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Miss Smith is our SENCO and is supported by Mrs Booth.

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A decent night's sleep will help children to learn more effectively and make them less susceptible to minor ailments,

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Mental Health Support Team ( Gemma and Tracii) 

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Mental Health Support Team ( Gemma and Tracii) 

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Our Mental Health Support Team (MHST) have a podcast to promote positive mental health for children and young people!

It is available on several platforms including Spotify and Google Podcasts. The #MHSTpodcast includes hints and tips on promoting positive mental health and different ways to get involved with our monthly awareness topics.​​​​​

Topics include

How to show yourself self-love

Health and nutrition

Stress busters

Loneliness

LGBT+ History Month

Listen now and tell us what you think

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Our Mental Health Support Team (MHST) have a podcast to promote positive mental health for children and young people! It is available on several platforms including Spotify and Google Podcasts.

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If you feel that your child requires support please complete this form and forward it to the requested email address.

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Selective mutism is an anxiety disorder where a person is unable to speak in certain social situations, such as with classmates at school or to relatives they do not see very often.
It usually starts during childhood and, if left untreated, can persist into adulthood.

A child or adult with selective mutism does not refuse or choose not to speak at certain times, they're literally unable to speak.

The expectation to talk to certain people triggers a freeze response with feelings of anxiety and panic, and talking is impossible.

In time, the person may learn to anticipate the situations that provoke this distressing reaction and do all they can to avoid them.

However, people with selective mutism are able to speak freely to certain people, such as close family and friends, when nobody else is around to trigger the freeze response.

Selective mutism affects about 1 in 140 young children. It's more common in girls and children who have recently migrated from their country of birth.

Signs of selective mutism

Selective mutism can start at any age, but most often starts in early childhood, between age 2 and 4. It's often first noticed when the child starts to interact with people outside their family, such as when they begin nursery or school.

The main warning sign is the marked contrast in the child's ability to engage with different people, characterised by a sudden stillness and frozen facial expression when they're expected to talk to someone who's outside their comfort zone.

They may avoid eye contact and appear:

nervous, uneasy or socially awkward

rude, disinterested or sulky

clingy

shy and withdrawn

stiff, tense or poorly co-ordinated

stubborn or aggressive, having temper tantrums when they get home from school, or getting angry when questioned by parents

More confident children with selective mutism can use gestures to communicate - for example, they may nod for "yes" or shake their head for "no".

But more severely affected children tend to avoid any form of communication - spoken, written or gestured.

Some children may manage to respond with a few words, or they may speak in an altered voice, such as a whisper.

What causes selective mutism

Experts regard selective mutism as a fear ( phobia) of talking to certain people. The cause is not always clear, but it's known to be associated with anxiety.

The child will usually have a tendency to anxiety and have difficulty taking everyday events in their stride.

Find out more about anxiety in children.

Many children become too distressed to speak when separated from their parents and transfer this anxiety to the adults who try to settle them.

If they have a speech and language disorder or hearing problem, it can make speaking even more stressful.

Some children have trouble processing sensory information such as loud noise and jostling from crowds - a condition known as sensory integration dysfunction.

This can make them "shut down" and be unable to speak when overwhelmed in a busy environment. Again, their anxiety can transfer to other people in that environment.

When mutism occurs as a symptom of post-traumatic stress, it follows a very different pattern and the child suddenly stops talking in environments where they previously had no difficulty.

Another misconception is that a child with selective mutism is controlling or manipulative, or has autism. There's no relationship between selective mutism and autism, although a child may have both.

Diagnosing selective mutism

Left untreated, selective mutism can lead to isolation, low self-esteem and social anxiety disorder. It can continue into adolescence and adulthood if not managed.

Diagnosis in children

A child can successfully overcome selective mutism if it's diagnosed at an early age and appropriately managed.

It's important for selective mutism to be recognised early by families and schools so they can work together to reduce a child's anxiety. Staff in early years settings and schools may receive training so they're able to provide appropriate support.

