken the final step of the task themselves to complete the sequence.

Hand washing

Follow the same steps each time: sleeves up, tap on, wet hands, squirt soap, rub hands together, rinse hands, turn off tap, shake hands, dry hands.

Stand behind your child and physically prompt them if necessary, slowly withdrawing.

Avoid using verbal prompts as your child can become dependent on these without you realising. Instead let your child refer to a visual sequence as a reminder.

You may wish to teach your child to use the cold tap only. Beware that if you teach them to use the hot tap independently at home, when they go into other settings and wash their hands, the water may be too hot and could burn them.

Boys - sit or stand?

When deciding whether to teach a boy to sit or stand to urinate, ask yourself the following questions:

Can they distinguish between when they want to wee and poo?

Do they have the co-ordination, focus and control needed to aim?

If they learn by imitation, is there someone they can watch?

If the answer to any of the above is 'yes', then they are probably able to be taught to stand to urinate. To start teaching them to aim, it can be useful to put a piece of cereal (preferably one they don't eat as this could lead to confusion) down the toilet so they have something to aim for and concentrate on. You can also purchase a variety of fun toilet target stickers online.

Bowel control

Bowel control is usually learnt after bladder control. Some children can find bowel movements very frightening and not understand what is happening. It can help to get a book with pictures to explain the digestion process.

Some children find the feel of a full nappy comforting, and may enjoy the sensory feeling of the weight of the nappy. Find alternative ways to replace these feelings so you can continue toilet training. Give your child a means of requesting the activity eg being wrapped in a warm, heavy blanket and fit it into their routine.

Sit your child on the toilet, keep the nappy on but with a hole cut in the bottom, slowly cut away the nappy each time until they are able to go without the nappy at all. To start with, they will still have the feeling of a security around their waist which in turn will enable them to feel relaxed enough to poo on the toilet.

Habit training

Some children are toilet trained through habit. Habit training is effective for children who may: lack awareness, not understand the significance or meaning related to physical sensations, be limited by decreased or absent physical sensations or have unsuccessfully tried toilet training before.

Habit training involves training the body to go at set times. Take your child to the toilet at set times throughout the day, every day.

As before, observe your child to discover the best times to take them to the toilet.

Make sure your child feels relaxed enough to open their bladder/bowels while they sit on the toilet. Having the tap running in the background can help enable your child to wee for example.

Sometimes having a toy to handle - not one which causes excitement - can be useful to both keep your child on the toilet and relax them. Keep certain toys/books for just when they are sitting on the toilet.

If your child lacks awareness or sensation, they may have to be taught a strategy before getting off the toilet, to avoid accidentally weeing on the floor. Encourage them to slowly count to ten out loud when they have finished weeing before allowing them to get up, or give them a sand timer to look at.

To help your child to independently manage their own toileting routine when they are older, you can buy watches which you can set to vibrate at certain times throughout the day. You can then teach your child when the watch vibrates, they are to go to the toilet.

Environment

Ensure the bathroom is a calm, relaxing environment to encourage independence and success with the complete toileting routine.

Remove all distractions which are not associated with toileting to help your child understand what is expected of them while in the toilet.

Make the bathroom as comfortable as possible, adding foot supports, side rails and a smaller toilet seat if necessary.

Encourage independence by ensuring that everything in the bathroom is at the right level for your child eg soap and towels.

Think about your child's sensory needs and make changes to reduce their anxiety. Does the soap smell too strong for them? Does the noise of the extractor fan bother them? Does the water temperature need to be adjusted? Is the lighting too bright?

Make sure your child can sit comfortably on the toilet with hips and knees flexed at a 90 degree angle and have feet flat on a secure object.

Night-time

Once your child is mostly dry during the day you will be able to start night-time toilet training.

Have a set bedtime routine which does not change with weekends or holidays.

Limit the amount your child eats and drinks before bed, having no fluid an hour before bedtime, but ensuring your child has enough fluid throughout the day.

Take your child to the toilet before they go to bed. They then may need to be taken once during the night. You could fit this in with your routine by taking them before you go to bed.

If they are unable to keep dry during the night, you may need to try different times in the night to take them.

Use products to protect bedding.

Schools and early years settings

Admission to school should not be refused simply because a child has difficulties with continence. A school that does this may be at risk of disability discrimination (alternative legislation operates in Northern Ireland).

Further tips

Giving a drink 10 to 15 minutes before toileting can help increase the chances of your child successfully doing a wee on the toilet but avoid giving too much as this creates an unnatural routine.

Decide if you are going to teach your child to shut the door as part of the whole toileting routine or only in certain situations.

Avoid using childlike terms for toileting as your child may find it difficult to change language later in life.

If your child has a fear of flushing the toilet, you may wish to remove this from the visual sequence and leave it until the end of the routine - after your child has dried their hands. They then may need to stand in the doorway while you flush the toilet and gradually stand closer each time until they are able to flush for themselves. Playing calming music to drown out the noise of the flush or explaining with pictures what makes the noise when the toilet is flushed may also help.

When your child is in a car, ensure they have a protector to sit on to stop the car seat from being soiled by accidents. Avoid drinks before long car journeys.

Be aware that some children will hold onto their wee/poo until they have their nappy put on, for example if they know they always have a nappy on before going in the car they may wait until it is put back to release their bowel/bladder.

A range of absorbent pants and swimwear for older children is available.

Once your child is toilet trained at home, you will want to teach them to use toilets when out. When visiting new places, show your child where the toilets are and use the same routine as you do at home. Use the same picture and toy or book they may have for toileting at home.

Some children smear their poo. Read our guide on smearing for strategies to try (link to new guide in behaviour section).

Further information

# data[].attributes.attachment_link.title
Toileting - a guide for parents and carers

# data[].attributes.attachment_link.description
This guide provides some useful steps to help make toilet training an autistic child a success.

