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Dyslexia - NHS

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Dyslexia is a common learning difficulty that mainly causes problems with reading, writing and spelling.
It's a specific learning difficulty, which means it causes problems with certain abilities used for learning, such as reading and writing.

Unlike a learning disability, intelligence isn't affected.

It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia.

Dyslexia is a lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.

What are the signs of dyslexia?

Signs of dyslexia usually become apparent when a child starts school and begins to focus more on learning how to read and write.

A person with dyslexia may:

read and write very slowly

confuse the order of letters in words

be confused by letters that look similar and write letters the wrong way round (such as "b" and "d")

have poor or inconsistent spelling

understand information when told verbally, but have difficulty with information that's written down

find it hard to carry out a sequence of directions

struggle with planning and organisation

But people with dyslexia often have good skills in other areas, such as creative thinking and problem solving.

Read more about the symptoms of dyslexia.

Getting help

If you think your child may have dyslexia, the first step is to speak to their teacher or their school's special educational needs co-ordinator (SENCO) about your concerns.

They may be able to offer additional support to help your child if necessary.

If your child continues to have problems despite extra support, you or the school may want to consider requesting an in-depth assessment from a specialist in assessing specific learning difficulties (SpLD), an educational psychologist or a speech and language therapist.

This can be arranged through the school, or you can request a private assessment by contacting:

Adults who wish to be assessed for dyslexia should contact a local or national dyslexia association for advice.

Read more about how dyslexia is diagnosed.

Support for people with dyslexia

If your child has dyslexia, they'll probably need extra educational support from their school.

With appropriate support, there's usually no reason your child can't go to a mainstream school, although a small number of children may benefit from attending a specialist school.

Techniques and support that may help your child include:

occasional 1-to-1 teaching or lessons in a small group with a specialist teacher

phonics (a way of teaching children to identify and process the smaller sounds that make up words) combined with other techniques

technology like computers and speech-recognition software that may make it easier for your child to read and write when they're a bit older

Schools and colleges must offer support to students with a specific learning difficulty like dyslexia, and have access to specialist staff who are trained in helping students with special education needs.

Assistive technologies such as speech-recognition software, word processors and electronic organisers can be useful for adults, too.

Employers are required to make reasonable adjustments to the workplace to help people with dyslexia, such as allowing extra time for certain tasks.

Read more about how dyslexia is managed.

Support groups

As well as national dyslexia charities such as the British Dyslexia Association (BDA), there are several local dyslexia associations listed on the BDA website.

These are independently registered charities that run workshops and help to provide local support and access to information.

What causes dyslexia?

People with dyslexia find it difficult to recognise the different sounds that make up words and relate these to letters.

Dyslexia isn't related to a person's general level of intelligence. Children and adults of all intellectual abilities can be affected by dyslexia.

The exact cause of dyslexia is unknown, but it often appears to run in families.

It's thought certain genes inherited from your parents may act together in a way that affects how some parts of the brain develop during early life.

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Read about dyslexia, a common type of learning difficulty that can cause problems with reading, writing and spelling.

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Written by Mike Jones, founder of Nessy

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Dyslexia in children - The Dyslexia Association

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Dyslexia in children - The Dyslexia Association

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Dyslexia in children - The Dyslexia Association

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What are the signs of Dyscalculia? - The Dyslexia Association

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What are the signs of Dyscalculia? - The Dyslexia Association

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What are the signs of Dyscalculia? - The Dyslexia Association

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Developmental co-ordination disorder (dyspraxia) in children

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Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.
This topic is about DCD in children, although the condition often causes continued problems into adulthood.

Find out more about DCD in adults.

Symptoms of DCD

Early developmental milestones of crawling, walking, self-feeding and dressing may be delayed in young children with DCD. Drawing, writing and performance in sports are also usually behind what is expected for their age.

Although signs of the condition are present from an early age, children vary widely in their rate of development. This means a definite diagnosis of DCD does not usually happen until a child with the condition is 5 years old or more.

Find out more about symptoms of DCD in children.

