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Katie Cunningham (Author), Jan Burkins (Author), Kari Yates (Author) & 0 more

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Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom

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Buy Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom 1 by Cunningham, Katie, Burkins, Jan, Yates, Kari (ISBN: 9781625315977) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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English spelling has an undeserved reputation as unreliable and riddled with frustrating quirks. In the pages of this book, you'll find stories, examples, and explanations that will reorient your perspective and reveal the integrated system that makes sense of the spelling of English words.

This book will answer questions like these:

- Why is there a W in answer and an L in talk? move and comfortable ?

- What's going on with words like hasten spelled like basin or mason About the Author:

These spellings make sense once we are aware of all that's conveyed by a written word-information about so much more than just its pronunciation. This book will introduce the structural (morphological) framework that is present in every English word, reveal the signals of relationships that are embedded in our most interesting spellings, and provide enlightening evidence to support a reevaluation of some traditional spelling rules.

The compelling explanations of English spelling contained in this book allow all of us to understand and reconstruct many spellings, rather than memorizing them, while expanding vocabulary and deepening reading comprehension. This is particularly important for those with dyslexia.

Set aside what you know about spelling for the moment, and take a journey below the surface of words. Together, we'll uncover the surprising coherence, depth, and clarity of the English writing system.

Sue Scibetta Hegland is an educator and frequent speaker on topics related to spelling. She began her career doing research and instructional design, but her focus shifted in 2003, when she learned that one of her children is dyslexic. Trained in the Orton-Gillingham approach to literacy instruction, she has been studying and teaching about orthographic linguistics since 2014. Sue has served on the Board of Directors for the Upper Midwest Branch of the International Dyslexia Association, on the Board of Education for the Brandon Valley School District, and as Editor-in-Chief for the International Dyslexia Association's Fact Sheet publications. She is also the founder of the website LearningAboutSpelling.com.

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Beneath the Surface of Words: What English Spelling Reveals and Why It Matters

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Buy Beneath the Surface of Words: What English Spelling Reveals and Why It Matters by Hegland, Sue Scibetta (ISBN: 9780578326719) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Reading the brain - the science of how we read.

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Reading the brain - the science of how we read.

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Reading in the Brain: The New Science of How We Read

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Buy Reading in the Brain: The New Science of How We Read Illustrated by Dehaene, Stanislas (ISBN: 9780143118053) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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DLD checklists for teachers Moor Houe School

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Supporting the Dundee Standard of Inclusive Practise Audit Tool Feedback

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DLD checklists for teachers Moor Houe School

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DLD CLPL

Dates / times

CLPL Content

Location

Tuesday 4th of February 2025

DLD training from SALT

English Classroom

Tuesday 25th of February 2025

DLD training from SALT

English Classroom

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Call Scotland Writing Checklist for Dyslexia

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Call Scotland Writing Checklist for Dyslexia

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Call Scotland Reading Checklist for Dyslexia

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Call Scotland Reading Checklist for Dyslexia

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Call Scotland Numeracy Checklist with Dyscalculia

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Call Scotland Numeracy Checklist with Dyscalculia

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The CIRCLE Inclusive Classrom Scale CICS Secondary

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We are re-running all our topics for a 3rd time under the banner of Future Teacher Reflected! Join us for our next session and/or view the previous recordings and resources.

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Free Learning Modules - how technology can help learners with ASN such as dyslexia and visual impairment

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The modules are at aimed at teachers, learning support staff, parents and/or anyone who would like to learn more about the potential of technology, particularly the built-in features found in devices such as Windows and iPads.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Online training for learning about, and developing accessibility awareness and knowledge.

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Understanding learner's rights to additional support for learning - Enquire

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Understand what the law says about your learners' rights to support, and what your role is in ensuring they get the help they need.

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Introduction

To create an inclusive learner journey, everyone in the organisation, from marketing to curriculum will need inclusive digital skills. These are not specialist skills, they are the essential digital skills that ensure everyone can access their course, engage fully and have a chance to be successful.

For example, teaching staff now need to be confident in a range of digital activities on the - such as setting collaborative work, giving feedback, and creating and curating interactive resources. Students are expected to navigate and interact through online platforms and systems to engage with their course.

An inclusive approach enables everyone to make the best use of interactive functions and accessibility options on the and other platforms to support differentiation and personalised learning.

Inclusion means providing everyone with productivity tools, apps and learning strategies that will encourage independent learning and support wellbeing. It encourages the co-creation of diverse, accessible rich media resources that will maximise engagement and provide choice.

As the Government Digital Service (GDS) Digital Inclusion checklist suggests - inclusive practice is the basis of good digital delivery. Inclusive practice has benefits at every stage from recruitment to graduation.

Example

The Heart of Worcestershire College is working to create a collegial and collaborative approach to blended learning. Read the Heart of Worcestershire College story.

Resources

Jisc offers a digital capability service to help staff and students develop digital skills and digital confidence - a recent survey indicated the need for a minimum digital staff skillset to deliver online. Read the survey findings reports.

Recruitment - how to extend your reach

Your website, prospectus and marketing information are the shop window for prospective students. As well as meeting new accessibility regulations, an inclusive approach to recruitment materials and activities will make it easier to get information and find support. Follow GDS digital inclusion guidelines and provide a range of options.

The benefits include:

Reach a wider, more diverse audience with inclusive marketing

Make everyone welcome with an accessible, usable online prospectus and alternative formats

Engage and prepare more diverse learners for study with inclusive pre-course outreach activities

Example

The Office for Students (OfS) higher education outreach case studies includes:

GROWS (Uni Connect partnership in Gloucestershire) having an interactive blended learning careers booklet for potential students to develop their interests and identify actions toward their dream career

LiNCHigher (Uni Connect partnership in Lincolnshire) has adapted its in-school activity to an online platform with individualised work modules. There are courses with a modular video-based approach for students with Specific Learning Difficulties such as dyslexia

Induction - maximising independence

New students will have experienced disruption. They may be less prepared for study and lack the skills they need so induction to online platforms and institutional systems has never been more important.

Anyone working remotely will benefit from being able to customise their learning environment. Encourage collaboration with others to build digital skills and confidence. You could:

Promote assistive technology and study support services to everyone

Offer buddying, mentoring and online communities to foster a sense of belonging

Provide tailored help with navigating learning environments and support platforms

Example

The Office for Students (OfS) higher education outreach case studies includes how Birkbeck, University of London is rethinking outreach with mature learners by providing 'live' and 'watch later guidance' and tailored guides to help participants navigate these new learning environments. Student ambassadors advise participants about the challenges and positives of learning from home and how they will be supported and prepared come the start of term.

