# data[].attributes.headline
Other sections to look at: masking, Autistic burnout, emotional regulation and coping strategies, sensory, communication, executive functioning, meltdowns and shutdowns, neurodivergence and sleep 

# data[].attributes.subject
Other sections to look at: masking, Autistic burnout, emotional regulation and coping strategies, sensory, communication, executive functioning, meltdowns and shutdowns, neurodivergence and sleep 

# data[].attributes.wish_content.attachment_props.alternative_text
The Mental Health and Wellbeing of Children and Young People with Learning Difficulties: A Guide for Educators

# data[].attributes.attachment_link.title
Review: Mental Health and Wellbeing of Children and Young People with Learning Difficulties. A Guide for Educators (Giveaway) - Special Needs Jungle

# data[].attributes.attachment_link.description
A review of Mental Health and Wellbeing of Children and Young People with Learning Difficulties. A Guide for Educators, by Dr Kirstie Rees

# data[].attributes.attachment_link.title
Double Empathy: Why Autistic People Are Often Misunderstood

# data[].attributes.attachment_link.description
Autism affects how someone makes sense of the world around them. About 1–2% of people are autistic. You might have an autistic classmate or family member, or maybe you are autistic. Autistic people might communicate differently than people who are not autistic. This means that it can be difficult fo…

# data[].attributes.headline
AET AUTISM EDUCATION TRUST A guide to help governing boards comply with equality law when considering a headteacher’s decision to exclude an autistic pupil

# data[].attributes.subject
AET AUTISM EDUCATION TRUST A guide to help governing boards comply with equality law when considering a headteacher’s decision to exclude an autistic pupil

# data[].attributes.headline
Hull Parent Carer Forum Full Resource Padlet 

# data[].attributes.subject
Hull Parent Carer Forum Full Resource Padlet 

# data[].attributes.headline
Beacon SEN schools support        SEND bahaviour handbook

# data[].attributes.subject
Beacon SEN schools support        SEND bahaviour handbook

# data[].attributes.attachment_link.description
Bite sized training respecting time pressured lives exploring issues around supporting autistic students in schools. Hosted by Author TEDx speaker and Inclus...

# data[].attributes.attachment_link.readable_text
These are autism media, orgs, people, and sites we think you might find useful. Please also see Kit Mead's fantastic Autism Resources page.

Autistic Authors

Approaches and Advice

Ask and Tell: Self-Advocacy and Disclosure for People on the Autism Spectrum by Stephen Shore

The Autistic Spectrum: A Parents' Guide to Understanding and Helping Your Child by Lorna Wing

Coloring Outside Autism's Lines: 50+ Activities, Adventures, and Celebrations for Families with Children with Autism by Susan Walton

Managing Meltdowns: Using the S.C.A.R.E.D. Calming Technique With Children and Adults With Autism by Deb Lipsky

Sincerely, Your Autistic Child: What People on the Autism Spectrum Wish Their Parents Knew About Growing Up, Identity, and Acceptance, edited by Emily Paige Ballou, Sharon daVanport, and Morénike Giwa Onaiwu

Start Here: a guide for parents of autistic kids from The Autistic Self Advocacy Network

Uniquely Human by Barry Prizant

Welcome to the Autistic Community from The Autistic Self Advocacy Network

What Every Autistic Girl Wishes Her Parents Knew, edited by Emily Paige Ballou, Kristina Thomas, and Sharon DaVanport

Historical and Cultural Contexts

For Kids

Parenting Perspectives

Fiction

We appreciate movies in which autistic people are more than catalysts for the non-autistic characters' self-discovery arcs. Please keep this in mind when watching the following movies about autistic people:

Autistic representation on TV continues to be questionable and rely on stereotypes. For that reason we do not recommend The Good Doctor, The A Word, and Atypical. But some series present autistic people in more complex and autonomous, if not always ideal ways, including:

ABA (Applied Behavioral Analysis)

Accessibility

Adult Diagnoses and Outlooks

Advocacy: Autism and Disability

Advocacy and Rights

Art and Music

Assistive Technology: iPads, iDevices, Apps, Software

Bullying

Crisis Resources

Communication, Speech, and AAC (Augmentative and Alternative Communication)

Communities

Diagnostic Tools

Camouflaging Autistic Traits Questionnaire (CAT-Q): A self-report measure of social camouflaging behaviours in adults: embrace-autism.com/cat-q

Disability and Autism History

Education

Employment

Epilepsy

Español

Flight and Airport Readiness and Rights

Food and Feeding

French/Français

Health Care

Housing and Community Integration

Inclusion and Social Supports

Intersectionality

Journals

Literacy (sincere thanks to Julia Bascom)

LGBT

Media, Language, Terminology, Representation

Mental Health

Mentoring

I Can Network (Australia): Autistic-led programs for young people and organizations: icannetwork.online

Motor Differences/Occupational Therapy

Old Age and Autism

Parenting

Planning

Religion and Faith

Friendship Circle: www.friendshipcircle.com Each
independent Friendship Circle is operated by its local Chabad
Lubavitch Center, and entirely supported by each local community to
benefit local children with special needs.

Matan: www.matankids.org Jewish communities that are inclusive by design

Snappin' Ministries: www.snappin.orgWe plug parents into a wide variety of financial, spiritual respite and social resources.

Safety

Science and Research

Sexual Education and Health

Supplies, Materials, and Gear

Supported Decision Making

Therapy Resources

Therapy Dogs/ Service Animals

Transgender Resources and Community

Transitioning to Adulthood

Autistic AAC Users/Non-Speaking Autistics

Autistic Parents

Autistic Professionals

Autistic Writers

Neurodiversity Journalism

Parents of Autistic People

Last addition: 9/21/23

# data[].attributes.attachment_link.title
Resources - THINKING PERSON'S GUIDE TO AUTISM

# data[].attributes.attachment_link.description
These are autism resources-books, movies, series, websites-that we think our community members will find useful.

# data[].attributes.attachment_link.title
Contact - for families with disabled children | Contact

# data[].attributes.attachment_link.description
We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

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

# data[].attributes.attachment_link.title
Dyslexia Awareness Part 1: Module 1 - About Dyslexia

# data[].attributes.attachment_link.readable_text
Professor Steve Peters - Consultant Psychiatrist & CEO Chimp Management Ltd

BA, PGCE, MBBS, MEd, MRCPsych, PhD, DSc, Dip Sports Med

Professor Steve Peters is a medical doctor; he specialises in mental health and the functioning of the human mind. He has dedicated his working life to help people get the best out of themselves and to be in a good place.

Steve's work past and present in the field of psychiatry and education includes: Clinical Director of Mental Health Services within the NHS at a district hospital, Consultant Forensic Psychiatrist at Rampton, Senior Clinical Lecturer of Medicine and Undergraduate Dean at Sheffield University, and visiting Professor at Derby University. He has spent 20 years as an examination panel member at the Royal College of Psychiatry and has been an expert advisor to World Anti-doping Agency.

He has been a consultant to over 20 Olympic and national sporting teams including Liverpool FC, British Cycling, GB Taekwondo, England Rugby and England Football. Outside of elite sport, Prof Peters works with CEOs, senior executives, teachers, students, hospital staff and patients. Steven Gerrard, Sir Chris Hoy, Ronnie O'Sullivan, Victoria Pendleton, Katarina Johnson-Thompson, Lee Westwood, Jonathan Trott and Raheem Sterling are people that have all spoken publicly about how Prof Peters' has helped them during their career.

Professor Peters is also a best-selling author, and his latest book 'A Path through the Jungle' was published in 2021. Steve has also authored 3 other books including the bestselling self-help book of all time in the UK, The Chimp Paradox, which has sold over a million copies - as per Nielsen TCM Chart 2020. Other achievements include attending Downing Street for winning the senate award twice for his excellence in teaching.

For fun, Steve competes in track and field athletics and has held multiple World Masters Champion titles and world records over the 100, 200 and 400 metres.

# data[].attributes.attachment_link.title
My Hidden Chimp: From the best-selling author of The Chimp Paradox

# data[].attributes.attachment_link.description
Buy My Hidden Chimp: From the best-selling author of The Chimp Paradox by Peters, Prof Steve (ISBN: 9781787413719) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.attachment_link.title
Autistic children and intense interests: the key to their educational inclusion?

# data[].attributes.attachment_link.description
Autistic children and adults are often described as ‘obsessive’ or as having ‘narrow’, ‘restricted’ or ‘circumscribed’ interests. And when this trait…

# data[].attributes.attachment_link.readable_text
CHILDREN'S NON-FICTION BOOK OF THE YEAR, THE BRITISH BOOK AWARDS 2022 - SHORTLISTED
BLUE PETER BOOK AWARDS BEST BOOK WITH FACTS 2022 - LONGLISTED
THE OBSERVER CHILDREN'S BOOK OF THE MONTH - JULY 2021

Discover the beautiful true story of one girl's journey growing up autistic and undiagnosed - and the challenges she faced in the 'normal' world.

'This book is what I needed as a kid! Empathetic, joyful and beautifully authentic. I loved it!' - Elle McNicoll, author of A Kind of Spark

I'm not like the other children in my class . . . and that's an actual scientific FACT.

Hi! My name is Abigail, and I'm autistic. But I didn't know I was autistic until I was an adult-sort-of-person*.

This is my true story of growing up in the confusing 'normal' world, all the while missing some Very Important Information about myself.

There'll be scary moments involving toilets and crowded trains, heart-warming tales of cats and pianos, and funny memories including my dad and a mysterious tub of ice cream. Along the way you'll also find some Very Crucial and Myth-busting Information about autism.

If you've ever felt different, out of place, like you don't fit in . . . this book is for you.

*I've never really felt like an actual-adult-person, as you'll soon discover in this book...

Told through the author's remarkable words, and just as remarkable illustrations, this is the book for those who've never felt quite right in the 'normal' world.

Discover why readers love A Different sort of Normal:

'Funny, fascinating . . . a rewarding and highly entertaining read' - Guardian

'I REALLY love it. Buy it for your kids, your parents, your grandparents. Mostly buy it for yourself' - Holly Smale, author of the Geek Gir l series

A hugely engaging, funny and informative account of being neurodivergent - Observer

Insightful, accessible and easy to navigate, this is an essential book for autistic and allistic (non-autistic) readers of all ages - Booktrust

# data[].attributes.attachment_link.description
CHILDREN'S NON-FICTION BOOK OF THE YEAR, THE BRITISH BOOK AWARDS 2022 - SHORTLISTED BLUE PETER BOOK AWARDS BEST BOOK WITH FACTS 2022 - LONGLISTED THE OBSERVER CHILDREN'S BOOK OF THE MONTH - JULY 2021 Discover the beautiful true story of one girl's journey growing up autistic and undiagnosed - and the challenges she faced in the 'normal' world.

# data[].attributes.attachment_link.readable_text
I want to lay out some concrete strategies for working with autistic kids, and others whose ways of thinking overlap with parts of autism. Most of this is good sense for teachers regardless, but getting this kind of thing wrong can make school absolutely intolerable for some kids, while for others it just means having trouble with learning - or even with relaxing.

These suggestions are based on my experience as a teacher and a member of the autistic community - I was diagnosed as autistic at the age of 32 - and on broad reading and discussions. I was pleased to find my ideas backed up strongly, and supplemented, by research done by people such as Julia Leatherland.

These strategies could help many autistic students, but if you want to know what's hard for someone you teach, and what might help them, your best bet is probably simply to talk to them. Try to believe them when they tell you something is difficult; autism is characterised by "spiky profiles", meaning great variation in ability between different areas. No end of problems stem from assuming autistic people should find something easy, even when they know they won't. That said, just because someone can't do something now doesn't mean they won't be able to later: people never stop learning, but abilities come and go.

Quick read: Professor Uta Frith on autism

Quick listen: Three golden rules for supporting children with autism

Back to school: 'The new term is a fraught time for autistic pupils '

I want to expand on what six common features of autistic thinking mean for teachers in the classroom.

1. Coping with multiple channels is hard

This can be sensory channels or other information streams. If you want to ensure instructions are taken in, don't just say them. Provide them in a clear written form, so students can refer back to them when they need to, and don't have to rely on filtering out your voice from the noise of the classroom. Be prepared for students to miss things because their focus is elsewhere, or because you gave them too much to deal with at once.

Misunderstandings are common, in both directions. Teachers often misread signals from autistic students, which leads them to overlook needs and misconstrue requests for help. Worse, they can stigmatise students' own body language and communication styles, forcing them to express themselves even less effectively. Too many try to stop people moving without understanding it as a pressure release, or insist on eye contact, without understanding how overwhelming this can be.

2. Filtering is tricky and error-prone

"Sometimes I can't tune things out; other times I filter them out completely," a pupil might say.Think about strategies for reducing noise, visual clutter and social demands in your classroom. The satisfying focus that comes with mastering a thing is one of the most powerful tools in education, and it's a tragedy if schools don't allow all pupils to enter "flow" states at least sometimes. That means finding a way to let them focus as much as they need to, on a task that interests them.

Make sure you have plans for what students can do if they get overwhelmed - they really should have a quiet place where they can go, decompress and stim (self-stimulate) unself-consciously.

3. Changing tracks is destabilising

Task-switching is hard, and new plans take work.Going from one task or emotion to another takes time and energy. A predictable environment is easier to deal with: it reduces cognitive load, and the stress of switching from one focus to another. We feel more unstable the more things come as a surprise, and the world is often surprising to autistic people. To gain a sense of stability, we need to feel like we fully understand the situation, and have sufficient control over it - but not more than we can handle. This can be an acute need for autistic people: you see it in the way we ask questions, the way we stim to control our sensory environment, and the way we use rules to make sense of things. Feeling that something doesn't make sense is a huge barrier.

Structure and clarity prevent anxiety. Unstructured time with high social demands can be especially stressful - like breaktimes where there is no escape from the throng, or when kids are left to find their own partners or groups to work with.

4. 'I often experience things intensely (usually things that relate to my concerns and interests)'

The things that grab our focus can really grab our focus. Engaging with our passions is central to our wellbeing. That's probably true for everyone, but it's crucial for autistic people: both because our interests bring us such joy and because it can be so hard to pull attention away from them. Working with rather than against an autistic student's interests can bring huge personal and educational rewards ( see Rebecca Wood's recent research) but their idiosyncratic nature sometimes makes teachers reluctant to try.

Things that go wrong are often felt very powerfully, too. Many pupils are uncomfortable when singled out for attention, for example, and that can be much harder for autistic kids who struggle with feeling exposed.

5. 'I keep looping back to my interests and concerns - it's hard to let things drop'

If something feels unresolved, it can be near-impossible. The "but why?" instinct is strong in many autistic people, and it gets us in real trouble sometimes. It can feed into our interests, too - there's a great satisfaction in understanding how something works, often by applying logical rules to solve problems, and then learning practically everything else about it.

Reasons are a key tool in any educator's arsenal, and friction between teachers and autistic students often comes from the expectation that they should take things on faith, or on authority. Sometimes, the reasons they're looking for will be more detailed than most students would ask for. And honestly, that's something you'll just have to work with.

6. 'Other things that drop out of my awareness tend to stay dropped (I may need reminders)'

It's hard to organise your life when you tend not to think of things unless your attention is actively drawn to them. This is one of the reasons routines and diary-keeping can be so useful: reminders come from time passing. The downside is that they can conflict with the need to feel in control of the situation, and control is absolutely key in attaining a sense of stability. Navigating between those two can be a difficult path for many autistic people, who may need help strategising.

Overall, it's important to remember that everyone is different, which is why these recommendations are not more prescriptive. Understanding how other people experience the world is difficult for everyone, and the less someone thinks like you, the harder they are to understand. The more insight we can gain into the people we work with, the better we can work with them.

A framework for understanding

What I hope I've given you here is a framework for understanding some of the common difficulties autistic people face, and how to ease them, particularly in a school environment. Try to put yourself in your students' shoes, with an awareness of how challenging that is - perhaps you can think of a time when you were asked to keep track of way too many things at once, or you experienced sensory overload, or you were pulled out of something absorbing and had to deal with a completely unexpected situation. See if you can imagine what it would be like if you had to deal with these things multiple times every day, often simultaneously, and you were punished if you ever acted oddly as a result. Maybe you could ask your students what it's like for them.

