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A fantastic resource covering all aspects of neurodiversity.

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Neurodiversity Celebration Week aims to bring about worldwide neurodiversity acceptance, equality and inclusion in schools and workplaces.

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Inclusion Matters | Live Well Cheshire West

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"There is always a step small enough from where we are to get us to where we want to be. If we take that small step, there's always another we can take, and eventually a goal thought to be too hard to reach is achievable." Ellen Langer

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Why Autism is a Difference, not a Deficit

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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

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

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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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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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Cheshire and North Wales Dyslexia Association | Live Well Cheshire West

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The Cheshire and North Wales Dyslexia Association is a free advice service to families. We are a small group of volunteers who offer advice on what dyslexia is, what support is available and general advice about education and work.

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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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All councils are required to publish a Local Offer which should include information about provision they expect to be available across education, health and social care for children and young people in their area who have Special Educational Needs or Disability (SEND).

Our Local Offer provides information, services, advice and support for children and young people aged 0-25 years with special educational needs and disabilities (SEND) and their families.

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Special Educational Needs and Disability (SEND) Local Offer | Live Well Cheshire West

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We use essential and optional cookies on this website. Essential cookies are used to ensure the website is functional. For optional cookies please choose your preferences below. To find out more about the cookies we use please see the Cookie Policy page.

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Special Educational Needs and Disability (SEND) Contact Page | Live Well Cheshire West

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The Special Educational Needs (SEN) Team are responsible for considering requests from Educational Institutions and Parents/Young People for Education, Health and Care Needs Assessments and any provision that may be offered as a result of any subsequent assessment and/or Education, Health and Care Plans (EHCP). The team would then be the Local Authority’s representative for the ongoing monitoring and reviewing of that provision in consultation with the provider, parents and young people.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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A guide for teachers but also a good overview of what working memory is and how it impacts learning.

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What is the Graduated Approach in Cheshire West?

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What is the Graduated Approach in Cheshire West?

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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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A wealth of information on all aspects of functional skills from dressing, using cutlery, zips and buttons to wiping bottoms!

If you scroll to the bottom of the page you shall find the information has been subdivided into activities of daily living (ADLs) and foundation skills.

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Paediatric Occupational Therapy Service :: Mid Cheshire Hospitals NHS Foundation Trust

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Children with difficulties relating to functional skills and motor co-ordination will benefit from our tiered service model. Please access the universal information on our website prior to considering a referral to the targeted tier of our service. See Functional Skills and Motor Co-ordination Service details below.

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Until recently, dyscalculia was thought of as being an umbrella term for all maths learning difficulties but since 2019 that is no longer true as we now have a definition of dyscalculia which was developed by the British Dyslexia Association dyscalculia committee and was accepted by SASC (SpLD Assessment Standards Committee) who regulated assessment in 2019.
Find out more about dyscalculia
A full definition of dyscalculia

Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

What is significant about this definition is that it suggests that maths learning difficulties are a continuum with dyscalculia at the extreme end. In other words, lots of people may have maths learning difficulties which arise from other conditions such as dyslexia where key issues associated with dyslexia, like working memory, difficulties with information retrieval, processing speed, sequencing, will impact on maths learning. Likewise, difficulties with spatial awareness, lateral thinking, and visual perception, which are associated with dyspraxia, will also affect maths learning. And other important issues like maths anxiety, which is a very real condition and causes the brain to freeze, as well as environment and social issues such as school absence, stereotyping, culture, maths curriculum, and methodology of teaching can all impact.

People with dyscalculia may share all the above difficulties, but what makes them distinct is their lack of number sense which is a cognitive function associated with the left parietal sulcus and the frontal lobe. Humans and animals are born with a built-in sense of number for survival purposes.

The issue with the dyscalculia is being able to relate the digits in our numerical system with the magnitude or value of a number - so they have no meaning. In the same way that dyslexics have difficulties with matching sounds with graphemes or letters that directly impact on the development of reading and spelling, people with dyscalculia don't have a sense of number and its relationship with magnitude. They could not automatically answer the question, "Would it be sensible to pay £4000 on a pair of shoes or £48 on a small slice of Tesco cheddar?" The relationship or mapping of that number to its value does not develop naturally. It can of course be learned to some degree with much instruction.