# data[].attributes.attachment_link.provider_name
Wheels for All — The UK inclusive cycling charity

# data[].attributes.attachment_link.description
Contact details and session times for Simply Cycling Wythenshawe inclusive cycling. Based at Wythenshawe Athletics Track in Manchester. Bikes and helmets included. Part of Wheels for All disabled and inclusive cycling charity network.

# data[].attributes.attachment_link.description
If you’re worried about a child or need advice and support for coping with anything affecting your child’s mental health or wellbeing, there are different ways to seek help. You can explore what is in your locality or Contact our M-Thrive Team.

# data[].attributes.attachment_link.description
Family Fund deliver grants for families raising a disabled or seriously ill child or young people on a low income across the UK

# data[].attributes.attachment_link.readable_text
Catch up on the latest news

Find out what the #LiftedFamily have been up to. Read the latest blog or download the newest edition of the newsletter for upcoming events

The #LiftedFamily

Here are just a few pictures of the #LiftedFamily during some of our many events that we hold throughout the year. (Loads more in gallery)
Networking Partners

Donations
At Lifted, we support those from Wythenshawe and South Manchester. Help us be there for those who need us, by donating today. All donations will be go 100% to Lifted events and activities - Paypal Link

I have been doing the walks on Wednesday for some months now.
The people there are friendly and helpful so make for good companion we usually have a drink and a chat afterwards.

I have used Lifted personally and would highly recommend there help and advice, I help at a foodbank and I am always referring customers to them, I trust that the help and advice is always there and up to date, they are a fantastic team, if you need any help being a carer or with benefit advice, pick up the phone! It may be hard at first but they are so welcoming and you will soon become part of the Lifted family 👌✌️

# data[].attributes.attachment_link.description
Extending a warm welcome to our Lifted website. We are located in the centre of Wythenshawe and offer support and advice to parent-carers of people with learning difficulties.We strive to make a positive difference and impact on the health and well-being of carers using the service.We try to keep the information on our website updated...

# data[].attributes.attachment_link.readable_text
Right to education

It wasn't until 1970 that disabled children - previously classed as being unable to be educated - were given a right to participate in education.

However, the law has changed substantially since then: Protocol 1, Article 2 of the Human Rights Act, Article 28 of the UN Convention on the Rights of the Child, and Article 24 of the UN Convention on the Rights of Persons with Disabilities all state the right of disabled people to receive an education.

Young people, with or without a learning disability, must now be in education or training until at least the age of 16. In England, they must then do one of the following until they are 18:

stay in full-time education, e.g. at a college

start an apprenticeship or traineeship

work or volunteer (for 20 hours or more a week) while in part-time education or training.

Involving children, young people and families

According to Section 19 of the Children and Families Act 2014, English councils must ensure they involve children, young people and families in decisions about themselves and the local area by:

taking account of their views, wishes and feelings

allowing them to participate as fully as possible in decisions

providing them with information or supporting them to enable this participation.

Presumption for inclusion

The education system is based on the assumption that all children and young people will attend mainstream education unless in certain circumstances. These include where such a placement would affect the education of other pupils in the school or if the young person or the child's family state a preference for specialist provision.

Specialist settings are only available to children and young people who have an Education, Health and Care (EHC) Plan, unless in exceptional circumstances. They can be requested on an EHC Plan by a young person or a child's family.

Identifying needs

Every local authority in England must make sure it identifies all children and young people in its area who have, or may have, special educational needs or disabilities (SEND).

Right to receive additional support in education

Children and young people with special educational needs (SEN), including those with a learning disability, have a right to receive special educational provision. This is defined as "educational or training provision that is additional to, or different from, that made generally for other of the same age" in mainstream settings.

In England, children and young people with SEN may also receive some health care provision and social care provision to help them with their learning and development.

Rights under the Equality Act 2010

The Equality Act protects certain groups of people from being discriminated against, such as people with a learning disability. Therefore, a child or young person with a learning disability must not be discriminated against, directly or indirectly, and the reason for this must not be because of their disability.

In education, there are also further rights that children and young people with a learning disability have:

SEND Code of Practice

The SEND Code of Practice contains the guidance that professionals working with children and young people with SEN must follow, so it is also an incredibly important document for families of children and young people with SEN. This is because it shows you what support you can expect your child to receive, as well as who is accountable for delivering it.

# data[].attributes.attachment_link.description
It wasn't until 1970 that disabled children - previously classed as being unable to be educated - were given a right to participate in education.

# data[].attributes.attachment_link.readable_text
An About Me profile will usually be one page long - the front page is the About Me and it has the most important day to day information. On the reverse side of each template there is an opportunity to add more information on the More About Me.

It should be written in plain English - it is important for the words to be written clearly and simply on the profile so that everyone can understand. Jargon should be avoided for example medical terms and acronyms (abbreviations).

It is suitable for all ages - there are two main templates to choose from, one is suitable for all children and young people and one is aimed at those children and young people thinking about future plans. Each comes in a range of colours and with an option to add either 1 or 3 pictures.

About Me profiles are designed to be portable - the About Me can be taken easily to any appointment, school or leisure facility without having to take lots of information and can be used to share key information in a quick and accessible way.

The About Me Guide is there to help you complete a profile - either for yourself or a child or young person you care for or support.

About Me has been co-produced by a group of parent/carers and professionals from different organisations and services across Manchester, including: The Manchester Parent Carer Forum, Manchester Parent Champions, Manchester City Council, Manchester Foundation Trust, the Manchester Local Care Organisation and a range of Manchester mainstream and special schools.

Following feedback from parents and carers of their frustrations in having to share their story in each new setting, the project group came together and developed About Me profile templates and a supporting guide - these have been successfully trialled in different settings including schools, health services and early years settings and are now available to everybody across the city.

We often hear from parents and carers that there is a clear wish to 'tell their story once'. A lot of parents have told us about appointments or social events that haven't gone as well as they could have done if key information about their child had been shared beforehand.