When to seek medical advice

If you're concerned about your child's health or development, talk to a GP or health visitor, or speak to a nurse, doctor or special educational needs co-ordinator (SENCO) at your child's school.

They may refer your child to an occupational therapist, paediatrician, or another health professional who can assess them and try to identify any developmental problems.

Find out more about diagnosing DCD in children.

Causes of DCD

Doing co-ordinated movements is a complex process that involves many different nerves and parts of the brain.

Any problem in this process could potentially lead to difficulties with movement and co-ordination.

It's not usually clear why co-ordination doesn't develop as well as other abilities in children with DCD.

However, a number of risk factors that can increase a child's likelihood of developing DCD have been identified.

These include:

being born prematurely, before the 37th week of pregnancy

being born with a low birth weight

having a family history of DCD, although it is not clear exactly which genes may be involved in the condition

the mother drinking alcohol or taking illegal drugs while pregnant

Treating DCD

There's no cure for DCD, but a number of therapies can help children to manage their problems.

These include:

being taught ways of do activities they find difficult, such as breaking down difficult movements into smaller parts and practicing them regularly

adapting tasks to make them easier, such as using special grips on pens and pencils so they are easier to hold

Although DCD does not affect how intelligent a child is, it can make it more difficult for them to learn and they may need extra help to keep up at school.

Treatment for DCD will be tailored to your child and usually involves a number of different healthcare professionals working together.

Although the physical co-ordination of a child with DCD will remain below average, this may be less of a problem as they get older and develop coping strategies. Some children may continue to have problems.

However, difficulties in school - particularly producing written work - can become much more prominent and require extra help from parents and teachers.

Find out more about treating DCD in children.

Dyspraxia or DCD?

While many people in the UK use the term dyspraxia to refer to the difficulties with movement and co-ordination that first develop in young children, this term is used less often by healthcare professionals.

Instead, most healthcare professionals use the term developmental co-ordination disorder (DCD) to describe the condition.

This term is generally preferred by healthcare professionals because dyspraxia can have several meanings.

For example, dyspraxia can be used to describe movement difficulties that happen later in life because of damage to the brain, such as from a stroke or head injury.

Some healthcare professionals may also use the term specific developmental disorder of motor function (SDDMF) to refer to DCD.

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Developmental co-ordination disorder (dyspraxia) in children

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Read about developmental co-ordination disorder (DCD), also known as dyspraxia, a condition that affects physical co-ordination.

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Dyspraxia / Developmental Coordination Disorder (DCD)

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Dyspraxia / Developmental Coordination Disorder (DCD)

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Description

All children are individuals and develop at differing rates. However, although some children develop at a different pace than others, they all follow more or less the same path, achieving the same milestones along the way, particularly in terms of their physical development.

Developmental Coordination Disorder (DCD), which is now the preferred term for Dyspraxia, is a medical diagnosis given when a child has a marked impairment in the development of motor (or physical) coordination. Sometimes a child may achieve developmental stages in a slightly different order, or even miss them out completely.

It is unusual for a child to be diagnosed with DCD before they start school, as physical skills are very much still developing in all children at this age.

A medical diagnosis of Developmental Coordination Disorder may be given when a child fits the following criteria:

The ability to carry out activities using physical skills is well belowthat expected given the child's age and learning development.

The difficulties significantly interfere with the activities of daily living or progress at school.

The difficulties are not due to a general medical condition such as cerebral palsy or muscular dystrophy, and the child has not been diagnosed with autism.

If the child has general learning difficulties, the physical difficulties are greater than would be expected.

However DCD is not all about difficulties. Children may be good at problem-solving; many are artistic or good with computers (ICT). Every child has things they like and are good at. It will help if you try to discover and celebrate these strengths and work with the school to develop them. It is important to keep a child's self-esteem high.

Occurance

Developmental Coordination Disorder may occur in people from all backgrounds, cultures and abilities. It is thought to affect between 5 to 7 per cent of the population. Very often there is a family history of DCD, or other specific learning difficulty, e.g. dyslexia, and DCD may also occur alongside other specific learning difficulties.