In normal development, a sense of number will evolve so a small child may not know how much a pair of shoes should cost at age 4 but by the time they are 10 they might. Everyone is different of course and issues may be mild or severe. But because it has an aetiology, it can be inherited and run in families.

How can it be informally identified?

All young children start by counting in ones but then they learn to become more efficient and can count on from a given number and step count. They start to know if their answers are way off the mark, they develop a sensible sense of numbers and magnitude.

Children with dyscalculia hang on to immature counting systems - usually in ones - they cannot generalise, i.e. use mathematical information in another context, and basically do not have a sensible sense of what numbers are. They tend to learn by rote and procedure and some even go onto to achieve a GCSE so they can often do a calculation but cannot explain what they are doing. They are often better at algebra and geometry. Their difficulties are exclusive to maths and no other subjects.

Adults with dyscalculia tend to have difficulties with time and money, being able to plan their day with regard to travel times or how long a task should take. They may also struggle with budgets and costs.

How can it be diagnosed?

Guidelines for assessors are clearly outlined by SASC but unfortunately not everyone follows them. A good diagnosis of dyscalculia would include general ability assessment, domain general cognitive assessment such as working memory, processing speed and phonological processing, and domain-specific assessment for dyscalculia i.e. specific tests for number sense, symbolic and non-symbolic magnitude comparisons and fluency. It would also include attainment in numeracy with an error analysis as well as attainment in literacy.

Sometimes only attainment in numeracy without domain specific testing is assessed and this will not give an accurate diagnosis as some people score poorly on maths tests for other reasons and are misdiagnosed as dyscalculic, and sometimes people with dyscalculia score OK on maths tests because they have memorised procedures and are not diagnosed as dyscalculic. All assessors should have an APC (Assessment Practising Certificate). BDA, SASC and Patoss have lists of approved and registered assessors.

How can it be supported in children?

There are very specific ways of establishing a sense of number that include the use of concrete manipulatives such as Cuisenaire Rods, Diene's apparatus, dot patterns, Numicon. The child is taught to visually internalise what a number (rather than a digit) looks and feels like. The child learns to match digits or numerals with visual quantities and learns how numbers can be deconstructed to make other numbers or quantities and reconstructed; in much the same way the children with dyslexia are specifically taught to match letters to sounds and how to deconstruct and reconstruct words from letters and sounds. This takes away the fear of numbers and establishes a sense of what numbers mean. With these basic tools they will never become Einstein in maths, but they will know if they are being over charged and learn to cope in a world of numbers and money.

How can it be supported in adults?

Adults need to develop their own reference points. At a very basic level: a can of coke should not cost more than £1.50 [at the time of writing] right through to interest rates, salaries, pensions etc. They will probably need someone to help them establish these references and they may need to write them down. The main areas of difficulty are estimating traveling times and distances, household budgets, changing recipes, accounts, discounts (percentages), money and what is good value, measurements and using different types of measure, currency and conversions, ordering. The list is almost endless; we use maths every day.

What percentage of the population are dyscalculic?

As the definition is very new, the figures of people who have been properly assessed and diagnosed need to be collated. But it is estimated that about 3% of the population have dyscalculia. However, a great many more have maths learning difficulties. 60% of people with dyslexia for example will have maths learning difficulties. If 10% of the population have dyslexia that is about 5 million people and therefore 3 million have maths learning difficulties from dyslexia alone. A few of those may also have dyscalculia.

Maths anxiety is being increasingly recognised. Many people with dyscalculia have maths anxiety. This is not dissimilar to PTSD where a learned bad memory will trigger a subconscious reaction that closes down the higher thinking brain. Children as young as 6 are now being diagnosed with maths anxiety. We need to look carefully at how we teach maths in schools as apart from children with dyscalculia, all children are born as good mathematicians with a good sense of number.

Find out more about dyscalculia
Check your own numeracy level

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What is dyscalculia and how can it be spotted and supported in children and adults?

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Until recently, dyscalculia was thought of as being an umbrella term for all maths learning difficulties but since 2019 that is no longer true as we now have a definition of dyscalculia which was developed by the British Dyslexia Association dyscalculia committee and was accepted by SASC (SpLD Assessment Standards Committee) who regulated assessment in 2019.

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Inspiring families to achieve more

ChAPS supports and educates parents to help your child be the best that they can be.

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Child and Adolescent Mental Health Services (CAMHS) are an NHS provided service that support young people with their mental health & emotional well-being.