Resources

Leeds Becket University provides inclusive induction guidance for staff which can offer a framework for an inclusive induction to online learning.

Teaching - with a focus on digital difference

Innovative distance teaching, universal design guidelines and hyflex approaches (pdf) aim to make a virtue of difference.

Use digital versatility to provide choice and improve engagement. Build-in activities to co-create relevant and useful activities that can deepen learning. You could:

Example

Portsmouth College is co-designing a digital transformation journey in partnership with students and the community. Students said they wanted learning to be more engaging, with more fun and less stress. They wanted to learn independently, off-campus in ways that fit in with their busy lives, responsibilities and commitments. Read the Portsmouth College story.

Resources

The Jisc co-design playbook 2017 (pdf) contains strategies for collaborative innovation. For the staff of academic institutions, co-design is a means to get directly involved in the creation of services you need to support you doing your job easily and efficiently, as well as placing digital technology at the centre of your operations. For students, co-design is an opportunity to get involved in shaping their own experience of and .

The Jisc digital capabilities framework (pdf) has most often been used by digital leaders and staff with an overall responsibility for developing digital capability in their organisation. However, it can be used by staff in any role and by students in any educational setting.

Personalising the learning

Most online platforms offer customisation options and interactions that enable more personalised learning pathways and experiences. Provide as much choice as possible in learning activities to develop digital skills for learning and employability:

Discussions and forums provide quick responses, relevant guidance and can help motivation

Data-based feedback can directly support an individual's progress and wellbeing

Multimedia-based assessment activities offer choice and play to different strengths

Examples

At the University of Gloucestershire, learning analytics is helping staff have better-directed conversations that might make the difference between students failing or flying. They are using Study Goal to encourage attendance and allow students to take more control over their learning. Read the University of Gloucestershire story.

The University of Wolverhampton provides specific support for students without family support, care leavers and estranged students. There is a Learning Canvas course with resources and virtual workshops on academic study skills, online chat services and equipment loans and wireless dongles for those who need them. Read the University of Wolverhampton case study.

Resources

Assessment and outcomes

To be inclusive, assessments should be varied, unambiguous and designed to assess the learning aims not dependant on unrelated skills or knowledge. Digital platforms support continuous, informal self-assessment and instant feedback that can be built into course design. You could:

Create modular skills-based pathways with digital accreditation

Provide flexible, relevant and ongoing assessment opportunities

Offer clear communications and constructive feedback that supports progress

Examples

De Montfort University held virtual workshops and one to one meetings on postgraduate study options, careers advice and moving on for graduate students without family support. Read the De Montfort case study on the OfS website.

Coventry University's DRIVER (Data Responsive Initiatives as a Vehicle for achieving Equity in Results) project is working to address barriers to student success. Read more about the DRIVER project on the OfS website.

Resources

Conclusion

Inclusive use of technology removes or overcomes barriers and meets more learners needs by offering differentiation and choice. Well-designed, asynchronous online delivery has the potential to deliver an inclusive digital-first curriculum that will work for everyone.

This needs a planned approach designed to impact the whole organisation.

Putting inclusion at the centre of digital strategy will demonstrate a commitment. It will shape an inclusive digital culture in which everyone from senior leaders to practitioners understands and can carry out their responsibilities.

Further reading

Read our blog - An opportunity for creativity and inclusivity: an entirely asynchronous online first-year history course.

Explore more on this topic

Accessibility

Learning and teaching

About the author

Subject specialist: strategy (accessibility), Jisc

My role is to promote better understanding of the role of technology in supporting wider participation priorities across the sector.

I will be offering advice and guidance and practical solutions to Jisc members and colleagues on using technology to provide greater access to educational opportunity, increased independence for learners and improved retention and achievement; encouraging them to exploit the potential of mobile and personal devices to support differentiation, personalised learning and independent study.

0203 819 8242

@JuliaTaylorJisc

julia.taylor@jisc.ac.uk

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Inclusive practice is the basis of good digital delivery. In this guide, we look at the practical approaches that make good use of technology to support an inclusive learner journey. IntroductionTo create an inclusive learner journey, everyone in the organisation, from marketing to curriculum will need inclusive digital skills.

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Who can use digital papers?

Pupils who are placed at a 'substantial disadvantage' with the usual 'published assessment arrangements'.

They are for learners who:

have difficulty with reading ordinary exam papers,

and/or with writing or recording responses.

For these pupils, the school can apply to SQA (and from 2014, most GCSE awarding bodies) to use 'Assessment Arrangements' for disabled candidates and/or those identified as having ASN.

A key part of this is ensuring schools and SQA meet their duties under the equality act 2010.

How many pupils are using them?

In 2019, there were:

In 2018, 59% of state schools in Scotland requested digital papers from SQA.

In 2018-19, Digital Question Papers were the most common type of modified papers requested from GCSE awarding boards.

What do digital papers look like?

There are 2 types of digital paper:

'Question and answer' digital papers

'Question only' digital papers

'Question and answer' papers
PDF file with answer boxes in the paper itself for candidates to type their answers on screen.

'Question only' papers
Supplied with 'Digital Answer Booklets' for candidates to type their answers into a separate file.

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Pupils who are placed at a 'substantial disadvantage' with the usual 'published assessment arrangements'. They are for learners who: have difficulty with reading ordinary exam papers, and/or with writing or recording responses. For these pupils, the school can apply to SQA (and from 2014, most GCSE awarding bodies) to use 'Assessment Arrangements ' for disabled candidates and/or those identified as having ASN.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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olcreate: education scotland - inclusion and equalities

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OLCreate: Education Scotland - Inclusion and Equalities

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Secondary School ResourceThe Secondary CIRCLE Framework materials were written by Edinburgh City and Queen Margaret University. Full details of those involved in developing the CIRCLE Framework materials can be found in the Secondary CIRCLE Framework, which is available for download in the 'Useful resources' section 9.

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Fetal Alcohol Spectrum Disorder webinar and PLA 

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Fetal Alcohol Spectrum Disorder webinar and PLA 

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Education Scotland Introduction to FASD webinar

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We support education professionals to make a difference in the classroom, school and wider community through access to a wide range of professional learning and leadership opportunities.

In this section you can engage with learning activities, search for high quality programmes of learning and access materials that support professional learning and leadership.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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About this course
Ratings
4.5 out of 5 stars

Sign up to get more

You can start learning at any time. By signing up and enrolling you can track your progress and earn a Statement of Participation upon completion, all for free.
View this course Sign up to get more

Welcome to the module

Welcome to this free module, 'An Introduction to Autism and Inclusive Practice'. It is designed to provide an introduction for educational staff and anyone with an interest in supporting autistic learners into the settings which they work and support.