If you feel that your child is experiencing coordination difficulties, or has problems with carrying out fine and / or gross motor skills which may be affecting their performance in school, this may be the time to talk to your child's teacher to discuss your concerns.

Signs

Gross Motor Skills (big movements)

The child may:

Be late in achieving motor milestones, e.g. sitting, crawling, walking, talking. Some may miss out certain stages, e.g. crawling.

Be low-toned or floppy - seem to have reduced control of the muscles, particularly around the joints. If there is low tone around the hips and shoulders, this may result in difficulty in being able to sit upright in a chair or on the floor.

Have difficulty in maintaining balance, whilst sitting, standing, walking, climbing, etc., and may become very nervous and apprehensive.

Have difficulty in coordinating both sides of the body such as when going up and down stairs or riding a bike.

Fine Motor Skills (small movements)

The child may:

Have lack of strength in hands and immature grasp, which may cause difficulty in holding and manipulating objects, doing up and undoing buttons and zips, using cutlery, brushing teeth, using scissors or tying shoelaces.

Have difficulty in using thumb and index finger in a pincer grip to pick up small objects.

Be unsure which hand to use when writing, throwing, using scissors, etc.

Have poor grip and control of pencil or crayon when writing or drawing.

Some possible additional difficulties

Spatial and / or Visual Problems

The child may have difficulty with:

Hand-eye coordination - catching a ball.

Foot-eye coordination - kicking a ball.

Reading - finds it hard to follow a line of print across a page.

Copying from board - looking from one thing to another and being able to refocus.

Judging distance and depth - may knock over a cup when reaching for it.

Language and Communication Difficulties

Speech may be unclear or slow to develop.

May not be able to establish good eye contact.

May not recognise 'non-verbal' messages - this can result in behaviour we would not expect in the situation.

May be unaware of own body position in relation to others and may stand too close.

May be unaware of own appearance.

May have a difficulty with the use of language, and not understand when 'leg pulling' is taking place, but rather take everything very literally.

Behavioural and Emotional Difficulties

The child:

May display very immature behaviours, and over-react, e.g. burst into tears over a problem which others may perceive as trivial.

May be easily distracted and appear not to be listening. This may be due to inability to 'filter out' unwanted sights or sounds, or the fact that they are concentrating on balancing and sitting still.

May be totally disorganised, and unable to perform what should be simple tasks such as finding the right clothes to wear.

May be aware of how they are 'different' from others, and may suffer from low self-esteem.

May be keen to succeed, but due to their difficulties, often feel that they have failed.

May be misunderstood by their peer group, and may have been the subject of bullying.

Variability

The child will almost certainly have 'good days', when they are able to achieve a lot with the minimum of fuss, and 'bad days', when nothing seems to work well and the child becomes frustrated and anxious. This change can even happen from hour to hour, and it is therefore important that this is understood and allowances are made for it.

Impact on the child and family

As a parent you may feel that:

Every morning is a nightmare trying to get your child organised and ready for school.

The child compares less favourably than siblings.

Meal times are difficult for everyone - a potential battleground!

You are frustrated at not knowing how best to help your child.

You do not know enough about DCD (dyspraxia).

You find it hard to understand why your child may be able to behave well at school, but struggles and is very irritable at home.

You do not understand why your child may be, for example, intellectually at an 11-year old stage, but behaves emotionally more like a 6 year-old.

Your child displays very inconsistent behaviour, so you never know what to expect next.

The child may feel:

Tired most of the time.

That everyone always seems to be shouting or nagging at them.

Worried and apprehensive about the day ahead.

That they are blamed for things that are not their fault or that are beyond their control.

That no one seems to understand that they really are trying their hardest - it is still never good enough.

Siblings may feel:

Angry with their brother or sister, even though knowing that it isn't really his or her fault.

Jealous as their brother or sister seems to receive more attention from their parents.

Embarrassed by their behaviour, especially in front of friends, yet protective because they do not want their brother or sister ridiculed or bullied by others.

However, with help and support from their families and other people, children with DCD can be very happy and successful.