If you suspect your child has selective mutism and help is not available, or there are additional concerns - for example, the child struggles to understand instructions or follow routines - speak to a GP and ask them to refer you to a local specialist service for a formal diagnosis.

You can also contact a speech and language therapy clinic directly. Do not accept the opinion that your child will grow out of it or they are "just shy".

Your GP or local integrated care board (ICB) should be able to give you the telephone number of your nearest NHS speech and language therapy service or another specialist service that can help in your area.

Your child may also need to see a mental health professional or school educational psychologist.

The clinician may initially want to talk to you without your child present, so you can speak freely about any anxieties you have about your child's development or behaviour.

They'll want to find out whether there's a history of anxiety disorders in the family, and whether anything is causing distress, such as a disrupted routine or difficulty learning a second language. They'll also look at behavioural characteristics and take a full medical history.

A person with selective mutism may not be able to speak during their assessment, but the clinician should be prepared for this and be willing to find another way to communicate.

For example, they may encourage a child with selective mutism to communicate through their parents, or suggest that older children or adults write down their responses or use a computer. They may watch the child playing or watch a video of them speaking in a comfortable environment.

Diagnosis in adults

It's possible for adults to overcome selective mutism, although they may continue to experience the psychological and practical effects of spending years without social interaction or not being able to reach their academic or occupational potential.

Adults will ideally be seen by a mental health professional with access to support from a speech and language therapist or another knowledgeable professional.

Diagnosis guidelines

Selective mutism is diagnosed according to specific guidelines. These include observations about the person concerned as outlined:

they do not speak in specific situations, such as during school lessons or when they can be overheard in public

they can speak normally in situations where they feel comfortable, such as when they're alone with parents at home, or in their empty classroom or bedroom

their inability to speak to certain people has lasted for at least 1 month (2 months in a new setting)

their inability to speak interferes with their ability to function in that setting

their inability to speak is not better explained by another behavioural, mental or communication disorder

Associated difficulties

A child with selective mutism will often have other fears and social anxieties, and they may also have additional speech and language difficulties.

They're often wary of doing anything that draws attention to them because they think that by doing so, people will expect them to talk.

For example, a child may not do their best in class after seeing other children being asked to read out good work, or they may be afraid to change their routine in case this provokes comments or questions. Many have a general fear of making mistakes.

Accidents and urinary infections may result from being unable to ask to use the toilet and holding on for hours at a time. School-aged children may avoid eating and drinking throughout the day so they do not need to excuse themselves.

Children may have difficulty with homework assignments or certain topics because they're unable to ask questions in class.

Teenagers may not develop independence because they're afraid to leave the house unaccompanied. And adults may lack qualifications because they're unable to participate in college life or subsequent interviews.

Treating selective mutism

With appropriate handling and treatment, most children are able to overcome selective mutism. But the older they are when the condition is diagnosed, the longer it will take.

The effectiveness of treatment will depend on:

how long the person has had selective mutism

whether or not they have additional communication or learning difficulties or anxieties

the co-operation of everyone involved with their education and family life

Treatment does not focus on the speaking itself, but reducing the anxiety associated with speaking.

This starts by removing pressure on the person to speak. They should then gradually progress from relaxing in their school, nursery or social setting, to saying single words and sentences to one person, before eventually being able to speak freely to all people in all settings.

The need for individual treatment can be avoided if family and staff in early years settings work together to reduce the child's anxiety by creating a positive environment for them.

This means:

not letting the child know you're anxious

reassuring them that they'll be able to speak when they're ready

concentrating on having fun

praising all efforts the child makes to join in and interact with others, such as passing and taking toys, nodding and pointing

not showing surprise when the child speaks, but responding warmly as you would to any other child

As well as these environmental changes, older children may need individual support to overcome their anxiety.

Cognitive behavioural therapy

Cognitive behavioural therapy (CBT) helps a person focus on how they think about themselves, the world and other people, and how their perception of these things affects their thoughts and feelings. CBT also challenges fears and preconceptions through graded exposure.