This introductory module aims to support you to develop an awareness of what autism is, its impact and how it can be supported within an inclusive school community. It may also be of interest if you work in the voluntary sector or simply have an interest in autism and inclusive practice.

A digital badge will be awarded for the successful completion of the module.

This module has been developed by Education Scotland.

Gain a digital badge

By studying the course you will have the opportunity to gain a digital badge - you need to click on the 'Enrol' button to be able to do the quizzes and earn the badge.

This course is part of a collection

This course is part of a collection of courses called Education Scotland - Inclusion and Equalities. There are 4 courses in this collection so you may find other courses here that maybe of interest to you.
See this collection

After studying this introductory module and participating in the tasks you will have an awareness of:

What autism is and its impact

The education context in Scotland

Autism and inclusive practice

How autism is identified

Supporting autistic learners and their families

A range of further information, reading and signposting

If this is your first visit to this site, you need to register for a free account, then login on this site and click on the Enrol button for this course.

Course content

Below is the course content. You can click on any section here and it will take you through to this section of the course.

If this is your first visit to this site, you need to register for a free account, then login on this site and click on the Enrol button for this course.

2 reviews for this course

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Please be polite, and avoid your passions turning into contempt for others. We may delete posts that are rude or aggressive; or edit posts containing contact details or links to other websites.

Course reviews

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Catherine Anton

If this is your first visit to this site, you need to register for a free account, then login on this site and click on the Enrol button for this course.

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website: introduction to autism and inclusive practice

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OLCreate: Intro to Autism Introduction to Autism and Inclusive Practice

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Ratings 4.5 out of 5 stars You can start learning at any time. By signing up and enrolling you can track your progress and earn a Statement of Participation upon completion, all for free. View this course Sign up to get more Welcome to this free module, 'An Introduction to Autism and Inclusive Practice'.

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The Autism Toolbox is a free online resource developed to support the inclusion of autistic learners in Scottish Early Learning and Childcare settings, Primary and Secondary schools.

The Toolbox supports the Scottish Strategy for Autism which aims to build on improvements to autism services and increase access to these.

Coronavirus (Covid 19) - Select 'here' for information and resources to help support learners at home and 'here' for supporting a return to education during COVID 19.

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Welcome The Autism Toolbox is a free online resource developed to support the inclusion of autistic learners in Scottish Early Learning and Childcare ...

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How much do you know about ADHD?

ADHD is an abbreviation for attention-deficit hyperactivity disorder. It is sometimes referred to as ADD and it is a common disorder that can impact upon focus, impulse control and emotional regulation.

ADHD is not all about hyperactivity and fidgeting. Children with ADHD may often appear in their own world. ADHD is not simply a condition that affects children the they will simply outgrow, many of those who have an ADHD diagnosis have symptoms that will persist into adulthood. It is also one of many other conditions that they may have.

The NHS clarifies that working with and looking after a child with ADHD can be challenging, but it's important to remember that they cannot help their behaviour.

Symptoms of ADHD

Many children that have ADHD will struggle with:

Following directions

Working memory (keeping things in mind)

Regulating emotion

All aspects of organisation

Changing focus

Thinking before saying or doing things

Time management

Starting tasks

Supporting a student with ADHD in your classroom is challenging and demanding of your time, energy and expertise. With regular interruptions, need for repeated instructions and close supervision, managing pupils can be demanding.

Children with ADHD have the best chance of success with teachers who:

Are flexible

Follow clear routines

Are consistent

Provide a range of activities

Recognise and support individuality

Maintain a positive teaching environment

Present information and tasks in steps

Set firm limits on student behaviour

10 Tips For Managing ADHD

1. Clear rules and expectations

Children with ADHD need regular reminders of the classroom rules so set clear targets for behaviour and re-cap them at the end.

2. Strategic praise

Recognition of making the right choices will serve as a regular reminder of behaviour expectations for a child with ADHD. Positive attention is powerful - "Catch them being good."

3. Immediate or short-term rewards and consequences

Children with ADHD will benefit from immediate feedback for desired behaviours and likewise clear and proportionate consequences. Negative consequences such as time out, removal of privileges or removing the child from a situation will not have the desired effect if delayed.

4. Be persistent and consistent

You may want immediate results, but that's not likely. It can take months to see significant progress. A child with ADHD may be used to adult frustration and rejection. When the boundaries are consistently applied the child will learn that you are in it for the long run and the relationship will form.

5. Establish routines

Children with ADHD get bored with routines but need them desperately, routines may include visual timetables on the desk and prior warning when the daily routine is going to alter.

6. Create clear plans and checklists for lessons and unstructured activities

Write these on their desks. The child will benefit from seeing the activities ticked off and will feel a sense of accomplishment which also builds resilience in the learning environment.

7. Use timers

Timers are great for setting activities and movement breaks. They also limit teacher talk which a child with ADHD may not be able to sustain focus on.

8. Reward going above and beyond

Ensure that children have a personalised reward of their choice for completing their work or helping others in the classroom. This may be in the form of praise, a positive phone call home or a postcard.

9. Plan your learning environment

Students with ADHD benefit from the learning environment having minimal distractions. This is often a balancing act as other children may benefit from the stimuli. Student and parent voice will help to establish the ideal environment for the child to access the learning.

10. Empower

Allowing a child with ADHD to feel empowered in their classroom is a helpful step. Ask them where and how they think they will learn best. This may include being sat near the teacher, with another child who will act as a positive role model, at the back of the room to minimise turning around or away from doors and windows.

The promotion of self-regulation should be encouraged too. This can be achieved through a time-out card and identifying a safe-space when the classroom becomes overstimulating or when the child feels dysregulated.

Remember that ADHD is a spectrum condition that needs medical diagnosis as it classed as a disability. Schools should make reasonable adjustments for a child's needs. If you require further support in the classroom ensure that you work with your school's SENDCO and relevant agencies that support the child.

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How Much Do You Know About ADHD? via @TeacherToolkit

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How much do you know about ADHD? ADHD is an abbreviation for attention-deficit hyperactivity disorder. It is sometimes referred to as ADD and it is a common disorder that can impact upon focus, impulse control and emotional regulation. ADHD is not all about hyperactivity and fidgeting.

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Tees Esk and Wear Valley NHS Foundation Trust

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Being a parent is not easy

You may often wonder if you are doing the right thing. Every young person and family is different and there is no one 'right' way, in this leaflet we've tried to give some ideas which may be useful.

The teenage years are a period of great change for young people and their families. The teenage brain goes through a period of reorganisation; there is often conflict with parents and carers.