What should I do if I think my child has DCD?

If you are worried about your child's progress then always speak to your child's school or early years setting. You may wish to make an appointment to see the class teacher or the school or Early Years SENCo (Special Educational Needs Co-ordinator). If you feel you would like support when you talk to staff, you can always take along a friend or ask for support from us.

School staff may be able to reassure you that adequate progress is being made. However they may share your concerns that your child is experiencing some difficulties and you may wish to seek medical advice. This can happen in one of two ways:

Either

You should take your child to see your GP, who may then refer on to a paediatrician. This may result in input from a physiotherapist and / or an occupational therapist.

Or

Your child's teacher or SENCo (with your permission) will involve the school nurse, who may then refer on to a paediatrician.

What can the school do to support my child?

The health professionals will advise both you and the teachers on the best ways to help your child. Some teachers may have received training on DCD and have experience of supporting children with these difficulties.

Teachers regularly assess a child's progress to help them plan new work. If they are concerned about a child's progress the teacher will look at how they can adapt their teaching to help the child learn. This may include making small changes to the way the lesson is taught, the materials that are used and equipment provided, or the support given to a child or group during normal teaching.

A small number of children need even more support, in the form of SEN support.

SEN Support

If your child's difficulties are such that they are placed on SEN Support, the school will follow the Assess, Plan, Do, Review process and set up an individual learning plan. You, and your child, will be involved in this. Outside agencies and specialist support may also be asked to give their advice. Your child's progress will then be regularly monitored and reviewed.

If your child is meeting their targets and making good progress, it may be possible to reduce the support.

Helping your child at home

All the professionals involved will work with you so that you can help your child. For example, the physiotherapist or occupational therapist may provide some exercises which your child can practise at home, or give ideas to help with daily living skills such as washing, dressing or feeding.

There are some helpful books that you may find useful, as they give many tips on activities to help a child at home. These include:

"Developmental Coordination Disorder - Hints and Tips for the Activities of Daily Living" by Morven F Ball (published by Jessica Kingsley Publishers, London).

"Dyspraxia - The Hidden Handicap" by Dr Amanda Kirby (published by Souvenir Press [Educational and Academic] Ltd, London).

"The Adolescent with Developmental Co-ordination Disorder (DCD)" by Dr Amanda Kirby (published by Jessica Kingsley Publishers, London).

"Hands On' Dyspraxia: Supporting Children & Young People With Sensory & Motor Learning Challenges" by Jill Christmas (published by Speechmark Publishers).

You may also find the following book particularly interesting, as it was written by a 16-year old girl who has dyspraxia: "Caged in Chaos - A Dyspraxic Guide to Breaking Free" by Victoria Biggs (published by Jessica Kingsley Publishers, London).

Other sources of help

There is currently a dyspraxia support group in Tamworth in Staffordshire:
Tamworth Dyspraxia Support Group - contact Keely on 01827 702511 or email keelybrammer@yahoo.co.uk

Nationally there are two centres which provide support for children with DCD and their families. This includes running courses for parents and professionals and providing advice and resources:

The Dyspraxia Foundation has support groups and runs social eventsfor parents and children.

Telephone: 01633 432330
Visit their website

The Dyscovery Centre runs a message board on its website where parents can share experiences and ask for comments and advice. They also have a "box of ideas" website as a one stop shop for 1000s of ideas, guidance and information on everything from early years to employment.

Resources

Many of the resources available for children with other forms of disability are sometimes very suitable for those with DCD. Many can be bought online:

Helen Arkell Dyslexia Centre - Visit their website

Views of a dyslexic child / dyslexia resources - Visit their website

Literacy Aid - Visit their website

RNIB - Online Shop - Visit their website

Advice on choosing books - Visit their website

Crossbow Education (Games and Resources) - Visit their website

LDA (resources and games) - Visit their website

Barrington Stoke (secondary age reading material) - Visit their website

Teenagers with dyspraxia - Visit their website

Other resources

Learning Materials Ltd
Dixon Street,
Wolverhampton
WV2 2BX

For ICT (Computer) Equipment

Enabling Technology Ltd
Castlefields
Stafford
ST16 1BU

Inclusive Technology Ltd
Unit 8 Riverside Court
Huddersfield
OL3 5BZ

Phone: 0845 3754475
Visit their website

The law and further reading

Special Educational Needs (SEN)

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child or a young person has a learning difficulty or disability if they:

Have a significantly greater difficulty in learning than the majority of other children the same age, or:

Have a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

See further information.