About Me aims to alleviate this problem by giving the opportunity for all children and young people to have a concise and clear person-centred profile to be available in all settings.

A profile can be shared by email by a young person or their parent or carer by email to different settings and services. For example, if a child or young person is due to attend a social event, the About Me can be shared with the event organisers beforehand. If a child is being referred to a health service, like Occupational Therapy, the About Me can be shared by email alongside the referral information. Printed copies of a profile can also be taken along to different settings and passed to staff members in person. About Me profiles can be shared with GPs and other health services, nurseries and schools, social care, respite services and any other settings.

# data[].attributes.attachment_link.title
About Me Templates - Manchester Local Care Organisation

# data[].attributes.attachment_link.description
About Me is a person-centred profile of a child or young person. It is usually written in the words of the child or young person and focusses on what the child or young person can do and where support is needed.

# data[].attributes.headline
Talbot House, a helpful service for EHCP support

# data[].attributes.subject
Talbot House, a helpful service for EHCP support

# data[].attributes.attachment_link.readable_text
We are here to help and support Parent Carers across Manchester!!

If you would like to book an appointment or would like to find out more please call us on;

0161 203 4095

We are open 9:30am to 3:00pm, Monday to Friday

Or email us at;

For the latest news and information please check out our Facebook and Twitter pages;

So, what do we do? Talbot House is a charity that provides support services for parents and unpaid carers of people with severe learning disabilities who live in the Manchester area. We operate a user-led one-stop-shop service that has supported parents and carers of all age ranges and ethnic backgrounds for over 45 years (founded 1976).

Our Mission statement is;
"Talbot House exists to improve the quality of life for parent-carers of people with learning disabilities. Our parents receive respite and support in a safe environment where they can laugh, cry, identify with and support each other through the sharing of personal experiences with honesty and acceptance"
Below is an overview of the support we provide for our service users;

How we support our carers ;

One to one support

Advocating for carers

Information about benefits

Brief Interventions

Help with form filling, letter writing

Emotional and wellbeing Support

Our THRIVE service for elderly carers (see our THRIVE section)

Housing, education concerns and much more ...

In addition to our support services we also use our Support Centre building as hub for carers to enjoy various community events and activities, and to meet and socialize with other carers to build friendships and support networks.

Social and Wellbeing Activities and Events;

Monthly Carers Lunch

Free Pampering Services - nail bar, massage and beauty Treatments

Drop-in service

Day trips our

Social venue for carers to meet (Tuesday & Fridays)

Training and Information sessions for carers

Call us or pop into the centre you will always be made welcome and our tea is second to none!

We are open from 09:30am - 3:00pm Monday to Friday

Talbot House is extremely grateful and thankful for the funding and support we have received from the below organisations and trusts during 2022 & 2023. Without them we wouldn't be able to support our parent carers, so thank you !!

Find out more about our funders here

Talbot House is an associate partner of Carers Manchester.

Carers Manchester is a partnership of statutory and voluntary organisations, working together to improve services for Manchester's unwaged carers.

This partnership has developed a new pathway for unwaged carers in the city to receive advice, guidance and support.

Talbot House works within this partnership and we are here for the unwaged carers of Manchester and our local community, striving to ensure that they get the right support at the right time, and in the right place.
Contact Point
Phone number: 0161 543 8000

Email: contact.point@carersmanchester.org.uk
www.carersmanchester.org.uk

# data[].attributes.attachment_link.description
Talbot House is a support service for parents and carers of people who have learning disabilities who live in the Manchester area. It is led by parents themselves. Listed here are some of the services we offer; emotional support, consulting with carers to shape services, access to training for carers, information about money and benefits, breaks for carers and advocacy.

# data[].attributes.attachment_link.readable_text
Hello, bonjour, ciao, hola, cześć, السَّلَامُ عَلَيْكُمْ, नमस्ते ਸਤਿ ਸ਼੍ਰੀ ਅਕਾਲ

Rodney House school provides school places for children with an EHC plan stating 'Specialist support' and a city wide Outreach service which supports Early Years children and their families. The service also offers training and support to daycare providers and school nursery teams.

Rodney House is a welcoming community which helps all children to reach their full potential.

We aim to provide a safe, caring environment where all achievement is valued and celebrated.

"Pupils thrive and many make outstanding progress in each area of development from their starting points." (Ofsted 2017)

If you have any enquiries about the school please use the phone number or email address below. One of the admin team who will be able to help or pass your request on to the person to best assist.

Telephone: 0161 230 6854

Email: admin@rodneyhouse.manchester.sch.uk

Contact address:

Rodney House School

Albert Grove

Manchester Sports Awards 2023- Finalist for school of the year!

# data[].attributes.attachment_link.description
Hello, bonjour, ciao, hola, cześć, السَّلَامُ عَلَيْكُمْ, नमस्ते ਸਤਿ ਸ਼੍ਰੀ ਅਕਾਲ Rodney House school provides school places for children with an EHC plan stating 'Specialist support' and a city wide Outreach service which supports Early Years children and their families.

# data[].attributes.attachment_link.readable_text
The Manchester Local Offer brings together information in one place. It helps children and young people with SEND up to the age of 25 and their parents understand what services and support they can expect locally. This includes their statutory entitlements which are required by law. Watch our short film about Manchester Local Offer localoffer@manchester.gov.uk, 0161 219 2125.
Accessibility - Click on the orange circle on the top right to open the ReachDeck toolbar. (If you are on a mobile phone, you may need to swipe left to make it appear.) This provides a range of access options, including text enlargement, MP3 Maker and language translation. You can also make changes from the Accessibility option at the top of each page.

# data[].attributes.attachment_link.title
The Local Offer (Special Educational Needs and Disability)

# data[].attributes.attachment_link.description
The Manchester Local Offer brings together information in one place. It helps children and young people with SEND up to the age of 25 and their parents understand what services and support they can expect locally. This includes their statutory entitlements which are required by...