Authoritative Parenting

Research suggests that authoritative parenting is an effective way to manage behaviour

Authoritative parenting is about a balance between:

giving your son or daughter increased independence and freedom whilst protecting their safety and wellbeing

encouraging and rewarding good behaviour whilst discouraging bad behaviour.

Rules are a part of everyday life, having some within the family will help prepare young people for adult life. Involving young people in decisions including setting boundaries, and rules is important. For example negotiating what time they should come in and pocket money.

You as parent(s) should have the final say. Make sure you consider decisions carefully and clearly explain your reasons for them.

Some practical tips

Encourage your son or daughter to talk about how they feel; listen to them carefully. Don't rush into decisions.

Be consistent

Don't change your mind without good reason, no means no. However, be prepared to admit it if you realise you have made the wrong decision.

Be positive

Give praise for achievements and good behaviour' it may seem like they're 'not bothered' but most young people do want to please you.

Be realistic

Make sure you only promise rewards and punishments that you can stick to. Be calm and clear; if you are finding this difficult give everyone time to calm down and come back to it later. Make sure your son or daughter knows exactly what is expected of them.

Remember to have some time out for yourself, relax and do something you enjoy.

For further information see the Family Lives website.
L713, V4, 22/09/2022 (Archive: 21/09/2025)

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ADHD and managing behaviour positively - Tees Esk and Wear Valley NHS Foundation Trust

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This guide gives some useful advice about managing behaviour positively in children and young people with Attention Deficit Hyperactivity Disorder.

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As a teacher, leader and teacher trainer, Paul has been working with the most difficult behaviours in the most challenging contexts for the last 30 years. Miraculously Paul studied at Homerton College Cambridge after countless attempts to sabotage his own education. Paul works across Local Authorities building relational practice in schools and Childrens' Services.

Paul fell in love with teaching while working as a Teaching Assistant at 19. Teaching inspired him. It still does.

Paul has advised the Department for Education on Teacher Standards, given evidence to the Education Select Committee and worked with the Ministry of Justice on Behaviour and Restraint in Youth Custody.

His book When The Adults Change, Everything Changes 2017, Crown House has been a best seller for 6 years selling 150,000 copies.

On September 5th 2023, Penguin (Cornerstone Press) will publish When The Parents Change Everything Changes.

Tweets too much on @PaulDixTweets.

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When the Parents Change, Everything Changes: Seismic Shifts in Children's Behaviour

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Buy When the Parents Change, Everything Changes: Seismic Shifts in Children's Behaviour by Dix, Paul (ISBN: 9781529900132) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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'This book will change lives! A cracking read and a must for folks with brains who do things differently' Heidi Mavir, author of Your Child is Not Broken

so that we can all better understand and celebrate neurodivergence, and ultimately make the world a more inclusive place.
'I loved it. I'm so impressed by Ellie's courage and wisdom, this book is comforting and clever, but most of all kind' Daisy Buchanan, author of Insatiable and Careering ***** Whether you are neurodivergent, suspect you might be, or want to be a better ally, UNMASKED will help you make sense of it all, and put the power in your hands. mental health , pretty privilege , how to navigate the workplace

Ellie was 24 when she learned she wasn't broken. She wasn't a bad person, she was neurodivergent. Her late diagnosis of ADHD and autism was like a lightbulb being switched on and she could finally start to heal from the trauma of being un-diagnosed and mis-understood for so long.

Since getting her diagnosis, Ellie has made it her mission to change the way we think about autism, ADHD and neurodivergence and in UNMASKED she shares what she has learned along her journey.

Written in a bite-sized style for whizzy brains like hers, Ellie shares chapters on and the importance of self-diagnosis

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UNMASKED: The Ultimate Guide to ADHD, Autism and Neurodivergence

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Buy UNMASKED: The Ultimate Guide to ADHD, Autism and Neurodivergence by Middleton, Ellie (ISBN: 9780241651988) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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How to ADHD: An Insider's Guide to Working with Your Brain (Not Against It)

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How to ADHD: An Insider's Guide to Working with Your Brain (Not Against It) eBook : McCabe, Jessica: Amazon.co.uk: Books

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As a parent, our job is to love and protect our children. When they are faced with a challenge, our first instinct is to help them figure out how to overcome it. Some challenges require a great deal of creativity and perseverance. Even then, they are not necessarily "overcome" but they can become manageable.

This series of books was created by a group of moms who had to figure out a path for our children that would lead to independence and success. Each book is a compilation of daily events that describes the challenges of a special needs

student as they successfully navigate those challenges in an inclusive classroom.

By sharing our stories, we hope to encourage acceptance, support inclusion and, most of all, promote empathy!

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This Is What ADHD Looks Like: Understanding Behaviors in the Classroom: 2 (This Is What It Looks Like)

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Buy This Is What ADHD Looks Like: Understanding Behaviors in the Classroom: 2 (This Is What It Looks Like) by Wiseman, Karin (ISBN: 9798621222215) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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With diary entries written by eleven-year-old Libby Scott, based on her own experiences of autism, this pioneering book, written in collaboration with esteemed author Rebecca Westcott, has been widely praised for its realistic portrayal of autism.

Tally is eleven years old and she's just like her friends. Well, sometimes she is. If she tries really hard to be. Because there's something that makes Tally not the same as her friends. Something she can't cover up, no matter how hard she tries: Tally is autistic .

Tally's autism means there are things that bother her even though she wishes they didn't. It means that some people misunderstand, her and feel frustrated by her.

People think that because Tally's autistic , she doesn't realise what they're thinking, but Tally sees and hears - and notices - all of it .

And, honestly? That's not the easiest thing to live with.

The first book written in collaboration with Libby Scott

When Libby's mum shared a short piece of Libby's writing online it soon went viral, with tens of thousands of people saying that Libby's writing helped them understand autism for the first time

This fictionalised portrayal of a young autistic girl is written by Rebecca Westcott, in close collaboration with Libby Scott, making it a truly original and inspirational book that will give readers of all ages a deeper understanding of what it's like to be autistic

Perfect for fans of The Goldfish Boy, Wonder and The Curious Incident of the Dog In the Night-time

BOOKS BY LIBBY SCOTT AND REBECCA WESTCOTT

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Can You See Me?: A powerful story of autism, empathy and kindness

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Buy Can You See Me?: A powerful story of autism, empathy and kindness 1 by Scott, Libby, Westcott, Rebecca (ISBN: 9781407195674) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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'An extraordinary source of inspiration for autistic children, their parents - and all people' -- 'The Autistic Brain can both enlighten readers with little exposure to autism and offer hope and compassion to those who live with the condition' -- Scientific American 'Grandin has helped us understand autism not just as a phenomenon, but as a different but coherent mode of existence that otherwise confounds us...' -- New York Times 'Enjoyable, insightful read' -- ***** Reader review 'This book is a delight from start to finish' -- ***** Reader review 'Superb, readable book' -- ***** Reader review 'Great book. Very insightful and easy to follow' -- ***** Reader review Temple Grandin offers her own experience as an autistic person long-ignored sensory problems as well as the need to treat autism symptom by symptom , rather than with an umbrella diagnosis. Most exciting of all, she argues that raising and educating children on the autistic spectrum needs to be less about focusing on their weaknesses , and more about fostering their unique contributions
It's estimated that one in almost a hundred people are diagnosed as being on the autistic spectrum but there is far more hope for them today than ever before thanks to ground-breaking new research.