Behavioural therapy

Behavioural therapy concentrates on helping combat current difficulties using a gradual step-by-step approach to help conquer fears.

Techniques

There are several techniques based on CBT and behavioural therapy that are useful in treating selective mutism. These can be used at the same time by individuals, family members and school or college staff, possibly under the guidance of a speech and language therapist or psychologist.

Graded exposure

In graded exposure, situations causing the least anxiety are tackled first. With realistic targets and repeated exposure, the anxiety associated with these situations decreases to a manageable level.

Older children and adults are encouraged to work out how much anxiety different situations cause, such as answering the phone or asking a stranger the time.

Stimulus fading

In stimulus fading, the person with selective mutism communicates at ease with someone, such as their parent, when nobody else is present.

Another person is gradually introduced into the situation and, once they're included in talking, the parent withdraws. The new person can introduce more people in the same way.

Shaping

Shaping involves using any technique that enables the person to gradually produce a response that's closer to the desired behaviour.

For example, starting with non-verbal communication, gradually moving to making eye contact, saying short words and then longer sentences and, finally, 2-way conversation.

Positive and negative reinforcement

Positive and negative reinforcement involves responding favourably to all forms of communication and not inadvertently encouraging avoidance and silence.

If the child is under pressure to talk, they'll experience great relief when the moment passes, which will strengthen their belief that talking is a negative experience.

Desensitisation

Desensitisation is a technique that involves reducing the person's sensitivity to other people hearing their voice by sharing voice or video recordings.

For example, email or instant messaging could progress to an exchange of voice recordings or voicemail messages, then more direct communication, such as telephone or Skype conversations.

You could also record your child at home and encourage them to watch or listen to themselves speaking.

Medicine

Medicine is only really appropriate for older children, teenagers and adults whose anxiety has led to depression and other problems.

Medicine should never be prescribed as an alternative to environmental changes and behavioural approaches. Though some health professionals recommend using a combination of medicine and behavioural therapies in adults with selective mutism.

However, antidepressants may be used alongside a treatment programme to decrease anxiety levels, particularly if previous attempts to engage the individual in treatment have failed.

Advice for parents

Do not pressurise or bribe your child to encourage them to speak.

Let your child know you understand they're scared to speak and have difficulty speaking at times. Tell them they can take small steps when they feel ready and reassure them that talking will get easier.

Do not praise your child publicly for speaking because this can cause embarrassment. Wait until you're alone with them and consider a special treat for their achievement.

Reassure your child that non-verbal communication, such as smiling and waving, is fine until they feel better about talking.

Do not avoid parties or family visits, but consider what environmental changes are necessary to make the situation more comfortable for your child.

Ask friends and relatives to give your child time to warm up at his or her own pace and focus on fun activities rather than getting them to talk.

As well as verbal reassurance, give them love, support and patience.

Getting help and support

Teenagers and adults with selective mutism can find information and support at iSpeak and the Facebook group SM SpaceCafe.

The Selective Mutism Information and Research Association (SMiRA) is another good resource for people affected by selective mutism. There's also a SMiRA Facebook page.

The Royal College of Speech and Language Therapists and the Association of Speech and Language Therapists in Independent Practice can help you find professionals in your area with experience in treating selective mutism.

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Find out about selective mutism, an anxiety disorder that prevents people from speaking in certain social situations.

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We are committed to ensuring that everyone can enjoy "life in all its fullness " at St Nicholas CE Primary Academy, and as such, we explore every possible avenue to make sure that the needs of all our pupils are met. Wherever possible we will put extra resources and support in place to ensure that each and every member of our school community can flourish.

Our SEND Manager is Mrs L. Curtis who can be contacted via the School Office or at STNenquiries@infinityacademies.co.uk

All the information you will need can be found in the link below:

Lincolnshire Family Services Directory and Local Offer

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boston st nicholas church of england primary school

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We are committed to ensuring that everyone can enjoy "life in all its fullness " at St Nicholas CE Primary Academy, and as such, we explore every possible avenue to make sure that the needs of all our pupils are met.