Working with different kinds of minds is always a learning experience, and it takes careful attention and a degree of humility to get it right. If you don't manage that, you'll be left managing behaviour with little real insight into where it comes from - and that is much more work in the long run.
Fergus Murray is an Edinburgh-based teacher of chemistry and maths and co-founder of the Autistic Mutual Aid Society Edinburgh (AMASE). He tweets @MxOolong

# data[].attributes.attachment_link.title
Autism tips for teachers - by an autistic teacher

# data[].attributes.attachment_link.description
While every autistic young person is different, many face common challenges. One teacher shares his solutions

# data[].attributes.attachment_link.readable_text
After 20 months and 65 episodes, the Different Minds podcast series is coming to an end today, (the 31st December, 2021). The host of the show, John Offord said "It's been an incredible journey and I've been honoured to have interviewed such inspirational guests on the series, such as Chris Packham, Steve Silberman and Temple Grandin to name but a few. I'd like to take this opportunity to thank all my listeners, who without, none of this would have been possible and my sponsor, Aspire Autism Consultancy and former sponsor, Tiimo."
To commemorate the ending of the series, a final episode has been released today where John looks back on some of the highlights of the podcast. "Remember to celebrate our differences and I hope this podcast series has helped you realise there is no such thing as normal. Thank you and Happy New Year!"

# data[].attributes.attachment_link.title
The Different Minds podcast series * A podcast on Spotify for Podcasters

# data[].attributes.attachment_link.description
Broadcaster, John Offord chats to people from all walks of life about the different ways our brain can work and interpret information. Neurodiversity highlights that people naturally think about things differently. We have different interests and motivations, and are naturally better at some things and poorer at others.

# data[].attributes.attachment_link.provider_name
NEUROQUEER * THE WRITINGS OF DR. NICK WALKER

# data[].attributes.attachment_link.readable_text
Nick Walker, PhD
I wrote "Neurodiversity: Some Basic Terms & Definitions" back in 2014. So far, of all the pieces I've written, this is the one that's been most frequently cited in other people's work (academic and otherwise). The definitive, citable version of this essay, along with supplementary comments, can be found in my book When referencing my work, please remember that my pronouns are she/her. Neuroqueer Heresies
New paradigms often require a bit of new language, and this is certainly the case with the neurodiversity paradigm. I see many people - scholars, journalists, bloggers, internet commenters, and even people who identify as neurodiversity activists - get confused about the terminology around neurodiversity. Their misunderstanding and incorrect usage of certain terms often results in poor and clumsy communication of their message, and propagation of further confusion (including other confused people imitating their errors). At the very least, incorrect use of terminology can make a writer or speaker appear ignorant, or an unreliable source of information, in the eyes of those who do understand the meanings of the terms.

For those of us who seek to propagate and build upon the neurodiversity paradigm - especially those of us who are producing writing on neurodiversity - it's vital that we maintain some basic clarity and consistency of language, for the sake of effective communication among ourselves and with our broader audiences. Clarity of language supports clarity of understanding.

And, as I increasingly find myself in the position of reviewing other people's writing on neurodiversity - grading student papers, reviewing book submissions or submissions to journals, consulting on various projects, or even just deciding which pieces of writing I'm willing to recommend to people - I'm getting tired of running into the same basic errors over and over.

So, as a public service, I'm posting this list of a few key neurodiversity-related terms, their meanings and proper usage, and the ways in which I most commonly see them mis used.

NEURODIVERSITY

What It Means:

Neurodiversity is the diversity of human minds, the infinite variation in neurocognitive functioning within our species.

What It Doesn't Mean:

Neurodiversity is a biological fact. It's not a perspective, an approach, a belief, a political position, or a paradigm. That's the neurodiversity paradigm (see below), not neurodiversity itself.

Neurodiversity is not a political or social activist movement. That's the Neurodiversity Movement (see below), not neurodiversity itself.

Neurodiversity is not a trait that any individual possesses or can possess. When an individual or group of individuals diverges from the dominant societal standards of "normal" neurocognitive functioning, they don't "have neurodiversity," they're neurodivergent (see below).
"Our school offers multiple learning strategies to accommodate the neurodiversity of our student body."
Example of Correct Usage:

Examples of Incorrect Usage:

"Neurodiversity claims that..."
This writer is actually trying to talk about either the neurodiversity paradigm or the Neurodiversity Movement. Neurodiversity, as a biological characteristic of the species, can't "claim" anything, any more than variations in human skin pigmentation can "claim" something.

"Neurodiversity is a load of nonsense."
Really? So human brains and minds don't differ from one another? There's an awful lot of scientific evidence that shows quite plainly that there's considerable variation among human brains. And if we all thought alike, the world would be a very different place indeed. The person who wrote this sentence was probably trying to object to the neurodiversity paradigm and/or the positions of the Neurodiversity Movement, and has ended up sounding rather silly as a result of failing to distinguish between these things and the phenomenon of neurodiversity itself.

"My neurodiversity makes it hard for me to cope with school."
The correct word here would be neurodivergence, rather than neurodiversity. An individual, by definition, cannot be "diverse" or "have diversity."

"Autism and dyslexia are forms of neurodiversity."
Nope. Nope nope nope. There's no such thing as a "form of neurodiversity." Autism and dyslexia are forms of neurodivergence.

NEURODIVERSITY PARADIGM

What It Means:

The neurodiversity paradigm is a specific perspective on neurodiversity - a perspective or approach that boils down to these fundamental principles:

1.) Neurodiversity is a natural and valuable form of human diversity.

2.) The idea that there is one "normal" or "healthy" type of brain or mind, or one "right" style of neurocognitive functioning, is a culturally constructed fiction, no more valid (and no more conducive to a healthy society or to the overall well-being of humanity) than the idea that there is one "normal" or "right" ethnicity, gender, or culture.

3.) The social dynamics that manifest in regard to neurodiversity are similar to the social dynamics that manifest in regard to other forms of human diversity (e.g., diversity of ethnicity, gender, or culture). These dynamics include the dynamics of social power inequalities, and also the dynamics by which diversity, when embraced, acts as a source of creative potential.

What It Doesn't Mean:

The neurodiversity paradigm provides a philosophical foundation for the activism of the Neurodiversity Movement, but the two aren't the same. For instance, there are people working on developing inclusive education strategies based on the neurodiversity paradigm, who don't identify as social justice activists or as part of the Neurodiversity Movement.
"Those who have embraced the neurodiversity paradigm, and who truly understand it, do not use pathologizing terms like 'disorder' to describe neurocognitive variants like autism."
Example of Correct Usage:

NEURODIVERSITY MOVEMENT

What It Means:

The Neurodiversity Movement is a social justice movement that seeks civil rights, equality, respect, and full societal inclusion for the neurodivergent.

What It Doesn't Mean:

The Neurodiversity Movement is not a single group or organization, is not run by any single group or organization, and has no leader. Like most civil rights movements, the Neurodiversity Movement is made up of a great many individuals, some of them organized into groups of one sort or another. These individuals and groups are quite diverse in their viewpoints, goals, concerns, political positions, affiliations, methods of activism, and interpretations of the neurodiversity paradigm.

The Neurodiversity Movement began within the Autism Rights Movement, and there is still a great deal of overlap between the two movements. But the Neurodiversity Movement and the Autism Rights Movement are not one and the same. The most significant distinction between the two is that the Neurodiversity Movement seeks to be inclusive of all neurominorities, not just Autistics. Also, there some who advocate for the rights of Autistics but who cannot rightly be considered part of the Neurodiversity Movement because they still consider autism to be a medical pathology or "disorder," a view at odds with the neurodiversity paradigm.

NEURODIVERGENT and NEURODIVERGENCE

What It Means:

Neurodivergent, sometimes abbreviated as ND, means having a mind that functions in ways which diverge significantly from the dominant societal standards of "normal."

Neurodivergent is quite a broad term. Neurodivergence (the state of being neurodivergent) can be largely or entirely genetic and innate, or it can be largely or entirely produced by brain-altering experience, or some combination of the two. Autism and dyslexia are examples of innate forms of neurodivergence, while alterations in brain functioning caused by such things as trauma, long-term meditation practice, or heavy usage of psychedelic drugs are examples of forms of neurodivergence produced through experience.

A person whose neurocognitive functioning diverges from dominant societal norms in multiple ways - for instance, a person who is Autistic, dyslexic, and epileptic - can be described as multiply neurodivergent.

Some forms of innate or largely innate neurodivergence, like autism, are intrinsic and pervasive factors in an individual's psyche, personality, and fundamental way of relating to the world. The neurodiversity paradigm rejects the pathologizing of such forms of neurodivergence, and the Neurodiversity Movement opposes attempts to get rid of them.

Other forms of neurodivergence, like epilepsy or the effects of traumatic brain injuries, could be removed from an individual without erasing fundamental aspects of the individual's selfhood, and in many cases the individual would be happy to be rid of such forms of neurodivergence. The neurodiversity paradigm does not reject the pathologizing of these forms of neurodivergence, and the Neurodiversity Movement does not object to consensual attempts to cure them (but still most definitely objects to discrimination against people who have them).

Thus, neurodivergence is not intrinsically positive or negative, desirable or undesirable - it all depends on what sort of neurodivergence one is talking about.

The terms neurodivergent and neurodivergence were coined in the year 2000 by Kassiane Asasumasu, a multiply neurodivergent neurodiversity activist.

What It Doesn't Mean:

Neurodivergent is not a synonym for autistic. There are countless possible ways to be neurodivergent, and being autistic is only one of those ways. There are myriad ways of being neurodivergent that have no resemblance or connection to autism whatsoever. Never, ever use neurodivergent as a euphemism for autistic. If you mean that someone is autistic, say they're autistic. It's not a dirty word.
"Our school aims to be inclusive of students who are Autistic, dyslexic, or otherwise neurodivergent, though there are some types of neurodivergence that we're still seeking ways to accommodate." "This group is for people who identify as both queer and ND (neurodivergent)."
Examples of Correct Usage:

NEUROTYPICAL, or NT

What It Means:

Neurotypical, often abbreviated as NT, means having a style of neurocognitive functioning that falls within the dominant societal standards of "normal."

Neurotypical can be used as either an adjective ("He's neurotypical") or a noun ("He's a neurotypical").

Neurotypical is the opposite of neurodivergent. Neurotypicality is the way-of-being from which neurodivergent people diverge. Neurotypical bears the same sort of relationship to neurodivergent that straight bears to queer.

What It Doesn't Mean:

Neurotypical is not synonymous with non-autistic.

Neurotypical is the opposite of neurodivergent, not the opposite of autistic. Autism is only one of many forms of neurodivergence, so there are many, many people who are neither neurotypical nor autistic. Using neurotypical to mean non-autistic is like using "white" to mean "not black."

Also, neurotypical is not a derogatory word, and has no intrinsic negative connotation. Of course, sometimes people use the word in the context of criticizing the behavior of neurotypicals, but that doesn't make it an intrinsically negative word. A lot of people criticize the behavior of men, too, but that doesn't make "man" an intrinsically derogatory word.
"If the primary language of the society in which you were born is well-suited to the purpose of describing your sensory experiences, your needs, and your thought processes, you may have neurotypical privilege." "My sister is NT, but after growing up with an Autistic father and brother, she's quite at ease with other people's neurodivergence."
Examples of Correct Usage:

Example of Incorrect Usage:

"Is your daughter Autistic or neurotypical?"
This isn't a well-worded question because there are other possibilities. The daughter in question might be non-autistic, but might also not qualify as neurotypical - she might, for instance, be dyslexic or have Down Syndrome.

NEUROMINORITY

What It Means:

A neurominority is a population of neurodivergent people about whom all of the following are true:

1.) They all share a similar form of neurodivergence.

2.) The form of neurodivergence they share is one of those forms that is largely innate and that is inseparable from who they are, constituting an intrinsic and pervasive factor in their psyches, personalities, and fundamental ways of relating to the world.

3.) The form of neurodivergence they share is one to which the neurotypical majority tends to respond with some degree of prejudice, misunderstanding, discrimination, and/or oppression (generally facilitated by classifying that form of neurodivergence as a medical pathology).

Examples of neurominority groups include Autistic people, dyslexic people, and people with Down Syndrome.

It's also possible to be neurodivergent without being a member of a neurominority group. Examples include people with acquired traumatic brain injuries, and people who have altered their own neurocognitive functioning through extensive use of psychedelic drugs.

The word neurominority can function as either a noun (as in, "Autistics are a neurominority") or an adjective (as in, "Autistics are a neurominority group").

NEURODIVERSE

What It Means:

A group of people is neurodiverse if one or more members of the group differ substantially from other members, in terms of their neurocognitive functioning.

Or, to phrase it another way, a neurodiverse group is a group in which multiple neurocognitive styles are represented.

Thus, a family, the faculty or student body of a school, the population of a town, or the cast of characters of a TV show would be neurodiverse if some members had different neurocognitive styles from other members - for instance, if some members were neurotypical while others were Autistic.

What It Doesn't Mean:

Many people mistakenly use neurodiverse where the correct word would be neurodivergent.

Of all the errors that people make in writing and speaking about neurodiversity, the misuse of neurodiverse to mean neurodivergent is by far the most common.

There is no such thing as a "neurodiverse individual." The correct term is " neurodivergent individual." An individual can diverge, but an individual cannot be diverse.

Neurodiverse does not mean "non-neurotypical." The opposite of neurotypical is neurodivergent, not neurodiverse. Neurodiverse cannot be used to mean "non-neurotypical," because neurotypical people, like all other human beings, are part of the spectrum of human neurodiversity. The opposite of neurodiverse would be neurohomogenous (meaning "composed of people who are all neurocognitively similar to one another").

To refer to neurominority groups or neurodivergent individuals as "neurodiverse" is incorrect grammatically, because diverse doesn't mean different from the majority, it means made up of multiple different types. So an individual can never be diverse, by definition. And a group where everyone is neurodivergent in more or less the same way (e.g., a group composed entirely of Autistic people) wouldn't be "neurodiverse," either.

The only appropriate and grammatically correct use of the term neurodiverse is when it's used to describe a group of people whose members differ neurocognitively from each other. In other words, a classroom where everyone is Autistic is not neurodiverse, but a classroom where some students are neurotypical and some aren't is neurodiverse.

Humanity is neurodiverse, just as humanity is racially, ethnically, and culturally diverse. By definition, no human being falls outside of the spectrum of human neurodiversity, just as no human being falls outside of the spectrum of human racial, ethnic, and cultural diversity.

In addition to being incorrect, it's also oppressive to misuse the word "diverse" to mean "minority," because this misuse of "diverse" is based in the intrinsically oppressive assumption that there's a default "normal" way of being and that "diversity" is about adding non-normative individuals into the "normal" default environment. This is the assumption that allows tokenization to pass for "diversity" in corporations, schools, and other social institutions.

We can see this same oppressive misuse of the word "diverse" in the discourse of racists who use the term "diverse" as a euphemism for "non-white." This usage seeks to twist the definition of the word "diverse" to mean "not part of the privileged in-group." Again, that's not what the word means, and misusing it in that particular way serves to reinforce a racist mindset in which white people are seen as intrinsically separate from the rest of humanity, rather than as just another part of the spectrum of human ethnic diversity.

It is the same with the misuse of the term neurodiverse to mean "non-neurotypical." To describe an Autistic, dyslexic, or otherwise neurodivergent person as a "neurodiverse individual" is not merely an incorrect usage of the word "diverse"--it also serves to reinforce an ableist mindset in which neurotypical people are seen as intrinsically separate from the rest of humanity, rather than as just another part of the spectrum of human neurodiversity.

In summary, then: misusing the term neurodiverse to mean neurodivergent (i.e., non-neurotypical) is not only plain old bad grammar, it also subtly reinforces ableism and undercuts the fundamental tenets of the neurodiversity paradigm. I hope this explanation will help people to avoid this particular error in the future--and, when possible, to correct such misuse where they encounter it.
"We humans are a neurodiverse species." "We employ a wide variety of creative teaching strategies to accommodate the many different learning styles represented in our highly neurodiverse student body." "My neurodiverse family includes three neurotypicals, two Autistics, and one person who's both ADHD and dyslexic." "I think every single member of their board of directors is neurotypical. An organization that supposedly serves the needs of neurominority children should have a more neurodiverse board."
Examples of Correct Usage:

Examples of Incorrect Usage:

"This group welcomes Autistics and other neurodiverse people."
It's nice to be welcomed, but there's no such thing as a "neurodiverse person." the correct phrase here would be "Autistics and other neurodivergent people."