In this fascinating and highly readable book, Written in a clear, concise and accessible way, with illustrative diagrams and key points pulled out for emphasis, this is an all-encompassing guide that will change the perception of autism.
She highlights

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The Autistic Brain: understanding the autistic brain by one of the most accomplished and well-known adults with autism in the world

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The Autistic Brain: understanding the autistic brain by one of the most accomplished and well-known adults with autism in the world : Grandin, Temple, Panek, Richard: Amazon.co.uk: Books

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This book explains ways to open up the curriculum to pupils who have autistic spectrum disorders. The particular difficulties experienced by pupils are discussed in direct relation to specific areas of the curriculum, including: core and foundation subjects, PSHE, citizenship and broader aspects such as break times and assemblies.

The authors show the reader how structured teaching can enable pupils with ASD to access the curriculum in a meaningful way and offer many practical strategies to facilitate this process.

This book will benefit those on specialist autism courses, all providers of autism-specific training and the many teachers and teaching assistants working with autistic pupils who are asking for this guidance.

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Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion

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Buy Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion 1 by Mesibov, Gary, Howley, Marie, Naftel, Signe (ISBN: 9781853467950) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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World-renowned Stanford University psychologist Carol Dweck, in decades of research on achievement and success, has discovered a truly groundbreaking idea-the power of our mindset.

Dweck explains why it's not just our abilities and talent that bring us success-but whether we approach them with a fixed or growth mindset. She makes clear why praising intelligence and ability doesn't foster self-esteem and lead to accomplishment, but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to raise their grades, as well as reach our own goals-personal and professional. Dweck reveals what all great parents, teachers, CEOs, and athletes already know: how a simple idea about the brain can create a love of learning and a resilience that is the basis of great accomplishment in every area.

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Mindset - Updated Edition: Changing The Way You think To Fulfil Your Potential

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Buy Mindset - Updated Edition: Changing The Way You think To Fulfil Your Potential 6 by Dr Carol Dweck (ISBN: 9782133487514) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Leading on Pastoral Care: A Guide to Improving Outcomes for Every Student

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Buy Leading on Pastoral Care: A Guide to Improving Outcomes for Every Student 1 by Daniel Sobel (ISBN: 9781472958440) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Effective inclusion in the classroom shouldn't be a burden; it should be the most rewarding aspect of a teacher's role. In this innovative guide to supporting the most vulnerable students, experts Daniel Sobel and Sara Alston help primary and secondary teachers understand the barriers to children's learning. Emphasising the importance of meeting needs rather than focusing on diagnosis, they provide proven differentiation methods that maximise learning for the whole class, while reducing stress and saving time for the teacher. will help bring inclusion to the forefront of any lesson plan. Each chapter contains simple, effective actions to differentiate and improve learning outcomes for students vulnerable to underachievement, including those traditionally labelled SEN, EAL, pupil premium, looked after and young carers. Also provided are back-up ideas for when things don't go to plan, real-life anecdotes from teachers, and instructions on how to rethink traditional diagnoses and instead prioritise strengths and participation needs.

Guiding teachers through all the different phases of a single lesson, from starters to plenaries, the unique format of The Inclusive Classroom

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The Inclusive Classroom: A new approach to differentiation

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Buy The Inclusive Classroom: A new approach to differentiation 1 by Daniel Sobel, Sara Alston (ISBN: 9781472977922) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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​Dyslexia can affect the way people communicate, and it's different for everyone. It is not just about reading and writing and it is not an indication of low intelligence. Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds.

Dyslexia is on a continuum or spectrum, which means individuals can be mildly or severely dyslexic and each will experience different strengths and difficulties. This can depend on the activity undertaken, the learning environment and any coping strategies and support in place - there is however a common set of signs that can be observed.

If your child is dyslexic, they may experience a range of difficulties which continue even though they are given appropriate learning opportunities. These difficulties may mask how able your child is in other areas.
There are often associated strengths in areas such as:

verbal communication and social interaction

problem solving, thinking outside the box, seeing the whole picture

creativity and practical tasks

visual thinking skills eg see/think in 3D, visualise a structure from plans.

There are often associated difficulties in areas such as:

auditory and/or visual processing of language-based information

phonological awareness - (associating letters with their sound(s) and how they are blended to form words)

oral language skills and reading fluency

short-term and working memory

sequencing and directionality

number skills

organisational ability

motor skills and co-ordination may also be affected.

How can I help?

Encourage the use of language skills to help build a wide range of vocabulary - talking, rhymes, singing, listening, reading stories, audio books.

When talking to your child, use as many pictures and objects as possible.

Make sure written information is easy to read with a clear type.

Make a pictorial/visual timetable or task list.

Be direct and use short sentence when giving instructions.

Encourage creative and visual talents.

Encourage learning through play and games - make it enjoyable.

Make use of computers/tablets, free software and apps - reading from a computer screen is often easier than reading handwriting, text recognition software can read words back.

Where can I find further advice?

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​Dyslexia can affect the way people communicate, and it's different for everyone. It is not just about reading and writing and it is not an indication of low intelligence. Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds.

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To make your documents accessible ﻿to people with different physical and cognitive abilities, use the Accessibility Checker.

In the Accessibility Checker pane, review the results and make any recommended changes.

Tip: To review how the document will sound to someone experiencing it through a screen reader, go to Review > Read Aloud.﻿

Best practices

In addition to using the Accessibility Checker, here are some best practices for creating accessible documents.

Supplement color with text

If your reader is blind, has low vision, or is color-blind, they might miss meaning that is conveyed by color alone. For example, instead of just a red icon to indicate items that are not allowed, include text label, "Not allowed."

Increase legibility

Readers with dyslexia or low vision might see text swim together on a page. To increase legibility:

Use or allow larger font sizes

Choose sans-serif fonts, like Arial or Calibri

Avoid using all capital letters or excessive italics and underlining

Include ample white space between sentences and paragraphs﻿

Help screen readers navigate the document﻿

The built-in headings and styles in Word make it easier for screen readers to read your documents. Use the Accessibility Checker to ensure your headings are in a logical order.