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Referring your child into Children's Physiotherapy, Occupational Therapy or Speech and Language Therapy.

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Referring your child into Children's Physiotherapy, Occupational Therapy or Speech and Language Therapy.

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If you feel that your child requires support please complete the form on the link. Please note, by completing this form, you will be contacted by text, phone and email regarding your child.

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If you are referring into Children's Physiotherapy, Occupational Therapy or Speech and Language Therapy, please complete the form below.

Please note, by completing this form, you will be contacted by text, phone and email regarding the child. If you do not wish to be contacted, please inform the service by calling 01522 309025 or emailing LHNT.lincschildrenstherapyservice@nhs.net.

Return to header

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If you are referring into Children's Physiotherapy, Occupational Therapy or Speech and Language Therapy, please complete the form below. Please note, by completing this form, you will be contacted by text, phone and email regarding the child. If you do not wish to be contacted, please inform the service by calling 01522 309025 or emailing LHNT.lincschildrenstherapyservice@nhs.net.

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Developing communication and interaction ideas 

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Developing communication and interaction ideas 

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Supporting a Child with ADHD: A Guide for Parents

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Supporting a Child with ADHD: A Guide for Parents

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Speech and Language UK: Changing young lives

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Welcome to I CAN's Talking Point for parents

This gives parents/carers the information they need to help children develop their speech, language and communication skills.

If a child has difficulty understanding language or speaking, they may struggle in nursery or school. If the problem persists they might require support, but with the right help, they can develop the skills they need.

I CAN has developed a range of resources and factsheets to help children with speech, language and communication needs.

Got a question you'd like to discuss with an I CAN speech and language advisor? Book a call with our free enquiry service.

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Welcome to I CAN's Talking Point for parents This gives parents/carers the information they need to help children develop their speech, language and communication skills. If a child has difficulty understanding language or speaking, they may struggle in nursery or school.

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Gather your child's views on their feelings and emotions using the following template.

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Practical ideas and activities to help support your child/ young person to develop their gross motor skills.

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Games to develop children's communication skills

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Games to develop children's communication skills

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Definition & Diagnosis

The definition commonly relied on is set out by the Diagnostic and Statistical Manual of Mental Disorders. These criteria are presented in shortened form and are for information only. Diagnosis can only be done by a medical professional.

Inattention

Six or more symptoms of inattention for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of inattention have been present for at least 6 months, and they are inappropriate for developmental level:

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.

Often has trouble holding attention on tasks or play activities.

Often does not seem to listen when spoken to directly.

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).

Often has trouble organising tasks and activities.

Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).

Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

Is often easily distracted

Is often forgetful in daily activities.

Hyperactivity and Impulsivity

Six or more symptoms of hyperactivity-impulsivity for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for the person's developmental level:

Often fidgets with or taps hands or feet, or squirms in seat.

Often leaves seat in situations when remaining seated is expected.

Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless).

Often unable to play or take part in leisure activities quietly.

Is often "on the go" acting as if "driven by a motor".

Often talks excessively.

Often blurts out an answer before a question has been completed.

Often has trouble waiting their turn.

Often interrupts or intrudes on others (e.g. butts into conversations or game)

In addition, the following conditions must be met:

Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.

Several symptoms are present in two or more settings, (such as at home, school or work; with friends or relatives; in other activities).

There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.

The symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.

Diagnosing ADHD in Adults

ADHD often lasts into adulthood. To diagnose ADHD in adults and adolescents age 17 years or older, only 5 symptoms are needed instead of the 6 needed for younger children. Symptoms might look different at older ages. For example, in adults, hyperactivity may appear as extreme restlessness or wearing others out with their activity. If you are an adult looking for indications that you might have ADHD you can take the WHO screener survey here.