"This group is open to both neurotypicals and the neurodiverse."
No, no, no. "The neurodiverse?" Seriously? What does that even mean? The spectrum of neurodiversity encompasses the entire human species, so one can't label any subset of the human species as "the neurodiverse." And neurotypicals are part of the spectrum of human neurodiversity, so it makes no sense to say "neurotypicals and the neurodiverse," as if those were two separate things. The correct way to say this would be, "This group is open to both neurotypicals and the neurodivergent."

I hope this list of definitions will help to foster greater clarity and understanding, and more accurate writing, when it comes to the terminology around neurodiversity. I encourage readers to share, cite, or quote from this piece, anywhere it might be useful. If you're writing up submission guidelines for neurodiversity-related writings, for a journal, anthology, conference, or other project, feel free to include a link to this post in your guidelines. If you encounter a journalist who's doing a piece on a neurodiversity-related topic, or a group of college students who are writing about neurodiversity, please share this piece with them. And please feel free to use this piece as a resource in any situation in which there's confusion about what any of these terms mean.

# data[].attributes.attachment_link.title
NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS * NEUROQUEER

# data[].attributes.attachment_link.description
Nick Walker, PhD I wrote "Neurodiversity: Some Basic Terms & Definitions" back in 2014. So far, of all the pieces I've written, this is the one that's been most frequently cited in other people's work (academic and otherwise).

# data[].attributes.attachment_link.readable_text
Having a brain that differs significantly from the average (for example, autistic, dyslexic or ADHD).

Having a more typical brain; belonging to the neurological majority. Compare allistic, which simply means 'not autistic'.

The diversity of human brains and minds. A group of people with diverse brains is neurodiverse.

The neurodiversity paradigm accepts neurodivergences such as autism and ADHD as natural potentially valuable forms of human diversity, and rejects the idea that there is one kind of 'normal' brain that is inherently desirable.

The neurodiversity movement is the political manifestation of this perspective, pushing for full civil rights and inclusion of neurodivergent people.

Disability is the result of individual impairments which prevent people from fully partaking in activities others would take for granted. The deficit model of autism is an example of this, viewing autism in terms of deficits in the autistic person.

Disability is the result of interactions between individual differences and social context. A more accommodating society makes disabilities less disabling.

There is a common misconception that autistic people lack empathy, but in fact people in general have difficulty empathising with those who are very different from themselves. Research shows that allistic people find it at least as difficult to empathise with autistics as vice versa.

The psychological ability to get things done.

Inertia is resistance to a change in state. That can mean difficulty getting started, but it also includes difficulty changing tasks or stopping once you've started. This is one of the reasons autistic people can find sudden changes of plan distressing.

The uncontrollable repetition of actions, words or thoughts.

A cognitive style in which attention tends to be tightly focused - like a torch beam, rather than a lantern light. Posited as a theory of autism, this arguably helps to explain context-blindness, autistic inertia (heavily-invested attention is harder to shift), the atypical connections between ideas made by autistic people, the difficulty processing body language alongside spoken language, the intensity of sensory experiences, and other features of autism.

Putting the person first when describing people, as in 'a person with autism'. This is supposed to de-emphasise the condition, and is a style preferred by most professionals.

Putting the identity first, as in 'autistic person'. This is supposed to emphasise that a person cannot be separated from their autism, and is a style preferred by a large majority of autistic people.

Many autistic people have trouble tuning out sensory inputs. This can make bright, noisy, smelly environments exhausting and disorienting, which can often lead to the following.

A response to stress and sensory overload in which an autistic person loses control, usually visibly. Sometimes confused with a tantrum.

A response to stress and sensory overload in which an autistic person loses some abilities, such as the ability to produce or process speech, or make sense of sensory input.

Self-stimulating behaviour. Includes things like flapping, rocking and fidgeting, often used by autistic people as a form of self-regulation. Sometimes associated with anxiety, most autistics will also have the urge to stim when excited. Suppressing stims can lead to stress and tiredness, and potentially meltdowns or shutdowns.

A passion.

Neurodiversity and neurodivergence: a comic by Sonny Hallett.

Many of these terms and others are explored in far greater depth in the Stimpunks Glossary. See also Nick Walker's Neurodiversity: Some Basic Terms & Definitions.

# data[].attributes.attachment_link.description
Neurodivergent Having a brain that differs significantly from the average (for example, autistic, dyslexic or ADHD). Neurotypical Having a more typical brain; belonging to the neurological majority. Compare allistic, which simply means 'not autistic'. Neurodiversity The diversity of human brains and minds. A group of people with diverse brains is neurodiverse.

# data[].attributes.attachment_link.readable_text
This essay appears as Chapter 10 in The Neurodiversity Reader. A reading of it is on SoundCloud
Given almost any trait, a minority of the population will diverge strongly from the average. There are many ways to diverge, so most people are atypical in some ways.
, and on YouTube with visuals of water.
Ecosystems are richer when they are diverse: biodiversity makes for a more resilient system, with more ability to deal with shocks and to fill niches. Diversity is good for groups of humans, too, from the level of committees up to societies. It helps us make better decisions. We thrive on cross-pollination, learning from people with different perspectives who bring new ways of doing things and thinking about problems. Diversity is also just an unavoidable feature of human societies, which we need to deal with whether we like it or not. People have very different experiences of the world, and unless we listen to them when they tell us about what makes their lives difficult and what helps, we often make things worse.

Acting as if everybody conforms to some idea of the 'default human' fails most people. Not that many of us are white, male, well-off, cis, straight, abled and neurotypical, but those who are can rest assured that everyone from outside those boxes has at least some idea what it's like to be them. This is why we need to talk about privilege: some viewpoints are privileged over others, so we all hear about their challenges and triumphs, while the disadvantages of less privileged groups are largely hidden. If you've never experienced being an American white man, a million books, films and TV shows are jostling to tell you all about what it's like.

One aspect of human diversity is the variety of processing styles we have: what we call neurodiversity. Like other kinds of diversity, it is probably a net positive, but it comes with serious challenges for those who are seen as divergent. In many ways, society is built as if everyone's brain worked in much the same way. If you stop to think about it, it should be pretty obvious that there is no one 'normal' way of thinking, but most people never give it much thought. We tend to vaguely assume that other people have similar sensory processing, ways of imagining and executive functions. In fact, all of these things vary profoundly - try asking your friends about their internal monologues and visual imaginations if you want to get a sense of this, or about their experiences of noisy environments. There are few, if any, totally neurotypical people; but some are certainly more neurotypical than others. They think more like the average person, or at least the type of person society treats as the default, and their lives tend to be easier as a result.

Atypical thinking is in fact highly valued in many contexts, because most kinds of neurodivergence bring strengths as well as weaknesses, and all bring unusual perspectives. It is generally understood that scientists and artists of all sorts are likely to be quite odd, for example, and their focus and unusual takes are often seen as a worthwhile tradeoff for some non-conformity. If they are lucky, they may find that the advantages of their divergent thinking outweigh the disadvantages.

Still, on the whole, the more typical someone's thinking style is, the more they'll find the world set up to accommodate them. Those whose brains work strikingly differently from the norm - neurodivergent people, including autistics, dyslexics, ADHDers and so on - run into all sorts of invisible barriers, from inaccessible sensory environments to assumptions of incompetence to social exclusion. We regularly run up against people's expectations about how easy or how difficult things 'should' be. Either way can make our lives much harder.

1. What Neurodiversity Isn't (by me)

2. Neurodiversity: Some Basic Terms & Definitions (by Nick Walker)

3. Neurodiversity FAQ (by Thinking Person's Guide to Autism)

4. What the Neurodiversity Movement Does - And Doesn't - Offer (by Emily Paige Ballou)

5. Disagreeing over Neurodiversity (by Damian Milton)

6. Here's What Neurodiversity Is - And What It Means For Feminism
(by Cara Liebowitz)

7. The Neurodiversity Reader (edited by Damian Milton et al) includes a version of this piece along with writings by many others in the neurodiversity movement.

Everyone has experienced being misjudged or misunderstood at some point in their lives. This is horrible for the person being misjudged, and bad for everyone else because it means that their strengths are being wasted. Schools and workplaces can be awful places for people who think and experience the world differently from their peers, where such misunderstandings are all too common, and human potential is recklessly squandered. This happens all the time, even to relatively neurotypical people, because most of the population has so little understanding of how differently other people think.

Disability, roughly speaking, is the inability to do things that people are normally expected to be able to do. That makes it a mismatch between a person and their physical and social environment - including other people's expectations. People don't usually think of themselves as disabled unless they are prevented from doing things they want or need to do. It is misleading to suggest that all disability is caused by other people's attitudes and the barriers put in disabled people's way, but it is true that disability can never be disentangled from its social context. In Britain in 2019, for example, most autistic people are disabled. For the most part, people are only labelled as neurodivergent if they are seen as disabled, although they may not think of themselves that way.

Perhaps some autistic people would be disabled in almost any context, but it's hard to be sure: social expectations have been very different in different times and places, and sometimes changing someone's environment can make an amazing amount of difference to their ability to function. Either way, the existence of very disabled people is compatible with the idea that neurodiversity is not a bad thing. We can say that we don't want a 'cure' for the processing style that makes us who we are, without saying there is nothing we want to change about ourselves. Everyone has things about them that they'd like to fix or improve, unless they're convinced they're already perfect - in which case I guarantee there are still things that other people would like to fix about them. If someone wants to change something about themselves, and they have a chance to, that is usually okay, even though all change comes at a cost.

It is possible to wholeheartedly accept someone for who they are, while offering them the help and support they need to thrive in life. It is not possible to fully accept someone if you have a problem with who they are at a fundamental level, and that includes any neurodivergence they might be born with. You can help a child to grow and learn, but know that there are things you will never change about them, and appreciate what makes them unique.

Self-acceptance can be hard to come by, especially if we don't feel accepted by others. Without it, self-improvement is infinitely harder. It is by understanding our challenges and strengths that we learn how to live with them.

Further reading on the meaning of neurodiversity:

'Neurodiversity is for Everyone' is the slogan of The Autistic Women & Non-Binary Network, which I seem to have missed entirely when writing this piece!

# data[].attributes.attachment_link.description
This essay appears as Chapter 10 in The Neurodiversity Reader. A reading of it is on SoundCloud, and on YouTube with visuals of water. Ecosystems are richer when they are diverse: biodiversity makes...

# data[].attributes.attachment_link.readable_text
The term "neurodiversity" is used with increased regularity in academic circles, but what does it mean? And what influence should it have over what is happening in the classroom?

What is neurodiversity?

Neurodiversity encompasses a wide range of neurological differences, such as autism, ADHD, dyslexia, dyspraxia, dyscalculia and specific language impairment.

Although considered to be a relatively new term, it is thought to have been coined by autism activist Judy Singer back in the 1990s in a bid to move away from the medical view of autism and the idea it is something that should be "cured".

But is it helpful to refer to these challenges as disabilities?
Related stories
Tes talks to... Nancy Doyle
How to build sustainable interventions
Get the latest news on SEND
On one hand: yes. There has been increased recognition that not all disabilities are visible. This has been reflected in increased public awareness of conditions such as autism, with shops providing "autism-friendly" times (where the music may be switched off and lights dimmed) and signs on public toilets stating that not all disabilities are visible.

A diagnosis is also often the key to accessing support.

Is being neurodivergent a disability?

But are neurological differences only disabilities if viewed through the lens of modern society? Harvey Blume, writing in 1998 for The Atlantic commented: "Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will prove best at any given moment?".

John Robison, a passionate advocate for autism acceptance, feels that both views can be held: "In simple terms, proponents of the neurodiversity concept posit that autism has been part of the human genome forever, and therefore it must serve an evolutionary purpose. While I agree with that view I am also quick to point out that does not mean autism is not terribly disabling for many of us."

He continues by saying that, while a "cure" may not be applicable for some people with neurological differences, relief from their disability may be. Robison points out that the rates of depression and suicide are higher for people with autism compared with the general population.

Neurodiversity in the classroom

Bearing this in mind, what should schools do to support young people with neurological differences?

1. Celebrate neurological differences

Make neurodiversity awareness a whole-school focus by teaching all young people about it. Celebrate successful individuals with a neurological difference (while also being mindful not to give the impression that all people with a neurological difference will automatically be geniuses or super successful in the world of business).

2. Boost self-esteem

Embrace the special interests and successes of young people with neurological differences, both within and outside the classroom. This could act to boost their feelings of self-worth and hopefully avoid feelings of not "fitting in" with the conventions of school.

3. Recognise mental-health issues

Work closely with parents and be vigilant of any signs of emotional or mental distress. It may be that the young person requires specialist mental health intervention accessed via CAMHS or their GP. Or it could be that they just need a friendly face or safe space at school.

4. Support
Further Reading
Those with neurological differences may experience difficulties with their executive function skills and may require support with organisation and time-management. Assigning a mentor could be useful.

Many of our teaching assistants work as mentors, checking in with students to make sure they're well and on top of their work. This can be a "light-touch" (ie just checking in weekly), or it could be more intensive, such as daily support.

Teach students self-help strategies (utilising a homework planner/computer programme, or something more old-fashioned - such as using post-it notes). Consider reducing the amount of stress on an individual by reducing the amount of homework they're expected to do.

Considering examination access arrangements can have a significant impact. Ensure that young people with neurological differences have access to the support they require in order to make assessment a level playing field.

For example, some students will be entitled to additional processing time, or a reader/scribe. Some may need rest breaks or a small room, away from distractions. Sensory considerations should be taken into account, not only during exams but also when young people are in the classroom.

Is the buzz of the computers/speakers distracting? How loud is that ticking clock? How easy is it for the young person with dyspraxia to sit on a stool, rather than a chair? All of these things can lead to young people failing to focus in class and therefore not reach their full potential.

Blume, H, "Neurodiversity", The Atlantic, 30 September 1998

Robison, J, "The Controversy Around Autism and Neurodiversity", Psychology Today, 5 April 2017

# data[].attributes.attachment_link.title
What is neurodiversity and what should schools be doing?

# data[].attributes.attachment_link.description
Neurodiversity has become a buzzword in the world of SEND, but what does it mean and how should schools react?

# data[].attributes.headline
How to support visual impaired learners 

# data[].attributes.subject
How to support visual impaired learners 

# data[].attributes.attachment_link.title
Inclusion – Belonging in School – a school-level resource for developing inclusive policies

# data[].attributes.attachment_link.description
Belonging in School - a school-level resource for developing inclusive policies

# data[].attributes.attachment_link.readable_text
Classrooms are distracting for most kids. For kids with CVI, they can be downright overwhelming. Chatter, music, busy displays, and tons of activity can undermine focus.

That's why it's important to remember: When we talk about accessibility for kids with CVI, it's not just about adapting educational materials. The whole environment has to change-and it can!

There are plenty of research-based adaptations that can increase visual attention and perception, helping kids with CVI access learning. In fact, many of these adaptations are helpful for all students.

The following list is derived from an excellent presentation by Emily Cantillon, Perkins CTVI.

Here are 9 helpful classroom adaptations for kids with CVI to share with your team:

1. Sit in a student's seat.

View the world from a student's perspective to understand what might create barriers to their access. Some kids may look out the window, classroom door, or toward a teacher. Each seat has a different perspective.

What to ask:

Is it easy to access (visually, physically, auditorily) the primary teaching area?

Is there a busy area, like cubbies, in view? Is there a cluttered wall or cluttered shelf in view?

Is there movement nearby?

What's the lighting? Are there distracting light sources?

All of these variations will impact a student's accessibility to the environment. By sitting in the student's seat and knowing what visual behaviors are impactful for them, your child's team can make needed adjustments.

2. Remove decorations.

Too many decorations or materials on classroom walls can negatively impact all students' access, and this is particularly true for kids with CVI.

For example, it can be hard to know where to focus when there are multiple areas with bright, attention-grabbing designs and colors. Decreasing the number of decorations helps a child's brain know where to look and decreases the chances of another visual grabbing attention.

How to do it:

Identify the top five essential topics to display. For example: class schedule, morning meeting, math equations, grammar, rules, and vocabulary words.

Reduce decorations around the main teaching area.

Keep things simple! Don't repeat the same information in multiple areas.

Ensure information pops with contrast: dark on white, white or bright, highly saturated colors on dark.

Remove distracting hanging decorations.

Remove complex, busy bulletin boards.