Add meaningful hyperlink text and ScreenTips﻿

Because people who use a screen reader might scan for a list of links, it's best if link text conveys clear and accurate information about the destination. For example, instead of "Click here" as a link's display text, use the title of the destination page.

Explore more

For more information, see Make your Word documents accessible

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To make your documents accessible ﻿to people with different physical and cognitive abilities, use the Accessibility Checker. In the Accessibility Checker pane, review the results and make any recommended changes. Tip: To review how the document will sound to someone experiencing it through a screen reader, go to Review > Read Aloud.﻿ In addition to using the Accessibility Checker, here are some best practices for creating accessible documents.

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In This Topic

Use Immersive Reader in Word desktop

1. Open your Word document.

2. Select the View tab, then select Immersive Reader . Immersive Reader will launch a full screen experience.

3. Choose the Immersive Reader options that work for you from the ribbon.

Read Aloud highlights each word as it reads your document to you.

Tip: Get directly to Read Aloud by right clicking anywhere in your document and selecting Read Aloud.

Language Settings

To change the language for immersive reader, select Review, Language, then Language, and select Set Proofing Language. You can select a language from there.

Additional resources:

Close Immersive Reader

Select the View tab, then select Immersive Reader, then select Close Immersive Reader.

Keyboard shortcuts for Read Aloud

Start or exit Read Aloud: Ctrl+Alt+Space

Pause or play Read Alout: Ctrl+Space

Speed up reading speed: Alt+Right

Slow down reading speed: Alt+Left

Read the previous paragraph: Ctrl+Right

Read the next paragraph: Ctrl+Left

In This Topic

Use Immersive Reader in Word for the web

Select the View, then Immersive reader. Your document will open in a full screen format.

Using Immersive Reader

Once your document opens within Immersive Reader, you can do one or more of the following, depending on how you want to focus on the content in your document:

Voice Options

Select the gear icon to open Voice Settings.

The Voice Speed slider controls the playback speed of the reader.

Text options

You can change the appearance of your document by using Text options. The choices you make in text options can help remove visual distraction and improve text readability.

The Text Options menu lets you:

Parts of Speech

Parts of Speech controls grammar highlighting and helps readers understand complex sentences.

Reading preferences

Line Focus enables readers to narrow the focus of their reading experience by highlighting sets of one, three, or five lines within their chosen material in Immersive Reader.

Picture Dictionary gives you the ability to click on any single word and view visual support. You can also hear the word read aloud.

Translate allows you to view a selected word or the entire document in your preferred language.

Use the toggles to adjust your reading preferences.

Shortcut keys for Immersive Reader

Use keyboard shortcuts to navigate.

Close Immersive Reader

Select the back arrow or tap Esc on your keyboard to exit Immersive Reader.

Use Immersive Reader in Word for iPad

Some Immersive Reader tools are available in Word for iPad. To turn on Immersive Reader while reading or editing a Word document:

2. Select Immersive Reader

3. Choose from the following tools to make your document more comfortable to read and edit.

Language support

Languages and products supported by Immersive Reader

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Use Learning Tools to help pronounce words correctly, read accurately, and understand what you read.

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Supporting Your Child with Anxiety and Worries

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Listen to this episode from CAMHS Conversations (NHS Tayside) on Spotify. Keren and Laura chat with CAMHS clinicians Tess and Karen from our Psychological Therapies Team about anxiety. In this podcast we cover what is anxiety, why do we have it and how does it affect us.

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Chaotic lessons (futurelearn.com)

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Course educator Paul Dix from Pivotal Education shares his first teaching experience and invites all teachers to reflect on where they began.

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This free course, Exploring learning disabilities: supporting belonging, takes the real-life cases of a number of different people to explore what it is like to have the label 'learning disability'...

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This free course will enable leaders and aspiring leaders in a range of educational settings to reflect on key concepts for inclusive leadership. They will be introduced to the influence of values…

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leadership for inclusion: what can you do? | openlearn

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Leadership for inclusion: what can you do?

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This course will help you to develop your understanding of how to promote and support learning for all, within classrooms with a diverse student and staff population. It will encourage you to ...

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leadership for inclusion: thinking it through | openlearn

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Leadership for inclusion: thinking it through

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This course will help you to think about your professional educational situation and the ways in which you can develop your practices alongside others. It will provide you with a better ...

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Supporting children's mental health and wellbeing

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supporting children's mental health and wellbeing

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Supporting children's mental health and wellbeing

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Do you have a professional or personal interest in the mental health issues affecting young children? Are you working with children or are you a parent or carer? This free course, Supporting ...

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working with diversity in services for children and young people

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Working with diversity in services for children and young people

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This free course, Working with diversity in services for children and young people, will provide you with an understanding of the ways in which diverse and intersecting social identities structure...

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This free course, Understanding Attention Deficit Hyperactivity Disorder (ADHD), explores the experience of ADHD from the perspective of those who are diagnosed with the condition, and those who ...

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The link to the booklet below is to help you understand what ADHD is, how it may affect you, what help you may need and how you can help yourself. You can read this booklet on your own or with your parents. If there's anything you don't understand, just ask your parents, carer or a teacher..
chrome-extension://oemmndcbldboiebfnladdacbdfmadadm/https://www.adhdfoundation.org.uk/wp-content/uploads/2019/01/Childrens-Guide_FINAL.pdf

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Understanding ADHD - A Guide for Children

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The link to the booklet below is to help you understand what ADHD is, how it may affect you, what help you may need and how you can help yourself. You can read this booklet on your own or with your parents. If there's anything you don't understand, just ask your parents, carer or a teacher..

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ASN (Scotland) : Mentally Healthy Schools

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Additional support needs (ASN) is the term used in Scotland for children and young people with additional learning needs, the same as SEND in England or ALN in Wales.

There are approximately 184,000 children and young people in Scotland with ASN, or 26.6% of pupils. This could include having motor or sensory impairments, having learning difficulties such as dyslexia, having English as an additional language, or having emotional and social difficulties.

All schools in Scotland have a duty to provide appropriate support for children and young people with additional support needs (ASN). This was laid out in the Education (Additional Support for Learning) Scotland Act 2004.