Disabled children and young people

A child or young person has a disability under the Equality Act 2010 if they have:

"A physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities."

"Long term" is defined as "a year or more" and "substantial" is defined as "more than minor or trivial".

The Equality Act 2010 sets out the legal obligations that schools and other education providers have towards disabled children and young people:

They must not discriminate in relation to admission.

They must not directly or indirectly discriminate against, harass or victimise in the way it provides services.

They must make reasonable adjustments to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers.

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All children are individuals and develop at differing rates. However, although some children develop at a different pace than others, they all follow more or less the same path, achieving the same milestones along the way, particularly in terms of their physical development.

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What it means to have Attention Deficit Hyperactivity Disorder (ADHD).

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NCMH (National Centre for Mental Health)

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A booklet for parents and carers to support their child with reading, spelling and writing.

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A booklet for parents and carers to support their child with reading, spelling and writing.

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The aim of the project is to develop the phonic skills of pupils to reach the expected standard set by the Year 1 Phonics Screening Check.

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ADHD Activity Book from The ADHD Foundation Neurodiversity Charity

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20 fun activities to help you focus, manage your emotions and succeed.

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20 fun activities to help you focus, manage your emotions and succeed.

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ADHD Children's Booklet from The ADHD Foundation Neurodiversity Charity

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Child Mental Health

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Child Mental Health Support |Bridge the Gap| Derby England | Emotional Literacy

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A C.I.C supporting child mental health & family wellbeing, online and locally in Derby. We support the mental health of chiildren, parents and teachers. Our services and support are accessible and proactive. Friendly, supportive community and team. Early Intervention - Never judged, always heard.

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This practical toolkit contains a wealth of straightforward information in one place to guide parents and carers through their child’s journey in the early years.

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Do you think your child is autistic or have they been recently diagnosed?

If the answer is yes, you will have many questions about what to do next. Ambitious about Autism's Right from the Start parent toolkit is here to help.

This practical toolkit contains a wealth of straightforward information in one place to guide parents and carers through their child's journey in the early years. From the autism assessment process to the first day of school, this toolkit is packed with practical tips and checklists to support parents during the earliest years of their child's life. It also provides signposts to sources of support or additional information.

If you have a pre-school child, download the free toolkit now. We have also provided the key sections and templates from the toolkit as separate documents.

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Do you think your child is autistic or have they been recently diagnosed? If the answer is yes, you will have many questions about what to do next. Ambitious about Autism's Right from the Start parent toolkit is here to help.

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Attention deficit hyperactivity disorder (ADHD) - NHS

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Attention deficit hyperactivity disorder (ADHD) - NHS

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Attention deficit hyperactivity disorder (ADHD) - NHS

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Attention deficit hyperactivity disorder (ADHD) is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.

Symptoms of ADHD tend to be noticed at an early age and may become more noticeable when a child's circumstances change, such as when they start school.

Most cases are diagnosed when children are under 12 years old, but sometimes it's diagnosed later in childhood.

Sometimes ADHD was not recognised when someone was a child, and they are diagnosed later as an adult.

The symptoms of ADHD may improve with age, but many adults who were diagnosed with the condition at a young age continue to experience problems.

People with ADHD may also have additional problems, such as sleep and anxiety disorders.

Getting help

Many children go through phases where they're restless or inattentive. This is often completely normal and does not necessarily mean they have ADHD.

But you should discuss your concerns with your child's teacher, their school's special educational needs co-ordinator (SENCO) or a GP if you think their behaviour may be different from most children their age.