3. Have a two-wall space.

This space can function as a secondary work area for kids with CVI, with fewer visual stimuli. It's especially helpful during busy classroom times, like stations.

How to do it:

Identify a quiet corner of the room, or create a corner with tall cabinets or partitions.

Clear all materials from the walls.

Place a small table and two chairs in the corner.

Keep a storage area for materials, like a cabinet or rolling cart.

4. Use solid-colored paper.

Clutter on a page of text or math problems can hurt visual attention and recognition. If, for some reason, a student with CVI has an inaccessible learning material, a piece of solid-colored paper can increase the accessibility of class materials for students with CVI by decreasing and isolating visual information.

The paper can be positioned to show only specific words or problems while aiding tracking and scanning.

How to do it:

Gather pieces of the same dark-colored paper, preferably a color that cannot see through to the worksheet below.

Place one piece of paper above and one piece below a line of text as a line guide.

Use two pieces of paper to create a rectangle that isolates a math problem.

Use two pieces to create a rectangle to look at a school lunch menu.

Cut a rectangle out of a piece of paper to use as a word guide, showing one word at a time.

5. Use color.

Color helps our brains code, categorize, and recognize the world-and our classrooms. It's helpful to assign students a particular color: a matching red binder, coloring box, and scissors. Add color to specific landmarks in the room and school environment. In all scenarios, it's important to use color intentionally to create a pop-out effect from environmental visual clutter.

How to do it:

Use color pictures instead of black and white.

Use the same color for the student's materials, desk, cubby, et cetera.

Color-code a student's schedule: (gym = green, lunch = red, reading = purple).

Use color to highlight target letters or words.

Highlight every other word or every other line to aid scanning and tracking.

Highlight the line to help the student write on the line.

Use color to distinguish different math symbols: =, +, -, X, \.

Use color to highlight place value columns.

For more ideas on how to intentionally and systematically use color for access, read the Impact of Color.

6. Use adaptable lighting.

A room's lighting can change the mood, energy, and access to materials. Glare could harm a classroom's accessibility, diminishing visual access.

Having adaptable light means lighting a room in multiple ways. The impact of light can affect all aspects of visual access for a student with CVI. Lighting both helps and hurts; it's important to be mindful and have the tools at hand for a quick solution.

How to do it:

Evaluate whether there's a source of light that could be distracting; could a change in seating or blinds help?

Look beyond windows: Evaluate lighting and glare around stairs, electronics, whiteboards, desks and tables, and shiny floors.

7. Monitor noise.

Research shows that extraneous noise hinders learning. Research also shows that students with CVI's visual skills are impacted in the presence of auditory stimuli. We know: In school, environmental noise is unpredictable-and it's one of the most challenging areas to accommodate. But there are ways to reduce noise.

How to do it:

Sit in the student's seat: Is there a distracting source of noise that could be helped by a change of seating?

Identify if there are constant, distracting sounds during certain parts of the day.

Reduce visual demands, and use tactile and auditory approaches to learning during high-noise-level moments.

Add pads or tennis balls at the bottom of chairs to reduce noise when students move chairs around.

Limit playing classwork music with lyrics.

Provide processing time between auditory and visual tasks or directions.

Utilize 2-wall space if there's a lot of noise nearby.

Read our article about sensory integration and its impact on vision to learn more about multisensory inputs and CVI.

8. Keep materials organized.

Classroom organization helps visual accessibility. In one survey, 87% of students said that, if their classrooms were neater and more organized, they'd perform better in class.

It makes sense: When we search for materials, our brain has to map, plan, predict, and analyze the environment, which can be visually fatiguing. An organized and predictable environment saves visual energy, and retrieval becomes a motor memory. Decreased visual clutter helps the brain organize its environment, aiding visual attention and recognition for students with CVI.

How to do it:

Use color to organize and group a student's materials.

Use color to organize classroom materials.

Keep materials in the same, student-accessible location.

Use black or solid color tablecloths to cover complex areas like bookcases and open shelves.

Use a top-opening desk to aid a student's visual search and ease tactile exploration.

9. Use technology.

Technology can aid the implementation of the eight other strategies and adds an additional level of accessibility.

Technology can allow for color highlighting on the lines of text or have the text read aloud. Materials can be adapted, and familiar images can be imputed to replace an abstract image. Materials can be cut and zoomed, so students only see one line at a time instead of the entire page.

How to do it:

Use digital materials to enlarge, adapt, color code, et cetera.

Use speech-to-text or text-to-speech.

Use laptops and tablets for enlarged font, color coding, screen-sharing, etc.

While this list of adaptations is not a replacement for a comprehensive, robust educational program that's rooted in assessment results, teachers can use these ideas as a starter pack to accomodating students with Cerebral/Cortical Visual Impairment.

Best of all, these adaptations can create an environment where all kids can find success.

Looking for MOre CVI Resources for the Classroom?

References
Asiyai, R. (2014). Students' perception of the condition of their classroom physical learning environment

and its impact on their learning and motivation. College Student Journal, 48(4), 716.

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2017). The holistic impact of classroom spaces on learning in specific subjects. Environment and Behavior, 49(4), 425 451. https://doi.org/10.1177/0013916516648735

Das, M., Bennett, D. M., & Dutton, G. N. (2007). Visual attention as an important visual function: An outline of manifestations, diagnosis and management of impaired visual attention. British

Journal of Ophthalmology, 91(11), 1556-55. https://doi.org/10.1136/bjo.2006.104844

Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological Science, 25(7), 1362-1370. https://doi.org/10.1177/0956797614533801

McDowell, N., & Budd, J. (2018). The Perspectives of Teachers and Paraeducators on the Relationship between Classroom Clutter and Learning Experiences for Students with Cerebral Visual Impairment. Journal of Visual Impairment & Blindness, 112(3), 248-260. https://doi.org/10.1177/0145482×1811200304

# data[].attributes.attachment_link.title
These 9 easy classroom adaptations can help kids with CVI - Perkins School for the Blind

# data[].attributes.attachment_link.description
Here are 9 easy classroom adaptations that benefit not only children with CVI, the leading cause of blindness - but all students in all classrooms!

# data[].attributes.attachment_link.readable_text
This guide has been created to identify areas across a child's school day, affecting their ability to learn in school and enjoy their time in school.

The vast majority of children affected by cerebral visual impairment (CVI) struggle at school, in relation to:

Learning

Friendships

Emotional Wellbeing / Anxiety

The causes of these challenges are complex, but need to be identified to ensure each child is suitably supported. From discussions, the school environment, routines and processes are as important as the accessibility of the schoolwork itself. If the school environment is not suitable, the child can be too tired, anxious or stressed to work.

This guide has been written for parents and carers of children affected by CVI, but it is also a useful tool for teachers looking to improve support for a child with CVI, or to constructively help work through support needs with a family.

Children with CVI can have very specific and individual support needs both at home and at school, which are not always easy to understand or explain. There is no such thing as standardised 'CVI Support' because CVI and the associated difficulties can vary considerably from child to child.

When it comes to requesting support, you need a clear list of exactly what you are hoping for and why. This guide is designed to help you to create such a list by going through the child's day and understand the challenges from their point of view.

We have three case studies to demonstrate how the guide is designed to work. We recommend looking at the case study most closely associated with the child you support. They show how sometimes small things that have been missed, can make a very big difference.

Four CVI issues that it's helpful to understand a bit about.

Briefly listed below, with links to learn more, are four areas that are not well known nor understood but can create many challenges for children in school.

1. One Thing at a Time (see Lesson 7c Simultanagnostic Vision)
Many children with CVI can only see one or two things at a time, and as environments become more cluttered or crowded, seeing anything can become more difficult, even impossible. The need for one thing at a time might not be limited to vision as many children find it difficult to look and listen at the same time. The child may:

Lose things.

Not be able to see what is pointed out.

Find it difficult to stay focused in class.

Seem distracted.

Become overwhelmed in crowds.

Find recognising their friends in a crowd difficult.

Find reading and following work sheets with a lot of detail / images / graphs difficult.

Find sports with lots of people difficult.

2. Reaching Accurately (see Lesson 7b Optic Ataxia & CVI Frights)
Many children with CVI are affected by inaccurate visual guidance of reach. An affected child may:

Seem clumsy and may be considered to be affected by a condition called developmental coordination disorder, or 'dyspraxia'.

Struggle with things requiring fine motor skills including handwriting.

Be jumpy and easily startled.

Bump into things like door frames and people.

Choose to walk next to walls (rather than across the classroom / playground or in the middle of the hallways).

Bump into other children on the playground.

Grab things, including other children, and either miss or grab too hard.

Struggle with sports requiring high levels of finesse, dexterity, or accuracy.

3. Movement (see Lesson 7a Dyskinetopsia)
This is where things that move fast are not seen so clearly, meaning that a child may:

Struggle with fast team sports e.g. soccer, hockey, basketball.

Prefer sports where everyone is going in the same direction, for example track / running, swimming, cycling.

Sometimes seem jumpy or startled for no obvious reason.

Miss things that are too fast, for example on a video or demonstration.

4. Lower Vision (see Lesson 6d Lower Visual Field Impairment)
For many, the bottom part of where we see, to enable us to walk without tripping over things, is impaired, meaning the child may:

Trip over things, particularly if something is left out and low down, like a bag on the floor.

Miss kerbs or steps, particularly in unfamiliar places.

Not like going downstairs, and would never run downstairs without a handrail.

Go down slides head first.

Like to climb up things but not down things.

Struggle with sports with a low ball like soccer and hockey.

You need to imagine that you are the child. Imagine going through their day, trying to understand how each element is experienced, because much will be very different to how you will experience it. For example, finding your seat in the classrooms. How might that be different for you and the child with CVI, and why? Many find being able to imagine another's experience very difficult, but it is critical to become able to do so. See our lessons Level 4 Self-Referencing for more information and guidance as to how to go about doing this.

When considering changes, think about the other children and consider options.

If you identify an issue and are not sure there is a solution, think:

Can the child learn to do it?

Can it be adapted so the child can do it?

Should it be avoided?

Also, ask the teacher. Whilst the child's teacher may not have heard of CVI, they almost certainly would have taught children affected by CVI so similar issues may have come up before, and there may be tried and tested solutions.

Sometimes solutions are not easy to figure out. Think about the identified difficulty, and then consider if the child can learn how to do it, or if it can be adapted for the child, or whether it is best to avoid it and do something different.

Children should arrive at school happy, relaxed and ready to learn. If just getting to school is proving difficult for the child, then some support or changes may need to be considered. If extra help is needed within the home then other agencies may need to be involved, for example social services. In these circumstances the school may support your application for help.

Home Environment
Is the house noisy, busy or cluttered? Are there many patterns to see? This can make finding things like school uniform, and making sense of things, difficult for a child with CVI.

Personal Attention:

Getting out of bed

Washing

Brushing teeth

Toilet

Dressing

Preparing / Eating Breakfast

Preparing belongings for school

Is the child able to do these things for themselves? If not, is there sufficient support for them to be achieved in a calm and timely manner for example if there are other children to attend to?

Getting to School:

Walking

Public transport - is it busy or crowded, if cancelled is an alternative easy to find?

Driving - is there a safe place to stop?

Authority provided transport - how long is the journey, are there many stops, is the radio on, are there other children, noises or distractions?

Playground Before School

Is it busy?

How is the beginning of school announced?

Does the child have to find a line / queue?

Where do they put their coat / bag / lunch / PE / Sports kit? - is it easy to find?

Your child should not be stressed or exhausted before they have even started their school day.

Are the walls clear or cluttered? It can be very challenging for the child with CVI to concentrate in a cluttered environment.

How are the children seated?

Does the seating change, for example from chairs at desks, to the floor?

Do the children have allocated seats?

If the child has better attention on one side, is the teacher on that side most of the time?

If multiple classrooms (e.g. in High School) does the child know where they should be, where to go and how to get there?

Finding an empty chair or space in a classroom can be challenging, particularly with people moving about. It can also put a lot of pressure on the child.

Is the classroom a noisy environment?

If in groups - can the child make sense of it? Are they ready for group work.

Corridors / Hallways / Stairs

Are the walls busy or clear, clutter can create confusion and distractions.

Are there obstacles in the corridors?

Is the beginning of stairs going down clearly marked?

Are children moving in different directions?

Does the child know their way around the school and where they are?

How are class times / changes signified - if a bell / alert or siren, is this enough for the child to know where they are supposed to be?

How does your child cope in noisy, cluttered environments?

How does the child move from classroom to assembly hall?

Is it busy / crowded? Being in very close proximity to many other people, especially whilst moving, can feel very uncomfortable, even threatening.

Are the assembly hall walls clear or cluttered? If sat in a cluttered environment, or in the middle of a large group of children it may prove very challenging for the child to focus and listen due to a challenging form of CVI complexity called crowding.

Teachers (all, if the child has multiple teachers)

Support classroom staff / teaching assistant.

Playground supervisors

Dining staff (how do they describe the food to make a choice? How much time is allowed?)

Drivers and driver escorts

Office and admin / reception staff

Nurses / therapists

Do all these professionals understand the child's needs and challenges, and allow the needed time to explain and help and support?

How is lunch signified? Is it easy to tell if it is lunch or a class change?

Where is lunch served? Is it easy to find? Are the corridors busy, noisy, cluttered, full of people moving in different directions, sometimes knocking into one another?

Does the child have to queue?

Does the child have to find their packed lunch from a cluttered rack with many multi coloured lunch boxes and bags?

If school meals, how is the choice explained, how much time are they given?

Are the child's nutritional needs understood and met, for example ensuring they have enough fluids, and if affected by low blood sugar that a suitable diet is provided.

How do they find a seat?

How much time do they have to eat?

Where do they put their tray / packed lunch after the meal?

How do the leave the dining room, is it busy, noisy?

How is the end of lunch signified? Do they know where to go?

Breaks / Playtimes / Playground

Does the child have the opportunity to play with other children? If not, why?

Is the ground level and safe?

Is there support (for example a teacher or supervisor) if needed?

Is equipment accessible and safe?

If bad weather, where does the child go if not outside? How is this communicated?

How is the end of playtime signified? Does the child know where to go and how to get there?

Does the child have difficulty finding and recognising friends? (see Nicola McDowell's Blog 7).

Where are the child's sports clothes kept? Are they easy to find?

If support is needed for changing, is this provided in a dignified and timely way?

Does the child have sufficient time to change?

Does the child know what sports they will be doing? How is this communicated? Do they have a choice?

If playing away from school, how do they get there? How do they find their way around a new environment?

Does the child know exactly what they will be doing and where they are going and why?

What purpose is the trip serving? If very challenging, do they need to go?

Will the destination be busy or confusing?

Does the child understand how long they will be there?

If staying away overnight, is there a provision for support if the child is worried or scared? What is that provision? Is it good enough for the child's potential needs away from home?

Is it big enough?

Is there sufficient contrast?

Is it too big? With challenges around visual attention, if something is too big then only a part may be seen, and the whole may not make any sense.

Is there too much clutter, noise and distraction?

How are things explained?

Does the child have enough visual information to match the explanation with what they are seeing to make sense of it?

Is the child being taught using materials that they cannot see?

Is the child possibly being criticised for not doing things that they can't do because they can't see them?

Is 'hand under hand' (see Hand Under Hand video) used correctly, as opposed to thrusting a child's hand into the unknown which can be frightening?

How is this signified?

Is there a noisy busy rush?

If parents are collecting the child, how do they know how to find them?

If transport is provided, is it suitable (see transport to school above).

Verbal Communications
Are all professionals using meaningful language that can be understood? (see ' Phone Talk'), including:

Learning

Your child can only learn from what they can perceive.

Consider this in relation to everything your child is presented with at school:

See our Teaching Checklist for a short and simple explanation of these points, with links to learn more.

The process needed to identify individual needs in relation to school work, for example reading and writing, is different to this process and covered in our CVI support programme Pick & Mix, sections:

If your child is agitated, angry, stressed, overwhelmed or about to go into a CVI Meltdown as soon as they get home, then this is a strong indication that school is too challenging and the areas causing the difficulties need to be identified and action taken.

# data[].attributes.attachment_link.description
Experience school as a child with CVI might, to understand the challenges they face, to make the changes they need.