A school's responsibilities

Additional support for learning: statutory guidance 2017 sets out that schools have a number of responsibilities to support ASN children and young people. Schools must:

make adequate and efficient provision for the additional support required for each child or young person with additional support needs

publish, review and update, as necessary, specified information about their ASN policy

provide parents of children with additional support needs with all of the information they are required to publish under the Act

provide those children or young people, who need one, with a co-ordinated support plan and keep this plan under regular review

provide independent and free mediation services for those parents and young people who want to use such services and publish information on these services

Find out more about ASN

A useful resource for schools in Scotland looking for advice on supporting their ASN pupils is Enquire. It is an additional support needs advice service for professionals, families and children, where schools can find lots of information about their responsibilities and where to find support.

What schools and further education settings can do

Create a whole-school environment emphasising inclusion and cooperation.

Have high aspirations for all children and young people.

Deliver social and emotional skills programmes which aim to build resilience:
With a learning plan, or a co-ordinated support plan, that builds skills step-by-step to improve success and gives children and young people a chance to test skills out and receive encouragement and feedback.

Develop pupils' understanding of difference and ensure all children and young people value difference in others.
Inclusiveness can be developed through good quality Health and Wellbeing lessons promoting relationships and diversity.

Support children and young people with ASN to feel accepted and to belong.

Tackle bullying and discrimination.

See children and young people as a whole rather than focusing just on their disability or illness.

Work closely with parents and carers of SEN children, helping them feel involved in their child's learning.

Be alert to early signs of escalating risk to mental health and mobilise protective factors to prevent further escalation.

Provide children and young people with extra support, if needed (e.g. through pastoral care/school counselling, school nurses or through referral to community-based support.

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ASN (Scotland) : Mentally Healthy Schools

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Additional support needs (ASN) is the term used in Scotland for children and young people with additional learning needs, the same as SEND in England or ALN in Wales.

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What is Enquire?

Enquire is the Scottish advice service for additional support for learning. Providing easy to understand advice and information about additional support for learning legislation and guidance for families and professionals.

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Enquire - The Scottish advice service for additional support for learning

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If you feel a child or young person needs extra help to get the most from their learning and are unsure what to do, we can help you.

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Attention Deficit Hyperactivity Disorder (ADHD) | Supporting neurodiversity | Resource Lists | Resources | Education Scotland

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Attention Deficit Hyperactivity Disorder (ADHD)

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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See Me See Change | End Mental Health Stigma and Discrimination

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We spoke to young people across Scotland to find out more about their mental health, and the stigma they face.

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Children in Scotland

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The campaign See Me See Change, run by national mental health charity See Me, aims to transform how mental health is treated in schools by tackling widespread mental health stigma and discrimination.

Designed for a Whole School Approach, the free programme offers tools and training sessions for pupils and staff to identify issues in their school separately, before developing a plan for change together.
Declining mental health
The campaign launches just a week after Public Health Scotland released figures showing a 22.4% increase in treatment referrals for children with mental health issues between March 2021 and 2022.

While awareness of issues has increased, 69% of young people worry about being judged for their mental health, and only 39% of young people believe that teachers take them seriously when they talk about mental health. See Me hope to change both of these figures through the campaign and new resources.
Pilot programme
The approach has already been piloted by over 350 staff and pupils across the Borders, North Ayrshire, Glasgow and Argyll and Bute.

Co-leading the pilot in the nine Borders schools was Yvonne Wilson, health and wellbeing support officer for Scottish Borders Council. She said:

"As teachers, we are often the first point of contact for young people who are experiencing problems with their mental health, however, many staff do not feel they have the right knowledge and skills to offer the support required.

"The training from See Me has given staff the confidence to have those initial conversations."

Wendy Halliday, Director of See Me, said:

"We want to see a culture shift in Scotland around mental health. This needs to start in schools so children and young people are having open conversations on this from an early age.

"We've seen some really impressive ideas and results coming from our pilot schools which I know are going to make a real difference for their pupils and staff.

"I would encourage any school to get involved in See Me See Change and make a positive difference for their young people."
Click here to find out more about See Me See Change

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See Me launches school mental health campaign

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By bringing together a network of people working with and for children, alongside children and young people themselves, we offer a broad, balanced and independent voice. We create solutions, provide support and develop positive change across all areas affecting children in Scotland.

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Essentials: Understanding Autism - Insights for Inclusive Classrooms - School Behaviour Secrets with Simon Currigan and Emma Shackleton | Podcast on Spotify

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Essentials: Understanding Autism - Insights for Inclusive Classrooms

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Listen to this episode from School Behaviour Secrets with Simon Currigan and Emma Shackleton on Spotify. Is your school ready to embrace the diverse world of your autism?

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1. Background - Secondary school-aged pupils in Scotland - mental wellbeing, relationships and social media: report - gov.scot (www.gov.scot)

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1. Background

In response to COVID-19 and its impact on the population's mental health, the Scottish Government laid out its ' COVID-19: Mental Health - Transition and Recovery Plan' [1]. The mental health of children, young people and families is a central focus of this plan, which places importance on how good mental wellbeing is supported for these people, and how the correct help and support is provided to them. Emphasis is also put on understanding how wider factors, such as screen time and relationship issues, might affect the mental health of children, young people and families. The emphasis on children, young people and families in this plan reflects a similar focus on these people in the Scottish Government's 'Mental Health Strategy: 2017-2027' [2].

Before the COVID-19 pandemic, the Scottish Schools Adolescent Lifestyle and Substance Use Survey [ SALSUS; 3] provided insights into the mental wellbeing of Scottish secondary school-aged pupils in 2018. The findings from this survey were compared with findings from the SALSUS conducted in 2015, which indicated that the mean mental wellbeing of these pupils was lower in 2018 than in 2015 ( i.e., had decreased over time). A higher proportion of these pupils were also found to report emotional and behavioural problems in 2018 than in 2015.

Both the SALSUS and Health Behaviours in School-Aged Children [ HBSC; 4] surveys conducted in 2018 enabled comparisons of Scottish secondary school-aged pupils to be made based on different characteristics. While the findings between these surveys were inconsistent, pupils who indicated poorer mental wellbeing and related factors ( e.g., happiness, mood, confidence) were typically found to: be female (compared with male); older (pupils in S4 compared with S2); from more deprived backgrounds; had a physical or mental health condition; and had caring responsibilities.

During the COVID-19 pandemic, a survey of secondary school-aged pupils in Scotland found that, overall, pupils saw mitigation measures ( e.g., physical distancing) as negatively impacting their mental health and relationships with family and friends [5]. In line with the pupils identified in the SALSUS and HBSC 2018 surveys as being most at risk of poor mental wellbeing, pupils who were most likely to report this perceived negative impact of the mitigation measures: were female; were older; and had a physical or mental health condition. As these findings indicate a potentially large impact of COVID-19 on pupils' mental wellbeing, as well as their relationships, it is important to understand more about pupils' experiences of these issues during the pandemic.