Presentation:

There is a persistent thought from some parts of the general population that ADHD requires some form of hyper-activity. This is not the case. Based on the above criteria there are three kinds (presentations) of ADHD that can occur. Because symptoms can change over time, the presentation may change over time as well

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How to use scaffolding to help children's language

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Healthy Minds Lincolnshire provide emotional wellbeing support for children and young people

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The workshops and groups we deliver are easy to access virtually.

It can be quite scary attending a group or a workshop when you don't know anyone else in the group. If you are worried about coming to a group or workshop there are lots of things we can do to support you.

Here is some feedback from other young people:

It is really good! Everyone is friendly and you learn some really helpful things which you can keep practicing.

I would say that I was worried before I started a group but once you get in to it it's completely fine and you forget about being nervous. From my experience once the session had started I felt more confident in myself

Although the groups and workshops are to support your emotional wellbeing, they are not like attending a lesson in school. They have been proven to have a positive effect on your emotional wellbeing and are there to help you with life's problems before they get too much to handle.

Top three benefits of groups and workshops:

You're not alone and they help you to realise that we all have similar experiences, but cope with them differently

Making new friends and building positive relationships

Groups and workshops include lots of interactive activities, games, quizzes, alongside learning some new skills to manage your emotional wellbeing.

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The workshops and groups we deliver are easy to access virtually. It can be quite scary attending a group or a workshop when you don't know anyone else in the group. If you are worried about coming to a group or workshop there are lots of things we can do to support you.

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Practical ideas and activities to help support your child/young person to develop their fine motor skills.

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St Nicholas CE Primary Academy SEND Policy

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St Nicholas CE Primary Academy SEND Policy

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IAT-CUR-005 - SEND Policy - St Nicholas Academy - Mar2024 (2)

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Reaching Families have published a series of fact sheets written for parent carers by parent carers. They are designed to provide parents with bite size information that helps them get started, whether in understanding their child’s condition or a key topic like behaviour, DLA or choosing a school.

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Reaching Families have published a series of fact sheets written for parent carers by parent carers. They are designed to provide parents with bite size information that helps them get started, whether in understanding their child's condition or a key topic like behaviour, DLA or choosing a school.

We have created a range of fact sheets on specific conditions, which combine clinical information with local information on what projects and services are available to help children, parents and families. Our fact sheets also cover a wide variety of other key subjects and also combine clinical information with local information and support, as well as further reading and useful links.

Parent carers have been involved in all stages of the project, from identifying topics to cover and helping to write and edit content. Our aim is to add to the factsheet series over time. If parents have any ideas for future content and/or would like to get involved in writing and editing new content, please contact us at admin@reachingfamilies.org.uk.

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Reaching Families have published a series of fact sheets written for parent carers by parent carers. They are designed to provide parents with bite size information that helps them get started, whether in understanding their child's condition or a key topic like behaviour, DLA or choosing a school.

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A Parent’s Guide to Supporting an Autistic Child

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A Parent’s Guide to Supporting an Autistic Child

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Your child's GP or school can make an NHS referral for your child to have a developmental assessment (Note: Some areas have rules on referral including needing both School and GP agreement to refer. Please talk to your local GP and/or school to confirm the local rules).

Depending on their age and your local borough the referral may be to the local Developmental Paediatric team or to the Child and Adolescent Mental Health Service (CAMHS). Your child should be referred to the appropriate service within the borough you live in. If your GP is making the referral, it is often useful for your child's school to also send in information to support the referral.

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ADHD Diagnosis Pathways (Children) - ADHD UK

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Your child's GP or school can make an NHS referral for your child to have a developmental assessment (Note: Some areas have rules on referral including needing both School and GP agreement to refer. Please talk to your local GP and/or school to confirm the local rules).

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Developing Vocabulary in the Early Years

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Child and Adolescent Mental Health Services

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Child and Adolescent Mental Health Services

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Providing support and treatment for children, young people and their families who are experiencing mental health difficulties.

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A practical approach at home for parents and carers

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A parents guide to SEND support in school

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A parents guide to SEND support in school

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The team are made up of occupational therapists, physiotherapists, speech and language therapists and therapy assistants. Who provide specialist therapy services for children and young people, between the ages of 0 -19, to support them to achieve their potential.