# data[].attributes.attachment_link.title
Dyspraxia UK - Dyspraxia UK - Specialist occupational therapy

# data[].attributes.attachment_link.description
Dyspraxia UK - Specialist occupational therapy. Book an assessment.

# data[].attributes.headline
Supporting neurodivergent students who are struggling to attend school by Autistic Realms 

# data[].attributes.subject
Supporting neurodivergent students who are struggling to attend school by Autistic Realms 

# data[].attributes.attachment_link.title
Introduction to PDA (Pathological Demand Avoidance)

# data[].attributes.attachment_link.keywords[]
autistic nurodiverse autism nurodiversity education "actually autistic" sensory "sensory processing disorder"

# data[].attributes.attachment_link.title
Tigger Pritchard - Bridging the Neurodivide

# data[].attributes.attachment_link.description
"Coffee with Tigger". Video shorts looking at the amazing Autism world, with guests, reviews, tips, ideas and advice. From The Autistic Coffee Shop with Tigger Pritchard, Facebook page, Podcasts and more. Hosted by Tigger, awesomely autistic and an passionate Autism advocate, consultant and trainer.

# data[].attributes.attachment_link.title
Flourishing in Education by McAlister Greiner Huynh

# data[].attributes.attachment_link.readable_text
Beyond formal education

The best way to educate yourself about Autism is not through University postgraduate study or textbooks, but by listening to Autistic voices and testimonies directly. Autistic people are the pre-eminent experts in Autism and we can provide insights into what your students might be experiencing, and how best to support, respect and teach them. We understand what it feels like to be Autistic, what challenges we face, and what strengths we might bring to mitigate those challenges in the classroom, on the playground, and beyond.

So, it's lucky that you're here! Because a good place to begin is right here, on this site. We have many workshops, courses, free articles, and resources, the vast majority of which are Autistic-produced, delivered and led. You might like to start by learning more About Autism, or you might like to read some articles about specific challenges that your Autistic students might be facing, such as sensory issues, communication differences, or social differences.

We know from research that Autistic learners face many challenges in accessing school environments, including sensory, demand, intellectual, and social and emotional overwhelm. We also know from research that many teachers just don't feel equipped or knowledgeable about how best to support their Autistic students, even though they desperately want to. If that's you, you're certainly not alone.

The more you learn from the Autistic community, the more empowered you will be to make informed, respectful and relevant decisions to support your Autistic students, and to help them to thrive educationally. The more you learn, the less likely you are to inadvertently "do harm" through misunderstanding, invalidating, or exacerbating your Autistic students' needs and challenges.

# data[].attributes.attachment_link.description
The best way to educate yourself about Autism is not through University postgraduate study or textbooks, but by listening to Autistic voices and testimonies directly. Autistic people are the pre-eminent experts in Autism and we can provide insights into what your students might be experiencing, and how best to support, respect and teach them.

# data[].attributes.attachment_link.readable_text
Join Sue Fletcher-Watson as she considers the evidence that existing attempts at understanding and including a range of learners in our schools, are failing. Existing support is too often diagnosis-centred rather than child centred, resulting in unequal access to support.

In addition, even when a diagnosis is provided, support models too often focus on identifying something "wrong" with an individual and correcting it to be more "normal". This approach is neither evidence based nor rights-respecting.

She will propose a Neurodiversity-affirmative model as a viable alternative to existing practice, and examine what that would look like in a mainstream school.

This will include a description of the fundamental tenets of the neurodiversity paradigm, and a child-friendly metaphor for talking about neurodiversity. She will finish by describing two novel projects in her own team, which aim to provide schools with the resources they need to deliver this model. One is a curriculum for Learning About Neurodiversity at School (LEANS). This programme provides teachers in primary schools with everything they need to explicitly teach children what neurodiversity is, what it means for them, and what positive actions and attitudes look like in class. A second approach is the Neurodiversity Alliance, a peer support model for secondary school pupils inspired by existing best practice for supporting LGBTQ+ youth. Sue Fletcher-Watson holds a Personal Chair in Developmental Psychology at the University of Edinburgh, and is Director of the Salvesen Mindroom Research Centre.

Transcript

Hello, my name is Sue Fletcher-Watson. I'm a professor of developmental psychology at the University of Edinburgh in Scotland, and I'm really delighted to have been invited to the Reframing Autism Conference. I'm going to talk a little bit about what I think of the kind of status quo when it comes to how neurodivergent students experience school, drawing on data from the UK that I hope you'll also find relevant.

I'm then going to propose a neurodiversity affirmative model as a new way of thinking about supporting young people in school and address some of the kind of details of that. I'll specify, based on that model, what I think a neurodiversity affirmative school looks like in principle. And then I'll give you two examples from our own work of resources or tools that we can use to actually deliver that sort of vision for a neurodiversity affirmative school.

So let's just start with a few facts. The first is you know, this idea that while lots of education systems around the world have an inclusion policy, we're not necessarily very honest about how that fits with the broader goals of the education systems. So while the goal of inclusion is inclusion, the goal of lots of education is really attainment of skills and knowledge, and demonstration of those skills through things like exam results. And also the socialisation of young people into the kind of norms and expectations of the culture that they are a part of, so that they can become, you know, productive members of society.

Now, I don't think attainment and socialisation are necessarily bad goals, provided that they can be effectively combined with the goal of inclusion. In other words, they need to be sufficiently broad and flexible and open that we can encompass many, many different ways of attaining skills and knowledge and of becoming a kind of a member of society who behaves in an appropriate way for that society without that being a kind of restrictive set of very narrow norms.

But we also know that we are not failing in our inclusion goals and that one reason for that might be because I think we're not sufficiently honest about the separate goal of inclusion, as distinct from other goals of the education system. So there's a wealth of evidence that I'm not going to cite exhaustively, that shows that neurodivergent young people specifically are not included at school, either socially or academically, and very often are not physically present in the classroom either.

This kind of exclusion is compounded by intersectional inequalities, because we know that dependent on your social class, or your ethnicity or your gender, sometimes there is unequal access to diagnosis. And in a worst case scenario, exclusion from school, or school experiences early on in life can become the beginning of what's known as the school to prison pipeline. So ending in some pretty negative outcomes for young people. Many efforts to deliver inclusion are gated by access to diagnosis, which, as I've said, is not equally distributed around the population. But what this means is that even when a diagnosis is available, often the inclusion package that's offered is really centred on that diagnostic label. Autistic children get the Autism package, rather than it being centred on the individual child.

In addition, I think because diagnosis carries with it the baggage of the kind of medical system and associations with disease; for example, whether we use that language or not, that's sort of inherent in the word diagnosis, and that can lead to a system of post-diagnostic support that really has normative intent. Let's try and make you a bit more like everyone else.

Just for the topic of exclusion, I wanted to briefly present some data from a research project carried out by our partners in the Salvesen Mindroom Centre. This was an analysis of millennium cohort data, so this is a large cohort of many tens of thousands of young people recruited at birth around the turn of the millennium in the UK. And what you can see here on the left hand side is that whether the case has a learning difficulty, massively increases the chances that they have been excluded from primary school. So this is between the ages of about 10 and 12 in the UK. Those learning difficulties group one is kind of language related difficulties, Group two includes ADHD and conduct disorder, Group three is autism spectrum type disorders, and group four is any other learning difficulty. So you can see that the risk is particularly high for young people in the kind of ADHD and conduct disorder bracket. In fact, that's an eightfold higher risk of exclusion.

You can also see variability according to ethnicity and gender and the right hand column concerns whether that the person has a history of truancy from school. So if you think about being, for example, a black Caribbean boy with ADHD in the UK school system, it seems almost inevitable that you're going to be excluded at some point. And I can only imagine that that massively increases if you don't even have the diagnosis that would allow the adults around you to understand your behaviour.

So let's think now a little bit more about that concept of diagnostic gatekeeping and sort of normative intent. Think about a fictional young person, Scarlet, she's clearly bright, but she's very fidgety, she's having trouble concentrating in class. Maybe she's calling out answers when the teacher asks a question and that's disruptive for the class as a whole. So what happens very often at the moment in the UK, and I think around the world, is that Scarlet might be identified as having some difficulties at school and is referred for a diagnosis. She goes to the child and adolescent mental health services waiting list, she sits on that waiting list for 18 months before being assessed for ADHD.

And I should note that I heard the other day about a region of Scotland where the waiting list for ADHD assessment is currently four years, so 18 months is optimistic. She's assessed, but she doesn't get a diagnosis because she's a girl and we still don't think that girls have ADHD. So she waits another 12 months to get a second opinion, which does result in a diagnosis. And at that point she's offered some medication to help her with her concentration and she gets a reward chart at school to motivate her to sit still. And that whole process takes three years.

But think about the alternative possibility, right? What if the teacher felt more empowered to identify Scarlet's needs and offer support there and then within the classroom; a fidget toy, a wobble cushion, the option of movement breaks during or between lessons.

And what, if in addition, Scarlet went through that waiting list process, because I still think that there is value in diagnosis, but at the end of that process, instead of focusing on the characteristics of ADHD that were useful in making the diagnosis, there was a kind of conscious pivot away from a normative goal, to a focus on thriving. So that might include in Scarlet's case still being offered those medications, but perhaps not so much the reward chart for sitting still, which has a very normative intent.

Okay, so, I think another part of this pushing back against this kind of diagnosis centred system that we have in schools, is just to take a moment to analyse whether we think actually our diagnostic categories are even valid.

So we can group people according to a clinical set of features, which lead to diagnoses like Autism and ADHD and so on and so forth. We can also in research studies, group children according to their cognitive profile, neurological features, particular genetic features, and each of those groupings has a certain amount of validity in and of itself. But what's really important is when you look across those layers of analysis, genetic and neurological and cognitive, and kind of diagnostic features, we do not see a kind of mapping across those different classification systems. And also, none of those classification systems necessarily predict kind of real world learning outcomes as well.

So there's this kind of argument is based on a whole wealth of research; again, I'm not going to cite all of it, but if you would like to look at a really great kind of primer or introduction to this, I can recommend this annual research review and the work more generally of the CALM Team at the University of Cambridge, who've been doing really excellent work in this field.

Okay, so just to kind of recap where we are, I think we've demonstrated that schools tend to have inclusion goals, but the reality is that neurodivergent people are frequently excluded. Diagnoses aren't equally available to everyone, but when you do get a diagnosis, first of all, the pathway to that diagnosis can be long and slow; during which time you're not necessarily getting the support that you need. But also the diagnosis is sort of inherently paired with a normative post diagnostic outcome, and it looks like as well as these practical flaws in our diagnostic gated system, the diagnoses themselves don't necessarily have much kind of validity when we analyse across levels.

So is there a better way of doing things? Well, neurodiversity offers an alternative model for delivering inclusion in schools. Neurodiversity is the simple fact that we all vary in the way that our brains work, so we take in information, process it and respond to it in different ways. So that's a fairly simple fact that I think most people wouldn't argue with, but you can quickly build on that to develop a sort of understanding or a paradigm for how we might apply the idea of neurodiversity in a particular context like a school.

Three tenets of the neurodiversity paradigm are that it is naturally occurring in our population, that no one way of being in the world is inherently better or superior to another, even if some maybe are more common than others. And also that if we want to understand neurodiversity, we need to understand it in the same way that we understand other forms of diversity. In other words, the experience of neurodivergent people is heavily dictated by things like prejudice, stereotypes, stigma, the attitudes and actions of other people. These three tenets are laid out particularly clearly by Nick Walker and her book "Neuroqueer Heresies". And you can also read a lot of her writing on her website, neuroqueer.com which, is highly recommended.

I would add a fourth tenet, which is kind of embedded into the other three, but I think is worth drawing out independently. And that's the idea that when we talk about neurodiversity as emphasising strengths, I think we should be talking about those strengths at the collective, rather than the individual level. So it's about the fact that we all bring a different perspective and an idea of the world to the table. And those differences between us enrich our collective experiences and also lead to strengths when it comes to things like problem solving as a group for example.

Some of you might want to talk about the idea of neurodiversity with children and young people, and I just wanted to take a moment to share this tree-based metaphor that we've used previously, that we think is a really nice way to think about neurodiversity.

So what we've got here on the slide is three apple trees. You could think of them as the kind of equivalent of neurotypical in this metaphor because they're in the majority. And we also have a palm tree, a willow tree, and a cherry tree. So we can see those four elements of the neurodiversity paradigm laid out in these trees. First, it's really clear that the variation between the trees is naturally occurring. You would never suggest that a willow tree is a kind of aberrant or dysfunctional form of an apple tree; it's just different. We can see that all of those trees have equal value and crucially, whether or not they're thriving is going to depend on whether they're in the correct environment for their needs. So the palm tree wants nice dry soil and sunny weather, the willow tree wants to be planted in nice kind of wet soil next to some water. And so, the thriving of the tree depends on its needs being met, and that's a great way to talk about young people, about how it's okay to have your needs met and to need different things to meet your needs than perhaps someone else does in your classroom. We can also see our majority status here, the apple trees and our minority or divergent status. So the cherry and the willow and the palm are all kind of divergent within this little woodland that I've created on the slide. And we can also see individual level differences, so each apple tree is individually unique, but we can see how it's also useful to categorise them as a group of apple trees in order to understand their profile of needs. Finally, we can see the kind of strength that we have in diversity. This group of trees produces a rich and varied biome. You could try and plant only apple trees if you wanted to have an orchard, for example. And that might be great if all you want to do is produce lots of apples and make lots of money. But the reality is actually that biodiversity enriches our world, and so that's what we should be trying to achieve. And that's one of the ways to remind ourselves about the strength in diversity.

Okay, so I also just wanted to briefly address some kind of myths about neurodiversity and really talk about how we can make sure we're using the idea of neurodiversity in a fully inclusive way. So the first mistake that I think is often made, is to think of neurodiversity as a synonym for special educational needs, or whatever is the equivalent terminology where you are based. So, thinking about our neurodiverse students as being a subset of the whole student body, as opposed to recognising that actually what we have is a neurodiverse school. And that term neurodiversity encompasses every pupil at the school. And this helps us avoid using the language in a very kind of us versus them way. So when we are talking about neurodiversity, we're talking about a flexible learning environment that works for all of the students in the school.

So I also wanted to kind of flag this idea of collective strengths. I think it's sort of step one is to recognise that neurodivergent people have strengths and talents that may be characteristic of their particular diagnostic group, or maybe may not be. But actually we can go beyond that to think about the differences between us as a source of strength and talent. We think we can also start to reflect on our notion of strengths and talents. To what extent when we talk about talents, are we talking about things that lead to good grades and high income in the future? Maybe we need to expand that definition of strengths and talents. And if you really want to go to the top level and have your mind blown, then I think it's worth analysing whether the concept of strengths or talents is relevant at all to the notion of just valuing every human being equally and respecting them equally, regardless of what they are able or not able to do.

The third part of making sure that we use neurodiversity in a fully inclusive way, I think is recognising that needs are rights. These two things are not in conflict with each other. So all too often, I think that people hear when you talk about a kind of rights-based framework that's about respecting and affirming neurodiversity, meeting people's needs without judgment, what they hear is, ah, okay, so what you're saying is neurodivergent people are just a little bit different and they don't need any extra support or help. But actually, what I'm saying is that people might have needs that are not being met in the classroom and they may need to request particular kinds of support to meet those needs. And that doesn't mean that they have any less value. They have a right to have their needs met, as all of us do. And the fact that their needs are not being met because their needs are not commonplace, for example, is not a cause for judgment or pity or restriction of access to support.

Okay, let's reflect on where we've got to then. So we've outlined how I think maybe there's some things wrong with the status quo and that neurodiversity might provide us a way of having a new framework for delivering inclusion in schools. So I'm just going to talk a little bit about what that looks like more specifically. So aligned with the four tenets of the neurodiversity paradigm, I think there are four elements of a neurodiversity affirmative classroom. So because neurodiversity is naturally occurring, our classrooms should expect heterogeneity; that understanding that pupils in the class will have a unique way of viewing the world and a unique profile of needs, needs to be built into our education system through things like universal design principles.

We are rejecting normalisation because no one way of being is better than another. Because neurodiversity operates like other dimensions of equality and diversity, we need to be making a commitment to push back against stigma and stereotypes and prejudice beliefs. And we need to respect and make use of pupil expertise in order to capture the strength that comes from diversity.

Just to dig into that in a slightly more detailed way, expecting heterogeneity is about being vigilant to stereotypes, based on gender or ethnic norms. Like the idea that girls are not Autistic, for example. Remembering that even if someone has a diagnosis that might not be the only label that could be applied to them. And also remembering that lots of people who might be neurodivergent might not have a clinical label to correspond with that. And that means working hard to deliver universal design and make resources as freely available as we can.