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Child and Adolescent Mental Health Services (CAMHS) | Live Well Cheshire West

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Child and Adolescent Mental Health Services (CAMHS) are an NHS provided service that support young people with their mental health & emotional well-being.

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This link includes videos of how to use the CWAC EHCP Hub.

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Who can request an Education, Health and Care Needs Assessment?

If you are a parent of a child or a young person over the age of 16 but under the age of 25, you can request an Education, Health and Care Needs Assessment using our online Education, Health and Care Hub (EHC Hub). In addition, anyone else can bring a child or young person who has (or may have) SEN to the attention of Cheshire West and Chester Council, particularly where they think an EHCNA may be necessary. This could include, for example;

Foster carers

Health and social care professionals

Early years practitioners.

Bringing a child or young person to the attention of Cheshire West and Chester Council should be undertaken on an individual basis where there are specific concerns. This should be done with the knowledge and agreement of the child's parent or the young person.

Parental requests

Although parents can make requests directly themselves, the Council would recommend discussing submitting a request with the child or young person's class teacher or the school's Special Education Needs Coordinator (SENCo). This will provide school with the opportunity to discuss your child's progress and present the relevant documentation to support a request.

If you have not registered for an EHC Hub account, you can still submit a request by clicking here.

A number of short video demonstrations are available below to help you navigate and contribute in the EHC Hub. It is not recommended to use your mobile phone to access the EHC Hub. Unfortunately the amount of information available is not easily displayed on a phone device. The EHC Hub is compatible with all tablet, laptop or desktop devices.

Setting requests

If you are a setting including nurseries, schools or colleges, you must have an EHC Hub account to request an EHCNA. Please contact via email ehchubsupport@cheshirewestandchester.gov.uk if you have any questions relating to this.

A number of short video demonstrations are available below to help you navigate and complete your request in the EHC Hub. It is not recommended to use your mobile phone to access the EHC Hub. Unfortunately the amount of information available is not easily displayed on a phone device. The EHC Hub is compatible with all tablet, laptop or desktop devices.

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Requesting an Education Health and Care Needs Assessment

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If you are a parent of a child or a young person over the age of 16 but under the age of 25, you can request an Education, Health and Care Needs Assessment using our online Education, Health and Care Hub (EHC Hub).

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A short guide to what Wellcomm is and why we use it in Early Years.

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WellComm is a speech and language toolkit used by early years and primary practitioners, such as nursery workers, health visitors and teachers, to identify any speech and language difficulties quickly and easily, in early years and primary school pupils, so that appropriate support can be provided.

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A guide to supporting girls with autism.

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View our Parenting programmes click below and find out further information about the individual programmes available.

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Parenting Programmes | Live Well Cheshire West

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View our Parenting programmes click below and find out further information about the individual programmes available.

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Our service helps parents and carers, children and young people who have difficulties with learning, and or a disability from birth to 25 years.

We offer a confidential service which gives parents, children and young people impartial advice and information to make informed decisions.

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Information Advice and Support Service (IASS) | Live Well Cheshire West

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Overall Star Rating (based on all reviews received) for this service -

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Understanding you child's sensory world: managing daily life and growing well

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Understanding you child's sensory world: managing daily life and growing well

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A fantastic 45 minute video to help you understand sensory needs and how to help

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Understanding you child's sensory world: managing daily life and growing well

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This page has information about a range of educational skills such as handwriting, posture, scissors etc

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Educational Skills :: Mid Cheshire Hospitals NHS Foundation Trust

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Advice line open to parents and professionals

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Fine Motor Skills Activities for Older Kids

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These fine motor skills activities could work with older kids who find other tasks too childish.

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Local support for families

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Northwich Thriving Families Leaflet Amended (2)

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What is dyslexia? - British Dyslexia Association

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Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is…

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Ten simple sensory strategies for autistic children

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Corinna Laurie sets out some strategies to support sensory processing

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Supporting your child’s sensory processing needs

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Supporting your child’s sensory processing needs

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If your child reacts strongly to sounds, textures, tastes, smells, visuals, or movement, they may have sensory needs.

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Support for Parents from Action For Children

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Supporting your child’s sensory processing needs

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If your child reacts strongly to to sound, touch, taste, smell, visuals or movements, they may have sensory needs. You can adapt their environment and get help.