It's also a good idea to speak to a GP if you're an adult and think you may have ADHD, but were not diagnosed with the condition as a child.

What causes attention deficit hyperactivity disorder (ADHD)?

The exact cause of ADHD is unknown, but the condition has been shown to run in families.

Research has also identified a number of possible differences in the brains of people with ADHD when compared with those without the condition.

Other factors suggested as potentially having a role in ADHD include:

being born prematurely (before the 37th week of pregnancy)

having a low birthweight

smoking or alcohol or drug abuse during pregnancy

ADHD can occur in people of any intellectual ability, although it's more common in people with learning difficulties.

How attention deficit hyperactivity disorder (ADHD) is treated

For children with ADHD, although there's no cure, it can be managed with appropriate educational support, advice and support for parents and affected children, alongside medicine, if necessary.

For adults with ADHD, medicine is often the first treatment offered, although psychological therapies such as cognitive behavioural therapy (CBT) may also help.

Living with attention deficit hyperactivity disorder (ADHD)

Parents of children with ADHD

Looking after a child with ADHD can be challenging, but it's important to remember that they cannot help their behaviour.

Some day-to-day activities might be more difficult for you and your child, including:

getting your child to sleep at night

getting ready for school on time

listening to and carrying out instructions

being organised

social occasions

shopping

Adults with ADHD

Adults with ADHD may find they have problems with:

organisation and time management

following instructions

focusing and completing tasks

coping with stress

feeling restless or impatient

impulsiveness and risk taking

Some adults may also have issues with relationships or social interaction.

Page last reviewed: 24 December 2021
Next review due: 24 December 2024

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Attention deficit hyperactivity disorder (ADHD)

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Read about attention deficit hyperactivity disorder (ADHD), a condition that affects people's behaviour.

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The ADHD Foundation Neurodiversity Charity

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The ADHD Foundation Neurodiversity Charity

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An integrated health and education service

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

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Impartial information and advice to parents, carers and young people in Derby City

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Derby SEND | Information & Advice Support Service (SENDIASS)

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Impartial information and advice to parents, carers and young people in Derby City

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Autism - NHS

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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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Silverhill Primary School - SEND Information

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Silverhill Primary School - SEND Information

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Silverhill Primary School - SEND Information

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For your child this would mean

That the teacher has the highest possible expectations for your child and all pupils in their class.

That all teaching is built on what your child already knows, can do and can understand.

That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning.

That specific strategies are in place to support your child to learn.

Your child's teacher will have carefully checked on your child's progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress. In certain cases, an Individual Learning Plan will be implemented.

Specific interventions
These can be
b) Specialist interventions run by outside agencies, e.g. Speech and Language therapy
Classification of need

A pupil who has been identified by the SENCo/class teacher as needing a significant level of extra support in school is said to be at the SEND support level.
Level 1 - The teacher has had a discussion with the SENCo and parents to highlight concerns. Extra support is put in place within the classroom. At this stage, monitoring will take place at regular intervals. If there is no significant improvement, the child will be moved to level 2, and a formal SEND plan put in place. Level 2 - An SEND plan is devised for the child, which is shared with parents. This plan is reviewed with parents on a termly basis. Parental permission will be sought if any referrals to specialists are required. A higher level of support in the classroom will be implemented. A child may receive a diagnosis at this stage but still remain at Level 2, depending on support required. Level 3 - The child has a diagnosis which requires a significant level of one to one support in the classroom, such as Autism or Attention Deficit Disorder, or they have been awarded an 'Education Health Care Plan' (EHCP) by the authority.
Specialists to whom the school regularly refers include;

The Educational Psychologist, Mr A Kawaleck

The Community Pediatrician, Dr V Kapoor

The Speech Therapist, Mrs N Wimbledon

Autism Specialist, Mrs Miriam Price

Lead Behavioural Nurse (ADHD specialist), Mrs T Thompson

CAMHS (Child and Adult Mental Health Services)

The Light House (occupational and physiotherapy services)
Education Health Care Plan
The school (or you, through the local authority website) can request that Local Authority Services carry out a statutory assessment of your child's needs. This is a legal process which sets out the amount of support that will be provided for your child.