Making use of the expertise of our pupils is about creating an environment where neurodivergent people can be out, can be themselves, actively cultivating pupils to have self-knowledge of them as an individual and access to their community; for example, their wider Autistic community. Rejecting normalisation by separating the features that we use when we define a particular group, such as the characteristics that lead to a diagnosis of Autism, from the kind of goals for thriving and flourishing that we might have for an individual. So we are focusing on facilitating thriving, rather than correcting someone onto a more typical pathway.

And finally, we want to be collectively fighting stigma. So we can do that within our classroom and our school, but also we can use our expertise and our position as community leaders politically, as well as in education; working not just with the people in our classrooms, but with their parents and siblings in broader communities to challenge assumptions about particular groups like Autism. Okay.

So let's just finish up now then with thinking about some kind of practical tools that we might use to apply a neurodiversity affirmative model in school.

I'm just going to highlight a couple of projects that we've done or are doing here in my group at the university.

So the first one is the Neurodiversity Alliance and this is led by Francesca Fotheringham, and, if you're interested in the project, you can follow it on Twitter. There's the Twitter handle just there.

We know that there's lots of evidence that Autistic people get particular kind of benefits out of spending time with other Autistic people, which has led us to be interested in kind of peer support models for supporting people as adults and as teenagers in school. We did an interview study initially, which suggested that actually this should be broader than just a peer support model for Autistic people but should instead be for all neurodivergent pupils at the school.

We set these goals based on those interview data that the group should foster a positive outlook on neurodivergent identity, create a sense of belonging in school, and help develop shared self-advocacy and also academic skills, through sharing top tips and so on.

We went into a co-design process with neurodivergent educators and also a group of neurodivergent young people in secondary schools, so teenagers. That was focused on understanding the kind of principles of neurodiversity that we wanted to base the peer support group on, how we could create flexibility in both the format and focus of the group, and what kind of benefits they wanted to see for the community.

So that co-design process led to the creation of a new model. It's very much inspired by existing provision for LGBTQ+ youth, which is often about bringing people together so that they can be themselves and have a kind of community of peers within the school, which is probably where they're probably in a minority.

We're now conducting a mixed methods evaluation in three schools. So I don't have results to show you yet, but it is underway.

So how is this neurodiversity affirmative? Well, it expects heterogeneity by being inclusive of everyone, regardless of their diagnosis; including allies who identify as neurotypical. They're also welcome at the group. It rejects normalisation by focusing on sharing knowledge between neurodivergent people and creating a sense of belonging within the school, of community. It fights stigma by bringing people together and fostering a sense of pride. And also actually, we're finding that many of our trial groups are using the group to do things like campaign for change in school policy and procedure. And it respects and makes use of pupil expertise both in the sense that the model itself was co-designed by young people, but also the groups, as I've said, uplift pupil expertise by having a role for campaigning and leadership within the school.

The second example I wanted to tell you about is the LEANS project that stands for Learning About Neurodiversity at School. This has been led by Alyssa Alcorn, and you can follow her on Twitter and get news about the LEANS project, specifically using this hashtag.

This is a focus on addressing the environment that is created by other people's attitudes, knowledge, and opinions, which is obviously a big part of whether or not a particular classroom or school feels inclusive.

What we are doing with LEANS is teaching about the concept of neurodiversity as a whole class in primary school, so this is children aged about eight to 11. It's very distinctive from support models that are based on identifying and separating neurodivergent young people from their class, in order to receive specialist support. Instead, this is about uplifting the knowledge and perspective of the whole class to the benefit of everyone.

As with the Neurodiversity Alliance, we had a very open participatory design process, that was focused on identifying both the learning objectives for LEANS and the specific activities that would be carried out within it. And this led to the creation of a comprehensive resource for primary schools. It was evaluated in eight classrooms across four schools, with a particular focus on feasibility and also outcome for young people who had taken part in LEANS. And there was a particularly strong focus on checking that there was no evidence of any harm being caused to young people or to teachers by virtue of carrying out the LEANS program.

The LEANS program has now been published, it's completely free to download. There's a handbook and a whole range of supportive materials for teachers to print and use. We've also created a parent pack so that parents can recommend LEANS for use in their child's school. And we're building a LEANS champions network of expert educators across the UK, who can promote and support LEANS. LEANS is available globally, but if you wanted to do a cultural adaptation for the part of the world that you are in, or a language translation, then we'd encourage you to get in touch because we're keen to facilitate that.

So how is LEANS neurodiversity affirmative? It expects heterogeneity by being accessed by the whole class. There's no filtering or selection process in terms of who gets access to this curriculum. It rejects normalisation by teaching about neurodiversity, rather than selecting and teaching neurodivergent pupils particular skills that are supposed to make them fit in better or achieve better. It fights stigma by directly addressing the knowledge, attitudes, and the actions of people in the classroom. And it makes use of pupil expertise based on its participatory design roots. It also has a whole book of stories that accompany the main resource, that showcase respectful practice and uplift authentic pupil stories.

I'll just finish with some take-home messages. I think we're not delivering on the goals of inclusion. Neurodivergent kids are literally excluded from school and I think practitioners need new ways of working that can maximise well-being and participation. I think the neurodiversity paradigm offers the basis for a new way of working, and I spent some time defining and exploring that. And also specifying what I think a neurodiversity affirmative classroom would look like.

In terms of how we create those classrooms, it has to be based on collaborative and co-produced and research-evaluated resources, but also on joining forces to campaign for change.

I'll finish just with some links and reading that you might find useful. Thanks very much and enjoy the rest of your day.

# data[].attributes.attachment_link.title
Neuro-Affirmation in the Classroom with Sue Fletcher-Watson - Reframing Autism

# data[].attributes.attachment_link.description
Join Sue Fletcher-Watson as she considers the evidence that existing attempts at understanding and including a range of learners in our schools, are failing. Existing support is too often diagnosis-centred rather than child centred, resulting in unequal access to support.

# data[].attributes.attachment_link.title
Downloadable resources | Sensory Spectacle | Sensory Processing

# data[].attributes.attachment_link.description
Find a range of sensory processing resources you can download and use immediately here.

# data[].attributes.body
What does it feel like to have sensory differences

# data[].attributes.attachment_link.title
Downloadable Documents — Autism Understanding Scotland

# data[].attributes.attachment_link.description
As autistic people, we generally have shared ways of “being”, thinking and communicating. We may also have similar sets of values or beliefs.

# data[].attributes.attachment_link.description
How and why autism affects our senses: Touch, Taste, Smell, Sight, Hearing, Balance, Body Awareness, Internal Senses, Alexithymia, Stimming

# data[].attributes.attachment_link.readable_text
It is our greatest hope that all Autistic children feel safe, understood and supported at school, so we have created the below downloadable template - an 'About Me' you can print out, fill in and give to your child's new teachers.

Beneath it, you will find some suggested responses from our team and our Autistic community on the classroom accommodations that would have made all the difference to our school experience. We recommend you use the table to create a bullet point list of only your child's most important, high-level needs rather than every nuance.

In some sections, we haven't suggested responses as these will be specific to your child.

Every Autistic child is unique, so if our downloadable template does not reflect your child's needs, feel free to copy and paste parts into your own word document - you can borrow from ours to create your own.

Suggestions on how to use this template

Page 1: About Me

The photo frame is there for you to stick a photo into or have your child draw a portrait.

Many of these responses will be specific to your child so suggestions are not provided. However, there is space to add your child's pronouns in parentheses next to their name.
Some words that describe me are:
Below is a collection of adjectives, some of which may apply to your child.

Creative, curious, intelligent, direct, factual, energetic, knowledgeable, sensitive, kind, adventurous, honest, empathetic, helpful, imaginative, fair, cheeky, inventive, loyal, shy, compassionate, determined, observant, trusting, meticulous, autonomous, hard-working, funny, passionate, inclusive, logical, caring, perfectionistic, conscientious.

The final two responses will be unique to your child. Make sure it is what they're proud of and what their goals are for themselves rather than what you'd like them to be!

Page 2: My unique brain

We have tried to capture the experience of many Autistic students. However, not all of the statements on this page will necessarily reflect your child's Autistic experience. Please strike through any parts that might not be relevant to your child.

Page 3: In the classroom
What I find hard ...
Consider any learning, sensory, communication or social differences, including but not limited to:

Remembering multi-step instructions

Keeping track of my personal belongings

Feeling criticised by my teacher, or that I can't trust them to know me or my needs

Being put on the spot to answer a question

Sudden changes with no obvious reason for them

Being rushed to finish my work or not finishing

Having my questions dismissed or shut down

Being given work that's beyond my ability

Being given work that's below my ability

Having my focus disrupted by many students talking at once

Overwhelming sensory or emotional experiences

Loud, crowded spaces

Fluorescent lighting

Strong perfume

Loud bells/sirens

The tightness/scratchiness of my uniform

Other students touching me

Working in a group

Working on my own

Having my bag hook/locker in a busy section of the school

Having to provide written responses

Having to speak in front of the class

Having to read aloud

When students partner up for pair work and I'm left without a partner

Doing physical education in the sun on a hot, glary day

Sport activities due to my hypermobility/muscle weakness

What can help ...

Learning that draws on my passions

Rules, instructions and classroom expectations that are explicit and have abstract phrases clearly defined

Uniform modifications to accommodate my sensory differences

Receiving verbal / non-verbal / visual cues to indicate transition or important information coming

Clear instruction on what the expectation is, what "finished" looks like and the time frame I have to do it in

Knowing the real-world relevance of content

Having a task's step-by-step instructions in view

Being able to ask lots of questions as they arise

Having visual cues to help me stay organised

Time to finish my work before I move on

Being given the reason behind unexpected changes

Extra processing time in tests

Using technology to support my learning

Having a quiet, safe room to go to when I feel overwhelmed

Being able to take a movement break when I need one

The option to be excused from reading out loud

Having regular one-on-one check-ins with my teacher

The option of multiple modes of learning

The option to express my knowledge in a way that makes sense to me, for example, visually, verbally, in writing, or using technology

Incorporating movement into learning

Being reminded to check in with my body regularly throughout the day: Am I thirsty? Am I hungry? Do I need to go to the bathroom?

Text-to-speech software for assigned reading

Captioned text in videos and slideshows

The option to be excused from group work

The choice of where and how I sit in the classroom, for example, using a floor desk, wobble stool, sitting at the front or back of the classroom

Having access to a preview of the curriculum and upcoming assignments

Replacing demand words with requests

Offering choices

Access to fidgets and sensory comforts like ear defenders when I'm required to focus or need to self-regulate

Having my bag hook/locker on the end of the row where it's not so crowded

Working alone

Having my teacher pair me with a helpful classmate for partner work

Advanced knowledge and preparation for fire drills

Being taken outside before a fire drill

Being excused from school camps, sports carnivals, excursions, etc.

Having my PE curriculum adjusted to accommodate my physical challenges

Feeling safe, connected and supported by my teacher

Page 4: In other school areas
What I find hard ...
Consider any learning, sensory, communication or social differences, including but not limited to:

The busyness, noisiness and sensory overwhelm

Accessing items in my lunchbox - opening containers, packets, etc.

Tying my own shoelaces

Remembering to use the bathroom

Keeping track of my belongings

Understanding the social dynamics and intentions of my peers

Being forced to join in

Being bullied

Being excluded

Taking turns on the play equipment

Not having any structured activity to do

What can help ...

Having access to a quiet area

Being able to visit the library to read books

Help opening the lids of my food and packing away my lunch

Having visual cues to help me organise my belongings

Being reminded to check in with my body: Am I thirsty? Am I hungry? Do I need to go to the bathroom?

Having access to sensory play: water play, sand play, etc.

Having the duty teacher keep an eye on me to ensure I'm not being bullied or excluded

Being allowed to play on my own in a way that makes sense to me

Being reminded of the choices I have for games and activities in the playground

Page 5: My emotional wellbeing
When things are going well it will look and sound like ...
Think of how your child looks and sounds when they're engaged in one of their passions. What does their voice sound like? What does their body look like? What are the stims they use when they're feeling competent, excited or proud of themselves?
When things are not going well it will look and sound like ...
Think of how your child looks and sounds when they're dysregulated and disengaged from an activity. What are the stims they use when they're distressed, bored, tired, upset or frightened? Do they become mute, stutter, mumble, hum or struggle with words? What does a meltdown or a shutdown look like for them? Are they able to self-advocate or not?

Page 6: Other considerations
I also have the following conditions ...
Some frequently co-occurring conditions that could be listed here include, but are not limited to:

ADHD

Epilepsy

Depression

Bipolar disorder

Social anxiety

Migraines

Gastrointestinal disorder

Avoidant/Restrictive Food Intake Disorder

Intellectual disability

Language delay

Dyspraxia

Dyslexia

Dyscalculia

Dysgraphia

Hypermobility

Restless Leg Syndrome

Situational mutism

Pathological Demand Avoidance

Rejection Sensitive Dysphoria

Obsessive Compulsive Disorder

Eating disorders

Ehlers Danlos Syndrome

Chronic pain

Coeliac Disease

Auditory Processing Disorder

Fibromyalgia

Panic attacks

Misophonia

What can help ...
Please fill this section out based on what your child's medical practitioners suggest.
And other things I'd like you to know ...
This is anything additional you'd like the teacher to consider.

It could include external stressors that your child may be dealing with such as a recent move, a parent separation, the death of a pet, etc.

It could be a note that your child's medication makes them really tired or they've just got their first period.

It could be a note on the language you prefer used in relation to your child's Autism.

Page 7: Thoughts from my parents
What we would love to see happen this year:
This will be the hopes you have for your child and may also touch on what you hope the parent-educator partnership and communication will look like.
How we can help this year:
Here, you could mention what equipment you have at home that you can bring in for your child to use in the classroom such as wobble chairs or discs, pencil grips, ear defenders, fidgets, etc. Perhaps you have some books you'd like to donate to the school library around Autism and inclusion, or maybe you could just promise to keep the lines of communication open.

Finally, good luck! Thank you for taking the time to advocate for your child so they may receive the support they need to feel safe and supported in their school environment. We sincerely hope this template helps facilitate the conditions in which they can flourish in their education this year.

# data[].attributes.attachment_link.title
'About Me': a Downloadable Template for Your Child's New Teacher - Reframing Autism

# data[].attributes.attachment_link.description
Is your child an Autistic student? Download this "About Me" template to help their teachers learn more about their unique learning needs.

# data[].attributes.attachment_link.readable_text
Exciting News! We are rebranding!
Training for Education is now SENDcast Sessions.
Merging Training for Education with the SENDcast brands allows us to focus on supporting schools and parents to support children and young people with SEND

The SENDcast has now launched SENDcast Sessions.
Watch our amazing sessions live, or add them to your library to watch later.

Click on the Listen Now to listen to the podcast or click on the Shop Now icon to start browsing the training sessions.

Click on the Listen Now to listen to the podcast or click on the Shop icon to start browsing the courses.

SENDcast Podcast - The #1 Podcast for Special Educational Needs and Disability (SEND)

The SENDcast is a FREE podcast with a new episode every Thursday. Every week we have a different guest, joining our host Dale Pickles to discuss an area they feel passionate about and want to share. Our podcast has over 250,000 downloads and more than 160 insightful episodes covering all the latest topics in SEND.

LISTEN NOW

Multi-Award-Winning Podcast

TEACH PRIMARY AWARDS FINALIST 2022

The SENDcast was a finalist in the Teach Primary Awards 2022 in the free resource category!

WIN A 1-YEAR SUBSCRIPTION

Access a library of 100+ CPD online training sessions for your whole school worth £150 from SENDcast Sessions! Enter by 31st October with your details!

Enter now Shop now

SENDcast Sessions - The smarter way to train staff around SEND

SENDcast Sessions are a great way for schools to access CPD around special educational needs and disability (SEND). SENDcast Sesisons provides in-depth content that schools can access forever, building a library of CPD that all staff can benefit from now and in the future.

Over 100 high quality, 1-hour online training sessions covering a wide variety of SEND topics are now available in our shop.
Each session is just £10 for your whole school!

browse the training

Upcoming LIVE SENDcast Sessions

Join us LIVE for the following sessions. They are a great opportunity to put your questions to our guests.

How to view Sessions your school has already purchased

You can access your school's training in 'My Sessions'. Simply click the button below and log in to view your training.

view my Sessions

FREE SENDcast SEND Briefings

It can be challenging keeping up with policy changes and announcements, all too often causing confusion and lacking clarity on what it means for schools.