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Training :: Lincolnshire Children’s Therapy Services

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Select a category to filter the list below.

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A wide range of information about autism – from what autism is, to diagnosis, to socialising and relationships.

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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.

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This website places cookies on your computer to improve your experience. By continuing to browse the site, you are agreeing to our use of cookies. For more details, see our privacy policy. I agree

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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Age of children and the development of different speech sounds.

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Explore the best methods to support children and young people with social, emotional and mental health needs.

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The children who need love the most will always ask for it in the most unloving ways Welcome to SEMH.co.uk, a site designed in 2016 to bring education staff together on the topic of SEMH and explore the best methods to support children and young people with social, emotional and mental health needs.

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This can be completed at home to form a profile of a child's sensory needs. A child may be hyposensitive (seeking sensory input) or hypersensitive (too much sensory input). Once you have completed it, open up the documents below based on the different senses to find strategies to support at home.

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Sets out the Governments plans to change the special educational needs and disabilities (SEND) and alternative provision system in England.

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Sets out the Governments plans to change the special educational needs and disabilities (SEND) and alternative provision system in England.

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Upcoming events to support parents/carers

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Gosberton House Academy,11 Westhorpe Road, Gosberton,Spalding, Linconshire, PE11 4EW

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NHS guide to autism. Find out what autism is and what the common signs are. Get help and advice if you or your child are autistic.

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Hints, top tips, information booklet etc for parents.

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How can I explain about Dyslexia to my child?
You can view and share our booklet 'Understanding Dyslexia', which was written by a parent and child, specifically for parents and children. The booklet is available in two versions, one for primary age and one for secondary aged children.Click here

Helpful information is also available via the CBBC Newsround website here
How can I support my child's reading, spelling or writing?
You can also view the parent area on the websites of some of the Trust Member organisations.

What about other Specific Learning Difficulties?

Other useful links for support of those with Specific Learning Difficulties are:

Other Resources

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How can I explain about Dyslexia to my child? You can view and share our booklet 'Understanding Dyslexia', which was written by a parent and child, specifically for parents and children.

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Commuincation development

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Develop healthy habits for life with My Hidden Chimp

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Develop healthy habits for life with My Hidden Chimp

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An effective and powerful new educational book offering parents, teachers and carers some ideas and thoughts on how to help children to develop healthy habits for life.
The science behind the habits is discussed in a practical way with exercises and activities to help children think the habits through and start putting them into practice. The neuroscience of the mind is simplified for children to understand and then use to their advantage. Professor Steve Peters explains neuroscience in a straightforward and intuitive way - offering up 10 simple habits that we as adults and children should have in our arsenal to deal with everyday life.

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If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

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My Hidden Chimp: From the best-selling author of The Chimp Paradox

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My Hidden Chimp: From the best-selling author of The Chimp Paradox : Peters, Prof Steve: Amazon.co.uk: Books

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Liaise-Lincolnshire's Special Educational Needs and Disability Information, Advice and Support Service 

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Liaise-Lincolnshire's Special Educational Needs and Disability Information, Advice and Support Service 

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Liaise is Lincolnshire's Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS).

Liase provide confidential and impartial information, advice and support to children and young people (0-25 years) with SEN and disabilities, and their parents and carers.

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Liaise is Lincolnshire's Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS).

We provide confidential and impartial information, advice and support to children and young people (0-25 years) with SEN and disabilities, and their parents and carers.

Our staff:

work at arm's length from the local authority and health services

are trained in SEN and disability law

work to national standards, so you know what to expect

We aim to empower families to have the SEND knowledge and understanding they need.

Families, young people and professionals can now refer in to our service in two ways, either call 0800 195 1635 or fill in this form

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Free, confidential and impartial SEND advice and information.