After the request has been made to the 'Panel of Professionals' (with detailed information about your child, including some from you), they will decide whether they think your child's needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child's needs. If they do not think your child needs this, they will ask the school to continue with the current level of support.

After the reports have all been sent in, the Panel of Professionals will decide if your child's needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support.

The EHCP will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used, including what strategies must be put in place. It will also have long and short-term goals for your child.

The additional adult may be used to support your child with whole class learning, run individual programmes or lead small group interventions, including your child.

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For your child this would mean That the teacher has the highest possible expectations for your child and all pupils in their class. That all teaching is built on what your child already knows, can do and can understand. That different ways of teaching are in place, so that your child is fully involved in learning in class.

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Local Neurodiverse Community Hubs Support for 0-25 Years

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Local Neurodiverse Community Hubs Support for 0-25 Years

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Derby & Derbyshire Emotional Health & Wellbeing - Local Neurodiverse Community Hubs Support for 0-25 Years

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Transforming Health and Wellbeing for Everyone

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National Autistic Society

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

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Empowering Disabled Children, Young Adults And Their Families

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Umbrella - Empowering Disabled Children, Young Adults And Their Families

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We support children and young people aged 5 to 30 with any additional needs, including physical, sensory, learning and behavioural disabilities. We are able to support a child or young person no matter what their disability as our services are person centred to meet individual needs.

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The Art of Autism - Understanding the Spectrum

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The Art of Autism - Understanding the Spectrum

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Understanding the spectrum - a comic strip explanation

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Understanding the spectrum - a comic strip explanation

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

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Parent's Guide to Autism from Autism Speaks

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Thinking Autism - leading the way towards answers for autism

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In a survey of 220 people conducted by our charity, more than 95% of respondents who had used nutritional and biological therapeutic approaches for symptoms associated with autism found those treatments to be beneficial and 24% found them to be life-changing. In regard to specific problem areas, 57% saw improvements in sociability, 53% in sleep problems, 50% in anxiety, 50% in agression, 66% in eye contact, 48% in receptive language, 47% in expressive language, 23% in self-injurious behaviour and 73% in bowel problems.

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Thinking Autism - leading the way towards answers for autism

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In a survey of 220 people conducted by our charity, more than 95% of respondents who had used nutritional and biological therapeutic approaches for symptoms associated with autism found those treatments to be beneficial and 24% found them to be life-changing.

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Silverhill Primary School - SEND Policy

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Information about autism

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Find out more about autism and access information relevant to different stages in autistic children and young people's lives.

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ADHD Developing and Supporting Social Skills

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ADHD Developing and Supporting Social Skills

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ADHD Developing and Supporting Social Skills from The ADHD Foundation Neurodiversity Charity

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Reading and ADHD: 5 Top Tips from The ADHD Foundation Neurodiversity Charity

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YoungMinds | Mental Health Charity for Children and Young People

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YoungMinds | Mental Health Charity for Children and Young People

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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What it means to have Attention Deficit Hyperactivity Disorder (ADHD).

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NCMH (National Centre for Mental Health)

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At Home Activity Boards for Parents of Young Children

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At Home Activity Boards for Parents of Young Children

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Hi everyone!

I wanted to share another resource I created for families to easily print, put in a binder and use at home. This At Home Activity Board packet has a page for each of the following: colors, shapes, letters, numbers, feelings, sizes and animals. In addition, each skill has a list of ways to teach it at home. I hope this helps, at least initially, as teachers all over the nation plan to provide distance education.

Click here for AT HOME ACTIVITY BOARDS for parents
Click here for AT HOME ACTIVITY BOARDS in Afrikaan Language

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At Home Activity Boards for Parents of Young Children

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Hi everyone! I wanted to share another resource I created for families to easily print, put in a binder and use at home. This At Home Activity Board packet has a page for each of the following: colors, shapes, letters, numbers, feelings, sizes and animals. In addition, each skill has a list of ways to...