We want to support schools by offering free advice from SEND experts. We now host FREE SEND Briefings every 6 months from experts Lorraine Petersen and Jane Friswell. They cover all the latest developments in SEND twice a year.

Latest FREE SENDcast SEND Briefing

The SENDcast is a Sponsor of SENsible SENCO

Abigail Hawkins created SENsible SENCO to help out all SENCOs across the UK. The SENsible SENCO is a selection of resources developed around SEN and the needs for SENCOs within schools. The resources have all been shared by SENCOs. Whenever you need support the SENsible SENCO resource bank is there! And it's FREE!!!

visit the sensible senco

# data[].attributes.attachment_link.title
Podcast and CPD around SEND for schools and parents

# data[].attributes.attachment_link.description
The SENDcast is an award winning podcast for Special Educational Needs (SEN) and the new SENDcast Sessions is a great way to get CPD/training

# data[].attributes.attachment_link.readable_text
PDA Society Trustee Jilly Davis talks to The ALT:learn Podcast about recognising and supporting PDA learners.
SEND in the experts for Twinkl SEND Beacon School Behaviour Secrets Podcast The Great Minds Podcast: PDA Society

PDA Society trustees Paula Webb & Vikki Threlfall chat with Emma and Meg from Great Minds Together about lots of topics including terminology around PDA, helpful approaches, differences between ODD & PDA, EHCPs, working with professionals and more.
ACAMH 'Autism, a parent's guide'

Dr. Ann Ozsivadjian discusses PDA in this podcast and how to recognise it in a child with an autism diagnosis. Ann suggests strategies to try at home, talks about research and understanding the core of behaviours, and how to have conversations with teachers, schools and others to support children.

Two PDAers discuss their lived experience of PDA (Pathological Demand Avoidance) over the course of five episodes - Kristy Forbes & FAN
BBC Radio 4 'All in the Mind'

The professionals who use this diagnosis consider it to be part of the autism spectrum. But is it a discrete condition? Claudia Hammond hears from Liz O'Nions at the University of Louven about its history and new research into teasing out PDA's traits alongside guest Mathijs Lucassen - lecturer in mental health at the Open University. Listen to 'All in the Mind'

# data[].attributes.attachment_link.description
A collection of PDA-related podcasts and radio programmes. ALT:learn Podcast PDA Society Trustee Jilly Davis talks to The ALT:learn Podcast about recognising and supporting PDA learners. SEND in the experts for Twinkl SEND PDA Society CEO Helen ...

# data[].attributes.attachment_link.readable_text
Supporting students with ADHD at school is an essential booklet for teachers and parents. Gain a deeper understanding of what ADHD looks like in the classroom and how to best support students with positive strategies and tools.

What is it?

Presentations

Executive functions

Looks like this

Sensory processing

Find the strengths

Classroom support: Individual support strategies

Classroom support: Adjustments and accommodations

Classroom support: Movement and sensory regulation tools

Classroom support: Assistive technology and organisational tools

Regulation support - Level 1 Connection

Regulation support - Level 2 Prevention

Regulation support - Level 3 Recognition

Regulation support - Level 4 Co-regulation

Handout: 11 things about me

Student template: About Me Download a FREE sample

Poster: Ask why and why now?

References

Further education links

Deeper Understanding

Gain insights into what ADHD looks like in the classroom and develop a deeper understanding of the challenges students with ADHD face.

Practical Strategies

Discover a range of proven strategies and techniques to effectively support students with ADHD and create an inclusive learning environment.

Home-School Connection

The information and strategies provided in the booklet can also be applied at home, creating consistency and synergy between home and school environments.

Conditions of use:
1. The purchase of this booklet includes the individual use for one family and one teacher.
2. Distribution of the booklet to multiple families or multiple teachers or multiple practitioners is not allowed.
3. Explicit approval is needed for distribution of the booklet

You will get a PDF (5MB) file

# data[].attributes.attachment_link.title
Teacher's Booklet: Supporting Students with ADHD

# data[].attributes.attachment_link.description
Teacher's Booklet: Supporting Students with ADHD. Empowering Educators and Parents to Create an Inclusive Learning Environment in the classroom.

# data[].attributes.attachment_link.readable_text
Category Severe & Complex Support Needs Autism Spectrum Conditions

Free Back to School supports

It's hard to believe that the school summer break is at an end and that the new term has already begun in a number of local authorities all over Scotland. To support learners as they return to new classrooms and staff, let's have a look at some fantastic, free supports that can help with the transition.

Widgit Back to School Teacher Toolkit

Doing exactly as it says on the tin, this resource is available to download as a PDF or an InPrint 3 file, handy if you already have InPrint 3 software in your school. The toolkit includes Widgit symbols for visual timetable, word lists, 'All about me' information sheets, calendar supports and much more. The InPrint 3 files and PDF can be downloaded from the Widgit website. If you're interested in finding out more about InPrint 3 software, Widgit are offering a series of free webinars starting from Wednesday 20th September at 3.45pm.

Boardmaker PCS Resources

North Lanarkshires' Communication Friendly Environments have a wealth of visual supports available via their blog. They make their resources using Boardmaker Picture Communication Symbols (PCS) which are used in many schoosl all over Scotland. They have gathered resources together to make it easier to find things, and their ' Sensory Strategies and Sensitivities' visual support could be particularly helpful for learners entering unfamiliar classrooms.

The Boardmaker Idea Book

If your school has a Boardmaker subscription and you're looking for some inspiration for the new school year, then the ' Boardmaker Book of Ideas ' could be the very thing to help. It's a PDF download packed with over thirty ideas for activities and includes interactive digital as well as printed paper ideas.

Twinkl Symbol Visual Timetables

If you're looking for some digital visual supports, the fr ee Twinkl symbol app is available for Apple and Android devices, and has options for Scottish voices so schedules and timetables can be read-aloud using a Scottish accent. They have a good selection of templates that can be edited according to the needs of your learners.

Inclusion Ambassadors Back to School Pack

And finally, the Inclusion Ambassadors a group of secondary aged learners with Additional Support Needs have created and gathered many of their useful resources into a ' back to school' pack. There's lots to read and reflect on, and some useful visuals including their ' this is what an inclusive learning environment should look like ' poster. And we couldn't agree more with their three recommendations on the bottom row: 'have appropriate IT available', 'embrace technology for learning' and 'use resources available from organisations such as CALL Scotland'. We say absolutely, yes!

# data[].attributes.attachment_link.title
Five ideas for Free Back to School Supports

# data[].attributes.attachment_link.description
A selection of free-to-use toolkits, ideas and visual supports for learners starting the new school year.

# data[].attributes.attachment_link.readable_text
Updated: May 17, 2023

What is Ableism?

Ableism is discrimination or prejudice against disabled people, or those who appear to be disabled. It includes the belief that disabled people are inferior and need 'fixing', or that disabled people's lives are less valuable or less worth living. Ableism can also mean prioritising the needs of non-disabled people, with disabled people as an afterthought.

Ableism and Autism

Whether you believe autism is a disability or not, autistic people are still affected by ableism. A common example of this is the idea that autism is bad and needs to be fixed, cured, or treated. It can also look like using pathologising, deficit-based or patronising language about autism and autistic people such as functioning labels, referring to 'symptoms' and discussing the 'risk' of autism. In addition, ableism can be expressed as shaming and excluding people, or punishing people for, stimming , expressing distress, needing support, or being different.

These examples are very common within the general population, education, healthcare, social care, and even autism research. We have a long way to go before autistic people are truly accepted.

What is Internalised Ableism?

First, let's be clear: internalised ableism doesn't mean you are a bad person. It simply means you have turned negative messages about autism/disability in on yourself. This is not a conscious choice, it is a result of repeatedly experiencing or witnessing mistreatment and oppression of yourself and others over time. It doesn't mean you are ableist towards others or lack compassion for others. Internalised ableism is the voice in your head that tells you that you are lazy, weak, stupid, or just need to try harder, and the feeling that you don't deserve to have support. You probably say things to yourself that you wouldn't dream of saying about someone else.

Internalised ableism is also linked to masking. Autistic masking is a survival strategy that many of us develop to try and appear less autistic because the world around us constantly tells us that being autistic is bad . We often learn to do this in childhood and may have even have been praised or rewarded for hiding our true selves and trying to achieve neuronormative standards. This is very damaging to our mental health and in the long run, leads to autistic burnout .

Overcoming Internalised Ableism

So how can we start to overcome internalised ableism? We need to allow ourselves to live authentically without shame and reclaim our autistic identity . However, this may feel scary or unsafe at first, so just explore it in a way that feels most comfortable. We must also acknowledge that this does require privilege - for certain people and in certain situations it really is not safe to appear autistic. Simply living and existing autistically is a radical act.

We can start by following other openly autistic adults on social media, reading their blogs and books, listening to their podcasts, and watching their YouTube videos (searching for the hashtag #actuallyautistic on your favourite platforms can be a great way to get started). Seeing other people who are comfortable with their autistic identity and expressing themselves authentically will help to reprogram your thoughts.

We can also begin to examine our own masks and think about who we really are underneath. We can stop forcing ourselves to do things because we think we should, or because everyone else is. We can tune in to our own inner voice and instincts. We can ask for support and accommodations when we need them, or put them in place for ourselves. We can also be more compassionate with ourselves and learn to talk to ourselves with kindness when we are struggling. It can also mean allowing ourselves to explore the joys of being autistic, such as sensory euphoria, diving into our passions and interests, and connecting with others through these shared experiences.

This is a process that takes time. It is challenging and needs to be addressed with gentleness. A lifetime of conditioning cannot be undone overnight. It can also bring up difficult feelings from the past and a stark realisation of the extent of self suppression.

In our online community, we aim to provide a neurodiversity-affirming safe space to discuss these ideas and share experiences, support and advice. If you are an autistic parent in the UK, you are very welcome to join us on Facebook .

Further Resources

Blog Posts

YouTube Videos

Books

Webinar

What is Ableism?

Ableism is discrimination or prejudice against disabled people, or those who appear to be disabled. It includes the belief that disabled people are inferior and need 'fixing', or that disabled people's lives are less valuable or less worth living. Ableism can also mean prioritising the needs of non-disabled people, with disabled people as an afterthought.

Ableism and Autism

Whether you believe autism is a disability or not, autistic people are still affected by ableism. A common example of this is the idea that autism is bad and needs to be fixed, cured, or treated. It can also look like using pathologising, deficit-based or patronising language about autism and autistic people such as functioning labels, referring to 'symptoms' and discussing the 'risk' of autism. In addition, ableism can be expressed as shaming and excluding people, or punishing people for, stimming , expressing distress, needing support, or being different.

These examples are very common within the general population, education, healthcare, social care, and even autism research. We have a long way to go before autistic people are truly accepted.

What is Internalised Ableism?

First, let's be clear: internalised ableism doesn't mean you are a bad person. It simply means you have turned negative messages about autism/disability in on yourself. This is not a conscious choice, it is a result of repeatedly experiencing or witnessing mistreatment and oppression of yourself and others over time. It doesn't mean you are ableist towards others or lack compassion for others. Internalised ableism is the voice in your head that tells you that you are lazy, weak, stupid, or just need to try harder, and the feeling that you don't deserve to have support. You probably say things to yourself that you wouldn't dream of saying about someone else.

Internalised ableism is also linked to masking. Autistic masking is a survival strategy that many of us develop to try and appear less autistic because the world around us constantly tells us that being autistic is bad . We often learn to do this in childhood and may have even have been praised or rewarded for hiding our true selves and trying to achieve neuronormative standards. This is very damaging to our mental health and in the long run, leads to autistic burnout .

Overcoming Internalised Ableism

So how can we start to overcome internalised ableism? We need to allow ourselves to live authentically without shame and reclaim our autistic identity . However, this may feel scary or unsafe at first, so just explore it in a way that feels most comfortable. We must also acknowledge that this does require privilege - for certain people and in certain situations it really is not safe to appear autistic. Simply living and existing autistically is a radical act.

We can start by following other openly autistic adults on social media, reading their blogs and books, listening to their podcasts, and watching their YouTube videos (searching for the hashtag #actuallyautistic on your favourite platforms can be a great way to get started). Seeing other people who are comfortable with their autistic identity and expressing themselves authentically will help to reprogram your thoughts.

We can also begin to examine our own masks and think about who we really are underneath. We can stop forcing ourselves to do things because we think we should, or because everyone else is. We can tune in to our own inner voice and instincts. We can ask for support and accommodations when we need them, or put them in place for ourselves. We can also be more compassionate with ourselves and learn to talk to ourselves with kindness when we are struggling. It can also mean allowing ourselves to explore the joys of being autistic, such as sensory euphoria, diving into our passions and interests, and connecting with others through these shared experiences.

This is a process that takes time. It is challenging and needs to be addressed with gentleness. A lifetime of conditioning cannot be undone overnight. It can also bring up difficult feelings from the past and a stark realisation of the extent of self suppression.

In our online community, we aim to provide a neurodiversity-affirming safe space to discuss these ideas and share experiences, support and advice. If you are an autistic parent in the UK, you are very welcome to join us on Facebook .

Further Resources

Blog Posts

YouTube Videos

Books

Webinar

# data[].attributes.attachment_link.description
How does internalised ableism affect autistic people and what can we do to overcome it?

# data[].attributes.headline
What to know what works with working along side some one who is using Echolalia

# data[].attributes.subject
What to know what works with working along side some one who is using Echolalia

# data[].attributes.attachment_link.provider_name
Blubrry Podcasting - Podcast Hosting, Statistics, WordPress Hosting, Syndication Tools and Directory

# data[].attributes.attachment_link.readable_text
Are you an SLP working with students with echolalia? If you are like many of us, your previous training on echolalia was vague and confusing. In this episode, you'll get clarity on:
- Play based sess

# data[].attributes.attachment_link.title
Ep. 99: What Works for Echolalia and Play Based Sessions with Alexandria Zachos

# data[].attributes.attachment_link.description
Are you an SLP working with students with echolalia? If you are like many of us, your previous training on echolalia was vague and confusing. In this episode, you'll get clarity on: - Play based sess

# data[].attributes.headline
ADHD Key considerations for the classroom teacher 

# data[].attributes.subject
ADHD Key considerations for the classroom teacher 

# data[].attributes.body
ADHD and written expression

# data[].attributes.body
ADHD and handwriting acquisition

# data[].attributes.attachment_link.title
Why Autism is a Difference, not a Deficit

# data[].attributes.body
AET AUTISM EDUCATION TRUST

School stress and anxiety - How it

can lead to emotional based school

avoidance and impact on family life

# data[].attributes.headline
AET AUTISM EDUCATION TRUST Good Autism Practice Guidance

# data[].attributes.subject
AET AUTISM EDUCATION TRUST Good Autism Practice Guidance

# data[].attributes.headline
AET AUTISM EDUCATION TRUST Parent Guide for Working Together with Your Child's School

# data[].attributes.subject
AET AUTISM EDUCATION TRUST Parent Guide for Working Together with Your Child's School

# data[].attributes.headline
AET AUTISM EDUCATION TRUST Positive relationships between home and school

# data[].attributes.subject
AET AUTISM EDUCATION TRUST Positive relationships between home and school

# data[].attributes.headline
AET AUTISM EDUCATION TRUST School stress and anxiety- How it can lead to emotional based school avoidance and impact on family life 

# data[].attributes.subject
AET AUTISM EDUCATION TRUST School stress and anxiety- How it can lead to emotional based school avoidance and impact on family life 

# data[].attributes.headline
AET AUTISM EDUCATION TRUST Successful reintegration of autistic pupils following school exclusion

# data[].attributes.subject
AET AUTISM EDUCATION TRUST Successful reintegration of autistic pupils following school exclusion

# data[].attributes.body
pupils following school suspension

# data[].attributes.headline
AET AUTISM EDUCATION TRUST School Exclusions A guide to help parents navigate equality law, rights and entitlements when their autistic child is excluded or at risk of exclusion from school

# data[].attributes.subject
AET AUTISM EDUCATION TRUST School Exclusions A guide to help parents navigate equality law, rights and entitlements when their autistic child is excluded or at risk of exclusion from school

# data[].attributes.headline
AET AUTISM EDUCATION TRUST Steps to Avoid Exclusion of Autistic Pupils

# data[].attributes.subject
AET AUTISM EDUCATION TRUST Steps to Avoid Exclusion of Autistic Pupils

# data[].attributes.headline
AET AUTISM EDUCATION TRUST Early years competency Framework

# data[].attributes.subject
AET AUTISM EDUCATION TRUST Early years competency Framework

# data[].attributes.body
Framework

This framework can be used by

practitioners as a self-reflection tool that

enables them to evaluate their practice

when supporting autistic children

# data[].attributes.headline
The EPIC Strategy booklet: A guide for teachers

# data[].attributes.subject
The EPIC Strategy booklet: A guide for teachers

# data[].attributes.headline
Empowering young people with ADHD by Witherslack 

# data[].attributes.subject
Empowering young people with ADHD by Witherslack 

# data[].attributes.headline
Autability website ADHD at home, school, executive functioning and working with professionals, lots of free resources 

# data[].attributes.subject
Autability website ADHD at home, school, executive functioning and working with professionals, lots of free resources 

# data[].attributes.attachment_link.readable_text
ADHD, short for Attention Deficit Hyperactivity Disorder, is a widely recognized yet often misunderstood condition. Contrary to common misconceptions, it extends beyond a child's physical hyperactivity and cannot be solely attributed to discipline or parenting. ADHD involves persistent patterns of inattention, hyperactivity, and impulsivity that can significantly disrupt daily life. Individuals with ADHD struggle with attention regulation, leading to various challenges in focusing, staying engaged in tasks, or managing their impulses.