# data[].attributes.attachment_link.readable_text
How must information, advice and support services be run to meet the minimum standards?

The kind of things we help with include:

Understanding legal processes, such as Education, Health and Care (EHC) needs assessments and plans; knowing what you need to do and critical timescales.

Practical tasks, such as dealing with paperwork, getting your child or young person referred for extra help (SEN support), asking for and EHC needs assessment, checking a draft EHC plan or contributing to reviews

Developing a good working relationship with staff at nursery, school or college, or with other professionals.

Considering your options, clarifying your priorities and making decisions.

Feeling listened to and prepared for meetings or reviews.

Understanding how to deal with exclusions, disagreements with professionals or how to move forward when things go wrong.

Signposting to additional sources of information, advice or support, groups and services.

We also provide:

Monthly drop-ins in our localities across the city

Free information events and courses which help you to find out more about SEND

Factsheets on various subjects related to SEND

# data[].attributes.attachment_link.description
We offer: information, advice and support to children, young people and parents/carers about special educational needs and disabilities (SEND). This includes health and social care where it is linked to education. We are a free, dedicated, confidential and impartial service based in Manchester. We are a statutory service.

# data[].attributes.attachment_link.description
In-depth advice and guidance about autism and the challenges autistic people and their families face. Topics include what is autism, diagnosis, communication, mental health, education, and more.

# data[].attributes.attachment_link.description
Read about the wide variety of work that Contact undertakes to support families with disabled children.

# data[].attributes.attachment_link.readable_text
Short breaks

The term 'short breaks' (also known as ) is used to describe the time off that family carers and people with a can get.

These breaks come in different forms. Some families go to short breaks centres, others are part of schemes involving placements with families, or receive to purchase their own support.

Councils must publish a list of all children's short breaks in their area and make sure there is a wide range of short break options available locally.

They must also bear in mind that some short breaks might need to be provided to parents proactively, in order to help them to continue to provide care for their child.

Financial support

There are several benefits for children who need additional support. From the birth of a child with a disability, parents can claim various benefits. These include:

Carer's Allowance - this is a benefit for carers aged 16 and over who regularly spend at least 35 hours a week caring for a disabled person. Claimants can receive £66.15 per week.

Child Benefit - this is paid to carers who are responsible for a dependent child, children or young person.

Tax is the money that pays for things like schools, hospitals and the police. There are different types of taxes like income tax VAT VAT is also called Value Added Tax. VAT is the extra money you pay when you buy things. The money goes to the government council tax Universal Credit - this is benefit replaced a number of existing benefits, including child tax Income tax is the money that is taken out of the money you earn every month. It helps to pay for things we all need like hospitals and schools. , Council Tax is the money that people pay to the council. It helps to pay for things like social care (support for people), parks and dustbin collection. . The Government are the people who run the country. The Government decide how much tax people should pay and how things like the National Health Service (NHS) should work. to pay for things like schools and hospitals. and credit, housing benefit, certain out-of-work benefits, and working tax credit.

Child Tax Credit and Working Tax Credit - these benefits have been replaced by Universal Credit for most people. You can only make a new claim for Working Tax Credit if you get the severe disability premium. Visit GOV.uk for more detailed information on tax credits.

Disability Living Allowance (DLA) - this is available to disabled children. The care component of DLA is available from birth, while the mobility component of DLA is available for children from the age of three.

For more information about these and other benefits, including how to claim them, please visit our benefits pages. For a full list of benefits you may be entitled to if you have a child, please visit the Disability Rights UK website.

Family Fund is able to help in some instances by providing grants and information relating to the care of a child. Grants can be obtained for help with items such as washing machines, holidays, activities, driving lessons, bedding, and clothing.

Family Support Programmes

Some families may feel they require some extra support to help them meet the needs of their child.

There are a number of different family support programmes available. Some are for all parents regardless of whether they have a disabled child, and some are more targeted towards meeting particular needs.

Family support programmes can be delivered by a range of providers: some are offered by a council, while some might be delivered by other organisations.

For an idea about what support your council can offer you, please visit your council's . You can find your local council here.

A few examples of family support programmes that are targeted at families of disabled children are:

Each programme has different eligibility criteria and not all of these options may be available to you in your local area.

Information and advice

There is a lot of information available to help parents understand more about what support their child can get. Here are a few of the main sources:

The 'Local Offer'

Every council must have a Local Offer of support it expects to be available in the local area for children and young people with SEND. The local offer will be available on the council's website - if you are unsure, you can find your local council here.

The local offer should have information about the following types of support for children and young people with SEND:

Health support, including therapies available to children or young people.

Social care support, including short breaks.

Support to help young people to live independently.

Support to help young people find suitable accommodation.

All councils must provide the opportunity for you to give feedback about your local offer, and they must publish how they intend to address any issues you raise.

Information, Advice and Support Services (IASS)

Every council must also provide an independent Information, Advice and Support Service. The support service is available for children and young people with SEND and their parents.

The IASS will provide information on things like:

local policies and practice around SEND

the Local Offer

personal budgets

other sources of support.

The IASS will also provide support for children, young people and families, including:

Find out more about your local information, advice and support service.

Family Information Services

Your local Family Information Service (FIS) provides a range of information on all services available to parents, including parents of children with a learning disability.

To find your local FIS, please search on the Family and Childcare Trust's website.

Other support organisations

# data[].attributes.attachment_link.title
Support for parents and carers of children and young people

# data[].attributes.attachment_link.description
Information about the different kinds of support offered to parents and carers. Find out about Mencap and join us in raising awareness for learning disability.

# data[].attributes.attachment_link.readable_text
We provide services and support that enable children and teenagers to lead fulfilling lives

The children and young people who benefit from our services have diverse needs and include those with autistic spectrum disorders, physical and learning disabilities and those who require specific healthcare procedures. Activities take place within our Pathways and Treetops buildings at White Lodge and other suitable locations. All relevant services are registered with either the Care Quality Commission or Ofsted.