Other surveys concerning the mental health and wellbeing of Scottish secondary school-aged pupils have been conducted during the COVID-19 pandemic [6, 7]. However, these surveys have not used nationally representative samples or standard measures of mental health outcomes, which limits the strength of their conclusions. While this limitation should be kept in mind, the findings have tended to be similar to before the pandemic. Specifically, female and older participants tended to report poorer mental health outcomes ( e.g., low mood or depression) compared with male and younger participants, respectively. Poorer mental health outcomes were also indicated for participants with a long-term illness or disability, with caring responsibilities, or who identified their gender as non-binary or in a different way.

Aims of study

The aim of the study reported here was to understand more about Scottish secondary school-aged pupils (11 to 18 years-old) in terms of their mental wellbeing and related issues (relationships and social media) during the COVID-19 pandemic in early 2021. The study also aimed to identify demographic differences between pupils in terms of their mental wellbeing, relationships and social media use.

Structure of report

Section 2 details the methodology used in the reported study, with the subsequent sections presenting the overall findings (section 3), and findings by demographic characteristics (section 4). Section 5 then outlines the conclusions drawn from this study.

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Secondary school-aged pupils in Scotland - mental wellbeing, relationships and social media: report

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This report outlines findings from a survey of 1,361 pupils from 50 secondary local authority schools in Scotland. The pupils completed the survey between 8th February and 2nd April 2021, and responded to questions about their mental wellbeing, relationships and social media use.

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Secondary : Mentally Healthy Schools

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Secondary schools have a vital role to play in supporting young people's mental health.

Schools can develop young people's social and emotional skills, and help those students who are having difficulties get the support they need.

This section of the site will help secondary school staff learn more about mental health, and get started on the path to becoming a mentally healthy school.

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Secondary schools have a vital role to play in supporting young people's mental health.

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Everybody's Classroom: Differentiating for the Shared and Unique Needs of Diverse Students | Audiobook on Spotify

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Listen to this audiobook by Carol Ann Tomlinson and James H. Borland on Spotify

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Unlearning Silence: How to speak your mind, unleash talent and lead with courage | Audiobook on Spotify

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Classroom Management - Inside Voices: A Teacher Podcast | Podcast on Spotify

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Listen to this episode from Inside Voices: A Teacher Podcast on Spotify. Welcome back to our third episode of Inside Voices! In this week's episode we look at the subject of Classroom Management. In an ever-changing landscape, David and Laura discuss their best classroom management strategies.

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Creating Trauma-Informed, Strengths-Based Classrooms: Teacher Strategies for Nurturing Students' Healing, Growth, and Learning | Audiobook on Spotify

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Listen to this audiobook by Tom Brunzell and Jacolyn Norrish on Spotify

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Making Classrooms More Inclusive with Dr Pippa and Bradley Busch, Mind the Gap, Ep.69 (S4,E6) - Mind the Gap: Making Education Work Across the Globe | Podcast on Spotify

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Making Classrooms More Inclusive with Dr Pippa and Bradley Busch, Mind the Gap, Ep.69 (S4,E6)

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Listen to this episode from Mind the Gap: Making Education Work Across the Globe on Spotify. On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by educational power couple Dr Pippa and Bradley Busch.

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Inclusive Classroom | Podcast on Spotify

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Listen to Inclusive Classroom on Spotify. In a journey to become a teacher for all

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Inclusive classrooms | Podcast on Spotify

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Listen to Inclusive classrooms on Spotify. Inclusive classrooms

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School Strategies for Children with ADHD and Autism (2017)

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World of Better Learning | Cambridge University Press

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What does 'inclusive practises' mean and how can we ensure that all our classrooms and work environments are truly inclusive? Varinder Unlu explores in this third instalment from her series on supporting specific learning differences.

Inclusion is about how we structure our schools, our classrooms and our lessons so that all our students learn and participate together. An inclusive classroom is one that creates a supportive environment for all learners, including those with learning differences and one that can also challenge and engage gifted and talented learners by building a more responsive learning environment. Inclusivity also means respecting people from all backgrounds and cultures. By teaching our students the importance of this we can create a much more tolerant and understanding environment, not just in the classroom and school but also in wider society.

An inclusive school or classroom can only be successful when all students feel they are truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued.

How do you currently promote inclusivity in the classroom?

Here are some questions for reflection:

Think about your own values and approach to disability, gender, race etc. Does how you teach acknowledge the experiences of the students from different backgrounds? Is your approach non-stereotypical? Do you encourage alternative perspectives, debate ideas, create an environment which is open to representation of different viewpoints?

Are your students treated as individuals, encouraged to share their own lives and interests?

Are your examples non-stereotypical?

In a racially diverse ELT classroom, have you thought about your own conscious or unconscious biases about people from other cultures? Do you have different expectations of students of colour than you do of white students, of male or female students, of students from LGBTQ community?

5 inclusivity practises to consider

1. Create a supportive, respectful environment: promote diversity and fairness.

2. Have high expectations of all your students. Research shows that students respond better when they feel that their teacher has faith in their abilities and is not focusing on their inabilities.

3. Create a supportive peer culture both inside and outside the classroom. This is when you empower learners to respect and trust each other, making empathy and caring 'fashionable' and reinforcing positive and pro-social attitudes by encouraging learners to help each other.

4. Plan learning which includes participation from everyone and encourages success. You can do this by creating an environment which is personalised to students' needs and by talking about learning that focuses on what students can do and what they would like to do next. This can be done through tutorials, Individual Learning Plans (ILPs), and short and long term goal setting by the learner so that they feel they have ownership of their learning. If you provide students with opportunities to tell you what is working and what needs attention, you will have a better idea of what to focus on.

5. Take a 'community' approach to learning and teaching. Inclusive values are developed through a student's lived experience and their exposure to other cultures and world-views. Bring your community into the classroom and take your classroom out to the community.

Creating an inclusive environment will not only help those students with learning differences - it will also support those students that don't have a learning difference by making them more aware, tolerant and understanding of each other.

If you've enjoyed this post, read all of Varinder Unlu's articles in this series:

Tips for helping students' concentration and focus
Specific learning difficulties - how can they affect your students?
Supporting students with specific learning differences
Managing disruptive behaviour in the classroom
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How to create an inclusive classroom environment | Cambridge English

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How can we ensure that our classroom environment is truly inclusive? Here are practical ways to promote inclusivity for all students.

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The Inclusive Classroom Podcast with Daniel Sobel

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The Inclusive Classroom Podcast with Daniel Sobel

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24: Creating Inclusive Classrooms with Daniel Sobel

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Managing Behaviour for Learning Q&A 1 (with Tom Bennett) | November 2019 | Online CPD