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Head Teacher

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The Working Together Team is a National Autistic Society Advanced Status Accredited Service. Whom advocate best practice and provide specialist support to empower mainstream settings to ensure autistic children & young people thrive through collaborative working with families and professionals.

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I have an autistic child

Autism is described as a lifelong, neurological difference of development that can affect the way a person communicates, interacts and processes the world around them.

Autism is a spectrum condition which is different for every person.

Spectrum means that an autistic person may have a wide range of differences and intensities meaning everyone's autism is different and unique to them. Each person will have different strengths, characteristics and difficulties/distresses. It doesn't mean they have something missing, are ill or need 'curing' it's just a different way of being and how we help may need to be different
"When you've met one autistic person, you've met one autistic person"
Some people call it Autism Spectrum Condition (ASC) Other people might say Autistic Spectrum Disorder (ASD) or Asperger Syndrome. Some autistic individuals might say they autistic, autistic person, or they autism, it depends on their preferences.
We are all unique and different in our own ways.
The key to understanding autism is to try to find out how an autistic person is experiencing the world around them, so the more your child can tell/show you, the more we can learn where they might need some extra help.
Where do we start? Let's see what The National Autistic Society has to say in the video below Go to https://www.autism.org.uk/advice-and-guidance/what-is-autism for more information.
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2. Focus on their strengths and interests
Having an autistic child can be worrying, frightening, confusing and exhausting for us and especially for them. We also know through working with schools and families that your children are.........
Make a list, or an All About Me poster, use pictures with your children/young people of things they are excellent at, things they do well. What they are knowledgable and passionate about.
3. Try completing the Paper Chain of Strengths activity with your child/young person created by understood.org.

This is a great visual activity to help showcase their strengths and interests, and it can be on display anywhere as a reminder of how amazing they are! It can also help as a reminder for those times when they are finding something more challenging.

4. Everyone could have a go at filling in the Know Your Normal Toolkit© from Ambitious about Autism to help your child / young person know what 'normal' means for them and other people. 'Differences' are ok!
Ambitious about autism resources
5. You could try completing the Autism Education Trusts Priorities Questionnaire below with your child to help you both find out what they'd like help with.

6. Share everything you learn with your child's family, friends and school if you think it would be useful in helping your child.
Please see the separate sections to find out more on specific topics you're interested in. If you are worried about your child's mental health and wellbeing click on the Healthy Minds or CAMHS tabs for more information, help and advice

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Autism is described as a lifelong, neurological difference of development that can affect the way a person communicates, interacts and processes the world around them. Autism is a spectrum condition which is different for every person. Spectrum means that an autistic person may have a wide range of differences and intensities meaning everyone's autism is different and unique to them.

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AET Working together with your child's school

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AET Working together with your child's school

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Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) through to profound and multiple learning difficulties (PMLD) where children are likely to have severe and complex learning difficulties, as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD) affect one or more specific aspects of learning.

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Cognition and learning – Professional resources

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Checklist to help you identify areas of development for your child.

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Lincolnshire's social, emotional and mental health (SEMH) strategy sets out our aims over the next three years so that children and young people are supported in their school settings to enjoy good mental health and wellbeing.

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Evaluate your child's sensory environment at home, use the documents attached to support you.

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SEND Local Offer - Lincolnshire County Council

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Information from Lincolnshire County Council about schools, roads, jobs, registrars, recycling, childcare, social care, health, libraries, planning, emergencies and business.

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Building strong families.
Building brighter lives.

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SEND information for parents and carers - Family Action

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Special education needs and disabilities (SEND) information for parents can often be hard to find or difficult to access. To help parents and carers we have bought together some useful national information on key topics below. The information below is grouped into categories that the SENDIAS service in your local area would be able to help […]

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The Autism Education Trust (AET) is a not for profit programme led by two national autism charities – the National Autistic Society (NAS) and Ambitious about Autism (AaA).

Established and supported by the Department for Education, the AET promotes and supports partnerships throughout the education system to improve educational access, experience and outcomes for autistic children and young people.

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

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

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Helping you support autistic children and young people since 2007