# data[].attributes.attachment_link.title
Support for children and young people with disabilities

# data[].attributes.attachment_link.description
Supporting children and young people with disabilities, nursery, youth and play clubs, child therapy.

# data[].attributes.attachment_link.description
A website about autism, for autistic young people - so that everyone can gain a better understanding of what autism actually is.

# data[].attributes.attachment_link.provider_name
I AM - Celebrating Autism in Greater Manchester

# data[].attributes.attachment_link.readable_text
Specialised 1-2-1 support

We provide specialised 1-2-1 support for a variety of needs to both members and non-members.

Aspirations - social and leisure activities

Aspirations has been running for over 20 years, providing a wide range of social and leisure activities for young people and adults from the age of ten upwards.

Parents and carers group

It's not just people on the autistic spectrum who can benefit from coming together and sharing experiences in our groups.

I AM - a community working with and supporting a wide range of people, aged 10 years and upwards, who have a diagnosis of Autism Spectrum Condition.

£15 COULD BUY

Something for a young person aged 10 to 18 e.g. a youth group session.

£30 COULD BUY

Something for 18 + e.g. a support session.

£50 COULD BUY

Something for an elderly person e.g. life skills development.

Who we support?

The different terms used to describe the autism spectrum can be confusing and have changed over time. In recent years there have been changes to the systems that professionals use to make a diagnosis and diagnostic categories have changed. The most used term now is Autistic Spectrum Condition.

This means that people who have recently had an assessment are most likely to be given a diagnosis of Autistic Spectrum Condition.

Our community understands the challenges that ASC can bring. We have the knowledge, experience and passion to help individuals and families work through them towards a happier place with autism as a part of their daily lives.

Our mission is to create communities of support across Greater Manchester for people on the autistic spectrum which enable personal and professional development.

I AM - Celebrating Autism Greater Manchester

Set up to work with people with a diagnosis of Asperger Syndrome or High Functioning Autism. We only work with people who have had an assessment and received a diagnosis of Autistic Spectrum Condition (or one of the previously used terms).

# data[].attributes.attachment_link.description
Specialised 1-2-1 support We provide specialised 1-2-1 support for a variety of needs to both members and non-members. Read MoreAspirations - social and leisure activities Aspirations has been running for over 20 years, providing a

# data[].attributes.attachment_link.title
Understanding Autism and Anxiety | Autism Barriers to Education

# data[].attributes.attachment_link.readable_text
Our award-winning CADS programme offers a wide range of fully inclusive activities as well as health and wellbeing options.

The benefits that the CADS Programme offers children and young people is proven. As well as developing confidence, self-esteem, and health and fitness, CADS encourages friendships to blossom.

Children and young people can try CADS activities during school holidays or more regularly as weekly evening sessions. We offer everything from football to swimming and climbing and art. We also offer lots of fun volunteering opportunities.

CADS football

CADS football is our fully inclusive football session, taking place every Friday at Seashell's 3G pitch. These are fun football sessions where the children and young people can learn new skills, make new friends and be active. The club runs in partnership with Cheadle and Gatley Football Club and Elite Football Coaching.

Age: under 8's, under 12's, under 16's and 16+

Day: Friday

Time: 4-5pm (under 8's, under 12's), 5-6pm (under 16's, 16+)

Location: Seashell 3G pitch, Stanley Road, Cheadle Hulme, Cheshire SK8 6RQ

£5 per session. Termly bookings available.
CADS Football Dates HERE
Saturday CADS

Saturday CADS is a fully inclusive weekend club which provides a wide range of activities and is a group which aims to create independence and social interaction for the children and young people, 8 - 16 years old, that attend.

If children and young people require extra support at Saturday CADS we welcome young people to come to the club with a parent, carer or friend,

Time: 10am - 1pm Saturday CADS Dates HERE

Location: Seashell, Stanley Road, Cheadle Hulme, Cheshire SK8 6RQ

£25 per session. 6 week termly booking.

Young People's Gym Sessions

Our fully inclusive fitness suite hosts an exclusive fitness session for young people. The session is supported by our qualified health and fitness coordinator.

Age: 13-18 (18+ with a disability)

Day & Time: Thursday 6.15-7pm, term time only

Location: Fitness Suite, Seashell Royal College Manchester

£5 per session

CADS Parties

Our fully accessible facilities are the perfect venue for all your party needs. We offer climbing parties, swimming parties and multi-sports parties.

Climbing party: 2 hours (including hall hire and 2 instructors) £125

Swimming party: 2 hours (exclusive use of swimming pool and 2 lifeguards) £200 (£5 extra to add climbing)

Multi-sports party: 2 hours from £125+ depending on activities

CADS school holiday programme

CADS school holidays is open to disabled and non-disabled young people aged 8-16 years. Children and young people can get involved with everything from tennis to swimming to art and cooking. Specialist one to one support can be provided for those that require extra help and encouragement at no extra cost, meaning that our activities can be accessed by everyone, regardless of disability or ability.

Age: 8-16 years

Time: 10am - 3pm

Location: Seashell
CADS Holiday Dates HERE
For anyone new to CADS and wanting to apply to access the provision, please contact CADS@Seashelltrust.org.uk or 0161 6100 122

Our deadline to apply for October Half Term & Christmas CADS is Wednesday 28th September.

*Anyone who hasn't attended CADS since Summer 2021 or before - you will be considered a new applicant due to our new admission processes in place.

For more information please contact cads@seashelltrust.org.uk

# data[].attributes.attachment_link.title
CADS programme | Health and Wellbeing | Seashell

# data[].attributes.attachment_link.description
Seashell offers fully inclusive activities through our award-winning CADS Programme. Click here to learn more about what CAD does for health & wellbeing.

# data[].attributes.attachment_link.title
Disabled Swimming Sessions | CADS Swim School

# data[].attributes.attachment_link.description
Seashell delivers inclusive swimming sessions for all abilities, including children and young people with learning difficulties, disabilities, and autism.

# data[].attributes.attachment_link.provider_name
ABLEize Disability and Mobility Directory

# data[].attributes.attachment_link.readable_text
ABLEize Disability and Mobility Directory

Welcome to the largest and most viewed UK disability, special needs and mobility website on the net. Here you will find 480 plus categories filled with everything from mobility and daily living aids through to support, disability sports, arts, access and travel, accessible holidays, education, care providers and a whole range of social and fun clubs and groups near you. Basically we have disability covered. Read More

Established back in 2006, ABLEize actively seeks out new and exciting social activities, charities and support groups and and adds them to this up to date and trusted disability directory. Although ABLEize is a very powerful disability and mobility marketing tool, it is not our sole aim. Connecting the disabled person, their family and carers with the support, service providers and vital information and resources you need is our main aim. Our trusted and hand-picked information is shared by many local and national NHS and Government information sites as well as many of the largest disability and special needs organisations and charities.

Support us by submitting your business site today or why not take advantage of our very powerful regional areas to get you found in your area. Browse to find local and national resources, products and services for all disabilities and special needs. Use the search box above or click through the categories below to include your site for greater sales and Internet and social media promotion. If you are unsure where you fit just email us via the link at the bottom of this page. ABLEize has disability covered. Join us today.

Coronavirus (COVID-19) Update. ABLEize is very concerned about the mental health of people during these exceptional times. We have now completed an extensive Mental Health Support contact lists for every county please see the current list located inside Coronavirus (COVID-19) mental health support. Please select from your location or chose national support groups. Please help us to help others by sharing this link.

# data[].attributes.attachment_link.title
Disability and Mobility Directory | Disabled and Special Needs Library

# data[].attributes.attachment_link.description
ABLEize disability and mobility directory promotes all disability and special needs support, products, groups, sports and services. List yours today.

# data[].attributes.attachment_link.readable_text
Children who have Special Needs, Disabilities and the parents that love and care for them are a huge priority for us at The Hideaway. We know that during lockdown many children have suffered in all kinds of ways, and those that already struggle with recognised additional needs have often been impacted even more.

Hover over the buttons below to see the different support we have available for SEND families.

​

Consistent Staff
*available in SEND sessions

Families will see familiar faces every week & staff can become familiar with the individual needs of the children

Now-Next Board*
*available in SEND sessions

For children not yet ready for a visual timetable. the board displays the theme for the session and the activities.

No overhead music or hand dryers

*available in SEND sessions

To reduce sensory overload and anxiety.

Quiet Room
*available in SEND sessions

During SEND sessions we are currently using our classroom as a quiet space for children to use with their adult. There are plans for a purpose built room in the future.

If you require further support, the Hideaway staff have good relationships with local schools and services and are willing to support families at their request.

Social Story

Social Stories are a fantastic tool to help prepare children for visiting new places.

We have prepared a new social story for you to read before visiting us at the Hideaway.

After school session for SEND (Our Club)

Children with SEND often prefer the Hideaway when it's a little quieter, and we're able to make the space slightly more friendly for particular needs.

​

We run regular SEND sessions all year round. The sessions will feature visual supports to assist with using the space, turning off the music and hand dryers and having a range of special themed activities each week. Visit us on Tuesdays at 4.30pm for our SEND sessions.

Holiday Clubs Summer 2023

Our Club Drop-in Summer Club

This summer each week we will be running free drop-off sessions for children with SEND who do not require 1-1 support to provide respite care for parents and carers. More information will be available shortly.

​

More information soon!

​

​

To play, press and hold the enter key. To stop, release the enter key.

Meet the Our Club Team
Here are the staff that you can expect to meet on your visit to Our Club at The Hideaway

Lisa- Family Support Worker

Danielle - SEN lead

Megan- Play Assistant

Carol- Cafe Team Leader

Parent Support

Being a parent or carer of a child with special needs can sometimes feel daunting. Lisa is available to support parents as they navigate caring for their child.

​

If you need someone to chat to over a brew, share experiences, advice, or would like connecting with further support then contact Lisa.

Local SEND Support

You can find and access further SEND information and support for families on the Trafford SEND Local Offer. Click the button below to visit the website.

​

​

# data[].attributes.attachment_link.description
Children who have Special Needs, Disabilities and the parents that love and care for them are a huge priority for us at The Hideaway. We know that during lockdown many children have suffered in all kinds of ways, and those that already struggle with recognised additional needs have often been impacted even more.

# data[].attributes.attachment_link.readable_text
We provide evidence based continence assessments to children from age 1 year to 16 years (up to their 19th birthday if they have special needs) with continence problems.

We see children who have problems with:

Daytime wetting

Night time wetting

Children not toilet trained for their bowels due to behavioural issues

Children not toilet trained due to a physical or learning disability

Children who aren't able to become toilet trained and who need continence products

Chronic constipation

We provide evidence based continence assessments to children from age 1 year to 16 years (up to their 19th birthday if they have special needs) with continence problems, identifying the most appropriate care pathway for the child, implementing and evaluating the care.

We are based at Charlestown health centre. We hold clinics at various health centres in the city and also see some children in school or at home depending on their needs.

Children can refer themselves, or be referred by their parent or a health care professional with the child or parents' consent. The child should have a Manchester G.P. Referrals from health care professionals to be made via the CCS1 Children and Young People's Service referral form, please email referrals to mft.jointchildrenscontinence@nhs.net.

Referrals are triaged each morning and afternoon.

# data[].attributes.attachment_link.title
Children's Continence Service - Manchester Local Care Organisation

# data[].attributes.attachment_link.description
We provide evidence based continence assessments to children from age 1 year to 16 years (up to their 19th birthday if they have special needs) with continence problems. We see children who have problems with: Daytime wetting Night time wetting Children not toilet trained for their bowels due to behavioural

# data[].attributes.headline
ERIC - The children's bowel and bladder charity

# data[].attributes.subject
ERIC - The children's bowel and bladder charity

# data[].attributes.attachment_link.title
Fair Shot Cafe: Helping young Londoners with learning disabilities into work

# data[].attributes.attachment_link.readable_text
An introduction to challenging behaviour

'Challenging behaviour' is how we talk about a range of behaviours which some people with severe learning disabilities may display to get needs met.

Behaviours might be things like:

Hurting others (e.g. hair pulling, hitting, head-butting)

Self-injury (e.g. head banging, eye poking, hand biting)

Destructive behaviours (e.g. throwing things, breaking furniture, tearing things up)

Why do people display challenging behaviour?

Most children without learning disabilities display lots of challenging behaviour during the 'terrible twos,' but usually this doesn't last because most 2-year olds develop a range of communication and social skills which enable them to get what they want and need more easily. Many children with learning disabilities do not develop these skills and are left with the same needs as other children their age but are much less able to get them met - Peter McGill, Tizard Centre, University of Kent

Many challenging behaviours are effective ways for a person with learning disability to control what is going on around them.
Read our position statement to see what the CBF does and how we can support you
How can the Challenging Behaviour Foundation help?
Download formal definitions of the term challenging behaviour
Behaviour described as challenging can have a significant impact, not only on the individual with learning disabilities themselves, but also family and friends caring for that person.
An introduction to challenging behaviour Challenging behaviour - supporting change Short video clips from family carers/professionals about challenging behaviour
More information

Watch our videos

Quick Read Challenging Behaviour Guide
Read or download Quick Read Challenging Behaviour Guide
This quick read challenging behaviour guide gives tips and strategies to help you and your family member during a period of new or increased challenging behaviour.

It will give you a quick start to using Positive Behaviour Support principles to reduce challenging behaviour. In reality there will be times when your best efforts cannot prevent a crisis, so there are also tips to plan how to respond.
Read or download Understanding Challenging Behaviour and Getting Advice and Support
Meeting the Challenge guide

Read the first of our Meeting the Challenge guides on 'Understanding challenging behaviour and getting advice and support', produced by the Challenging Behaviour Foundation, alongside Mencap and Respond. This factsheet provides information and signposting to help you understand challenging behaviour and how to go about getting support for your family member.

CBF's information sheets relating to challenging behaviour

We have a series of three information sheets relating to challenging behaviour. Click on the links below to read the summaries or download the complete information sheets.

# data[].attributes.attachment_link.description
'Challenging behaviour' is how we talk about a range of behaviours which some people with severe learning disabilities may display when their needs aren't being met.

# data[].attributes.attachment_link.readable_text
A child or young person with a learning disability will find it harder than other children to understand, learn and remember new things. He/she may need more support with everyday activities such as communicating, keeping safe and managing everyday tasks. The term learning disability refers to a range including mild, moderate, severe and profound/multiple learning disabilities.

Someone who has a severe learning disability will:

have little or no speech

find it very difficult to learn new skills

need support with daily activities such as dressing, washing, eating and keeping safe

have difficulties with social skills

need life-long support

Someone with a mild learning disability may only need extra help in particular areas, for example at school and with social activities. He/she may be able to manage with less support than someone with a severe learning disability as an adult.

Some children with a learning disability also have autism. Other terms sometimes used where children may have a learning disability are "special educational needs", "developmental delay", or "complex needs" (where a child also has physical or health needs.)

What a learning disability is not.

Although the terms sound similar, a learning disability is not the same as a learning difficulty such as dyslexia. Learning difficulties do not affect intellect and will generally have less impact on a child's ability to manage everyday life.

A learning disability is not the same as a mental health problem. Mental health problems can affect anyone at any time and may be overcome with treatment, which is not true of learning disability. However, people with learning disabilities are just as likely as other people to experience mental health problems.

What is challenging behaviour?

Most parents, early years staff and teachers experience behaviours from children which challenge them at times. A child's behaviour may challenge someone's patience, their assumptions or their ability to care for the child. Toddlers or teenagers often behave in a way which challenges those caring for them (for example, screaming, crying, refusing to do as they are asked) when they are unable to explain their needs or emotions. This is usually a phase which children grow out of as they develop new skills.

It is harder for children with learning disabilities to develop the communication and social skills which other children use to get them what they want and need. This may mean that their behaviours are much more challenging and they are unlikely to "grow out" of those behaviours on their own without skilled support to get their needs met in a different way.

Behaviours might be things like:

Hurting others (e.g. hair pulling, hitting, head-butting)

Self-injury (e.g. head banging, eye poking, hand biting)

Destructive behaviours (e.g. throwing things, breaking furniture, tearing things up)

Eating inedible objects (e.g. cigarette butts, pen lids, bedding)

Other behaviours (e.g. spitting, smearing, repetitive rocking stripping off , running away)

Other terms sometimes used are "behaviour difficulties", "behaviour problems" or "behavioural, emotional or social difficulties" We prefer the term "challenging behaviour" when talking about children with learning disabilities, as it is the behaviour which is challenging; not the child.

Understanding the cause of behaviours is key. Common causes of challenging behaviour include:

Pain or health reasons: A reaction to something that hurts e.g. banging head on wall due to earache

Social attention: Everyone needs attention and challenging behaviour may be a good way of getting other people's attention, even if it is negative, e.g., shouting

To get something: A child may learn behaviours that get them things they want, e.g., food, objects etc

Escape: It may help to avoid things a child doesn't like e.g. dentist

Sensory: Sometimes people enjoy the feeling that certain behaviours give them, i.e. rocking, humming, etc

Challenging behaviour myths

Challenging behaviour is not :

Evidence that a child is bad or naughty.
Children are simply trying to communicate something in the only way they have found to do so.

A diagnosis.
Challenging behaviour is not a condition or something that can be diagnosed, (although it may be more likely to develop in children with certain genetic conditions). It is part of the way the way a child interacts with the world and with the right support it can be reduced.

Your fault.
There will be different ways you can learn to support your child which will help, but you need the right information and support to help you do that.

Something to be ashamed of.
Your child and your family have the right to be out and about as much as anyone else and disability law says that services need to make reasonable adjustments to help you access them.

Something that only you are experiencing.
There are other families in similar situations and opportunities to share experiences and advice.

If you'd like more information about challenging behaviour - please visit the CBF website.

# data[].attributes.attachment_link.title
What is a learning disability? What is challenging behaviour? - Paving the Way

# data[].attributes.attachment_link.description
A child or young person with a learning disability will find it harder than other children to understand, learn and remember new things.

# data[].attributes.attachment_link.provider_name
Speech and Language UK: Changing young lives

# data[].attributes.attachment_link.title
Speech and Language UK: Information and support

# data[].attributes.attachment_link.description
Speech and Language UK: Help for parents and families

# data[].attributes.attachment_link.readable_text
Analytics cookies allow us to measure and improve the performance of our website.

They collect information about:

how you use our website. For example, pages you visited and links you followed. This helps us to make design decisions to improve your experience

how you arrived at our website. For example, sites, adverts and search engines you have come from. We use this to understand the effectiveness of our marketing activity

They also allow us to test different design versions to see which work best for customers like you. These cookies can be set by us, or service providers we use.

Switching these cookies off will stop us seeing this data. We will not be able to monitor and improve your website experience.

# data[].attributes.attachment_link.title
Sleep Right podcasts | Disability charity Scope UK

# data[].attributes.attachment_link.description
We want all disabled children and their families to get a good night's sleep. Our sleep experts offer lots of useful knowledge and tips in this podcast.

# data[].attributes.headline
Sleep Support for Children and Young People with SEND

# data[].attributes.subject
Sleep Support for Children and Young People with SEND

# data[].attributes.attachment_link.readable_text
Good quality sleep allows our bodies and minds to regenerate. People who are sleep deprived are far more likely to suffer from physical and mental health issues. Without enough sleep, our brains cannot function properly. Seashell offers free sleep support for children and young people with SEND, from 2 to 25 years and their families. Our Sleep Practitioners are trained in the Sleep Charity's behavioural intervention and have years of experience working with children and young adults with autism, multi-sensory impairment, and learning disabilities.
What type of support do we offer?

The following are some of the courses and workshops designed to support you and your child.

Sleep Success

A half-day course designed to help families understand sleep and consider some helpful tricks and tips that might improve sleep for everyone.

Sleep Better

A 5-week course which offers the content of the Sleep Success course with the added benefit of peer-support and more guidance to introduce new strategies for sleep.

1:1 Clinics

Clinics are available once you have attended a Sleep Success or Sleep Better course. Clinics offer intensive support over 5 sessions to help you identify and make changes to behaviour that are impacting sleep.

Sleep Conference for Practitioners

An insightful conference for practitioners who wish to develop their knowledge in good sleep practice.

Who can access sleep support?

You can access sleep support if you or your child are between the ages of 2 and 25. We can work with parent/carers or the child/young person themselves as appropriate.

Find out more

To make a booking for any of our sleep events or if would like to arrange training or support, contact outreach@seashelltrust.org.uk

For details of all Seashell events, including training and development workshops for parents and professionals check out our Events page

# data[].attributes.attachment_link.title
Sleep Support for Children and Young People with SEND

# data[].attributes.attachment_link.description
Seashell offers free sleep support for children and young people with SEND and provides professional development for sleep practitioners

# data[].attributes.attachment_link.readable_text
If you have a child with additional needs and sleep issues, bedtime can be tricky.

Whether they struggle to communicate how they're feeling, have increased anxiety, sensory issues or social cueing problems, sleeping well may be difficult. For example research estimates that between 40-80% of children and young adults with autism have sleep problems. If your child regularly has difficulty falling asleep or staying asleep, it may be a sign of a sleep issue.

Lack of sleep can impact in the following ways:

Aggression

Depression

Hyperactivity

Increased behavioural problems

Irritability

Poor learning and cognitive performance

# data[].attributes.attachment_link.description
If a child struggles to communicate how they're feeling, have increased anxiety, sensory issues or social cueing problems, sleeping well may be difficult.

# data[].attributes.attachment_link.readable_text
Our dedicated sleep service is here to help.

Alongside our Sleep Tips booklet and relevant guides, we also offer one-to-one support. This involves completing an application form for your child and two weeks' worth of sleep diaries which we'll send out to you as long as you come under our criteria for support.

If you need one-to-one support and are a parent/carer or a professional referring a family with their consent to having sleep support, please click the button below to contact the sleep service.

If you have a question or query about our services please email us at [email protected].

# data[].attributes.attachment_link.description
Sleep tips Our Sleep Tips booklet introduces and explains different techniques for you to try that may improve your child's sleep. It covers ten main topics including bedtime routines, daytime napping, comfort objects and moving bedtime backwards or forwards. It gives lots of illustrated hints and tips for putting the...

# data[].attributes.headline
We work with children and young people up to the age of 18 who are autistic, have severe learning disabilities, and other complex disabilities who also have emotional or behavioural difficulties. We see children and young people and their parents or carers for targeted pieces of individual work. The practical details about these sessions are flexible if feasible. We also offer Riding the Rapids, a parental intervention course. 

# data[].attributes.subject
We work with children and young people up to the age of 18 who are autistic, have severe learning disabilities, and other complex disabilities who also have emotional or behavioural difficulties. We see children and young people and their parents or carers for targeted pieces of individual work. The practical details about these sessions are flexible if feasible. We also offer Riding the Rapids, a parental intervention course. 