ADHD is categorized as a neurodevelopmental condition, indicating that the brain functions differently compared to neurotypical individuals. It's essential to note that having ADHD doesn't imply brokenness; instead, it signifies a unique perspective on the world. When properly understood and supported, ADHD can be a remarkable gift.

To receive an ADHD diagnosis, a person must exhibit persistent behaviours that hinder their daily life in diverse settings, such as home and school, as well as across various situations. Isolated episodes of hyperactivity are insufficient for an ADHD diagnosis, as they can result from various factors. The specific symptoms experienced depend on the subtype of ADHD, as there are three primary types:

1. Inattentive ADHD: Characterized by significant issues with attention but without prominent hyperactivity or impulsivity.

​

2. Hyperactive ADHD: Marked by substantial hyperactivity and impulsivity, with fewer problems related to inattention.

​

3. Combination Type ADHD: The most prevalent type, combining both inattentive and hyperactive-impulsive symptoms.

​

Hyperactive ADHD behaviors manifest as:

- Constant fidgeting, restlessness, or tapping fingers.

- Leaving seats when expected to remain seated, in school or work settings.

- Engaging in inappropriate physical activities like climbing furniture.

- Inability to play quietly or stay still for extended periods.

- Restlessness or an incessant need to be on the move.

- Excessive talking, vocalizing every thought.

- Impatience, interrupting conversations, and blurting out answers.

- Intruding on conversations or activities unrelated to them.

Inattentive ADHD behaviors include:

- Making careless mistakes in schoolwork or daily activities.

- Struggling to sustain attention during tasks, conversations, or extended reading.

- Appearing inattentive even when directly spoken to, with a wandering mind.

- Difficulty completing tasks or following instructions to the end.

- Poor organization skills, time management, and frequent missed deadlines.

- Frequently losing essential items like keys, wallets, or pens.

- Easily distracted by surroundings or unrelated thoughts.

- Forgetfulness in everyday activities, such as returning calls or keeping appointments.

Individuals with symptoms from both inattentive and hyperactive categories receive a combined ADHD diagnosis.

Understanding the nuances of ADHD subtypes and behaviours is crucial for effective support and management. If you suspect ADHD in yourself or a loved one, seek professional evaluation and guidance. With the right knowledge and assistance, individuals with ADHD can thrive and make unique contributions to the world.

Common ADHD Behaviours

# data[].attributes.attachment_link.description
Learn about ADHD at home and at school. Get ideas on supporting a child or young person in managing their ADHD proactively.

# data[].attributes.body
https://theautisticadvocate.com/podcasts/

# data[].attributes.attachment_link.description
There are so many great podcasts on Autism, hosted by Actually Autistic presenters. Here are our most popular Autism podcasts.

# data[].attributes.attachment_link.readable_text
4 times as many boys are diagnosed autistic as girls. This is not an accurate picture.

Frequently, for many reasons, girls are diagnosed later (on average up to 6 years later), missed or misdiagnosed, causing long term mental health problems with too many girls feeling too anxious to attend school as a result.

Currently the assessment tools used to screen for autism are male-centric. We want to see tools in place that reflect multiple presentations and needs so that no child's need goes unrecognised or unsupported. We are currently pilot-validating the Internal Presentation of Autism Checklist that sits within our white paper Autism, Girls and Keeping it All Inside , so expect that to change soon. Our survey had 1123 responses in a week, so there are many people who feel strongly about having screening tools which feel representative. Our vision is for a system that enables autistic girls to thrive, to feel understood and to achieve the best educational outcomes.

Our aim is to raise awareness of autism in girls and others who present in an internal way with health, social care and educational professionals and to bring change. Not only to the way that autistic girls are assessed and subsequently supported but to the narrative, with updated and positive terminology used to describe autistic traits.

Our private Facebook group supports both autistic girls and women and their extended families, but there are many more who need our help. We are now a registered charity, fundraising to enable us to both fund projects which offer face to face support and campaign for real change.

# data[].attributes.attachment_link.description
We are a small registered charity working to support, educate, and bring change. Here you will find lots of resources.

# data[].attributes.headline
This NeuroInclusive story  from NeuroClastic is for kids and adults and helps to understand how autistic brains are different. 

# data[].attributes.subject
This NeuroInclusive story  from NeuroClastic is for kids and adults and helps to understand how autistic brains are different. 

# data[].attributes.attachment_link.description
This NeuroInclusive story is for kids and adults and helps to understand how autistic brains are different. 

What autistic kids and people around them never get the luxury to learn is exactly how...

# data[].attributes.headline
5 reasons behind "challenging" behaviour  in Neurodivergent children 

# data[].attributes.subject
5 reasons behind "challenging" behaviour  in Neurodivergent children 

# data[].attributes.body
Challenging behaviour can feel overwhelming to deal with at the best of times. What helps

parents/carers the most is being able to understand the WHY behind the behaviour. If you understand

the reason for the behaviour, you have a much better chance at diffusing the situation quickly and

positively.

With any child it’s not always clear as to why they are behaving in a way you wouldn’t hope for. With

a neurodivergent (ND) child, it can be even less clear. Throw in different ways of processing and

difficulties with communication and you have a loud and possibly violent situation on your hands

which is most likely drawing the attention from anyone within a 3-mile radius. It’s a situation most

parent carers are familiar with and would love to avoid at all costs. So, how do you actually do that?

When it comes to parenting autistic and ADHD children, strategies and behaviour management

methods used for neurotypical (NT) children simply will not work. But don’t panic, this download is

aimed to give you a heads up on how to prevent these situations from arising in the first place and

understand what your child is telling you through their behaviour.

# data[].attributes.attachment_link.title
5 Reasons behind challenging behaviour.pdf

# data[].attributes.headline
Understanding Autism website by spectrum gaming

# data[].attributes.subject
Understanding Autism website by spectrum gaming

# data[].attributes.attachment_link.title
What actually is autism? - Autism Understood

# data[].attributes.attachment_link.description
Are you confused about what autism actually means? Well here are some real life accounts which will help you understand better.

# data[].attributes.headline
Autability website. Autism at home, school, executive functioning and working with professionals. Lots of  FREE resources

# data[].attributes.subject
Autability website. Autism at home, school, executive functioning and working with professionals. Lots of  FREE resources

# data[].attributes.attachment_link.description
Learn how autism varies across a vast spectrum and what support your child may need.

# data[].attributes.headline
This is an excellent free, self-paced course that provides a solid understanding of Autism in a way that is neuro-affirming. This means we talk about Autism and Autistic people in a way that is respectful of who we are, our strengths and our challenges, and does not prioritise non-Autistic ways of being, thinking and doing. 

# data[].attributes.subject
This is an excellent free, self-paced course that provides a solid understanding of Autism in a way that is neuro-affirming. This means we talk about Autism and Autistic people in a way that is respectful of who we are, our strengths and our challenges, and does not prioritise non-Autistic ways of being, thinking and doing. 

# data[].attributes.attachment_link.readable_text
Your Essential Autism Primer

This is a free, self-paced course that provides a solid understanding of Autism in a way that is neuro-affirming. This means we talk about Autism and Autistic people in a way that is respectful of who we are, our strengths and our challenges, and does not prioritise non-Autistic ways of being, thinking and doing.
Who is Autism Essentials for?
This course is designed for a wide variety of lived experiences as well as different levels of pre-existing knowledge about Autism - from those that are totally new to the topic to those that have formal education in Autism.

Whether you are Autistic, formally diagnosed, self-identified or think you might be Autistic, a family member or loved one of an Autistic person, a researcher, teacher, other professional, or ally, we hope you learn something new or deepen and extend your existing knowledge of Autism and the Autistic community.
What will I learn in Autism Essentials?
Autism Essentials focusses on five main areas:
This is a general course for everyone, how can I make sure that it works for me?
All learners access the same base information in the course, but each topic has multiple worksheets available for different levels of knowledge about Autism. You can choose to complete the level that best fits your knowledge, complete all worksheets, or return to the course work later on in your journey and continue your learning by completing further levels. We encourage you to learn in your own time and customise your learning in a way that works for you.
What is the format of this course - is it accessible?
This course features video content and accompanying worksheets. All videos are captioned and have downloadable transcripts. Course worksheets are available in PDF format and can be filled out digitally using a web browser or PDF editor or printed and filled out.
Do you collect my answers to the course content?
We do not collect your answers - this is a self-guided course, and worksheet activities are for your personal reflection only.
What if I want to learn more after doing Autism Essentials - what can I do next?
Reframing Autism has many other resources available, including blogs, podcasts, tip sheets, webinars, and targeted, on-demand courses for Autistics, families and primary caregivers and professionals. To explore our other offerings, visit our website at https://reframingautism.org.au/.

# data[].attributes.attachment_link.description
Your Essential Autism Primer This is a free, self-paced course that provides a solid understanding of Autism in a way that is neuro-affirming. This means we talk about Autism and Autistic people in a way that is respectful of who we are, our strengths and our challenges, and does not prioritise non-Autistic ways of being, thinking and doing.

# data[].attributes.headline
Viv Dawes the Autistic Advocate              Information, books, resources, training and webinars on supporting Autistic burnout 

# data[].attributes.subject
Viv Dawes the Autistic Advocate              Information, books, resources, training and webinars on supporting Autistic burnout 

# data[].attributes.attachment_link.description
Viv Dawes Autistic Advocate, lived experience support and resources for autistic burnout and other autism and ND issues. Online and face to face training sessions. Autistic burnout workbook to download and online consultations available to book

# data[].attributes.body
When you were gone is a sensory story written to help you share a memory of a loved one who has died, with a person in a sensory way.

# data[].attributes.attachment_link.description
Online Sensory Story training available now

# data[].attributes.attachment_link.readable_text
Dysgraphia is a specific learning difficulty that impacts on writing skills. While no two individuals will experience the same set of symptoms, it is a brain-based disorder that can cause difficulty with forming letters, spacing words and even organizing text into complete sentences. Students with dysgraphia may struggle with taking notes in class, completing homework and long-term assignments, and performing well on traditional assessment measures.

For these individuals writing is often both difficult and painful, causing everything from cramping in the muscles of the hand to excessive sweating and high anxiety. Over time, this can lead to poor performance and falling behind in lessons due to an inability to take notes. It may also result in avoidance of school and extra-curricular activities that involve producing written work.

Fortunately, there are strategies and classroom accommodations for dysgraphia that can help, including allowing the use of audio-recorders and learning touch-typing so computers are used as an alternative to handwriting.

Children who are just learning how to write will often exhibit many of the symptoms associated with dysgraphia, such as poorly formed letters and awkwardly spaced words. However, these symptoms will eventually go away as they become more skilled writers.

Nonetheless, children with dysgraphia will continue to struggle when it comes to holding a writing utensil. They can have difficulty with letter formation, spacing, writing left to right, staying inside margins, spelling, punctuation, lower-case and capital letters and producing longer compositions in a set time frame.

Parents and teachers may observe awkward hand and arm placement during writing and holding the pen or pencil in an unnatural way.

Often their written work is difficult to read, either due to messiness and/or poorly formed letters. It can also be hard to follow. Young-adults and older children with dysgraphia may write below their ability level or produce text that doesn't express what they would like to say.

Their written work will not match their ability to present information verbally or demonstrate their full understanding of a subject. They may overly rely on vision to guide them and can have trouble with copying exercises.
TOP TIP: Children with dysgraphia can greatly benefit from early intervention and the introduction of coping strategies. One of the first steps is learning how to touch-type. Learn more about teaching kids typing.
The process of writing

Writing is a cognitively challenging activity that requires brainstorming ideas, translating them into language, accessing the orthographic encoding of words and then physically recording them on paper or a computer.

Good writers engage in a constant process of drafting and then revising text to ensure it flows and can be followed by a reader. When the process of translating ideas into written language is interrupted by dysgraphia, writers can lose their train of thought and have difficulty expressing themselves.

Language may be disordered or ungrammatical and text can fail to conform to accepted conventions for written work.

If the activity is stressful or produces anxiety and pain, students may experience a mental block and be unable to put any words down on paper. Similarly, they can be embarrassed by the number of red marks on a composition or their inability to earn a high grade despite spending an extensive amount of time and effort on a written project.

Learn more about motivating children and encouraging kids with learning difficulties in these articles.

Other learning difficulties

Dyslexia

Dysgraphia is not as well known as some specific learning difficulties, such as dyslexia. But whereas a dyslexic child may struggle to split words into their component sounds and then map those sounds to letters, dysgraphia impacts on orthographic encoding or choosing the correct letter to match the sound.

ADHD

Dysgraphia can sometimes occur with ADD and ADHD. Children who struggle with attention disorders may produce messy written work and when dysgraphia is involved it can also be painful for them, particularly where handwriting is concerned.

Dyspraxia

Dyspraxia is similar in that it impacts on fine motor skills that are involved with handwriting and other school activities like using scissors or playing an instrument. However, dyspraxic children may also have issues with planning; these are not present with dysgraphia. Read more about dyspraxia vs. ADHD and helping dyspraxic children in the classroom in these posts.

When dysgraphia goes untreated, a student can miss out on information communicated during classroom discussions, perform poorly on assessment measures and develop low self-esteem and a lack of confidence in the classroom. Learn more about self-esteem and the importance of helping students build confidence in these posts.

9 Tips for students

1. Stretch out your hands. Before you begin an activity such as typing or handwriting, it's a good idea to shake your hands out, rotate your wrists, wiggle your fingers and maybe even squeeze a stress ball. Some people press their fingers into putty, anything to get the blood flowing and prepare the muscles.

2. Learn to touch-type. Computers are recommended for people with dysgraphia because they reduce the number of variables that need to be controlled including letter formation, letter and word spacing and even writing text left to right along a straight line. Moreover, they allow for ease of correction without the stigma of erasure marks and they provide access to spell-checkers. An individual who learns how to touch-type is even better off because they can use muscle memory in the hands to help with spelling and enhance literacy skills, such as decoding and sight-reading.

3. Use cursive vs. print. If you must write by hand, many experts see cursive as an easier medium than print because there is more connectivity between letters. This reduces the distraction caused by spacing. Cursive script also has fewer reversible letters and requires a steady movement and flow, which can be beneficial to individuals who struggle with fine motor skills.

4. Request accommodations. Students who struggle with dysgraphia should request accommodations in the classroom including being able to record classroom discussion and their teacher's instructions with an audio recorder, or use a computer to take notes and complete written assignments. Keep in mind dysgraphia can get in the way of performance, therefore, assessment measures might also need to be adjusted. For example, a short answer section could be replaced by multiple-choice questions that don't require a text-based answer.

5. Try different paper and pens. It can sometimes make a difference to write by hand on paper that has thick or raised lines. Paper of different colours may also be beneficial. Fine motor skills impact the way an individual grips a writing utensil, thus consider using a thicker pen or a pencil with a rubber grip.

6. Make audio-recordings. Writing is a cognitively taxing activity for individuals that is made even more difficult when they have to both receive information during a lecture and write it down. Even copying text from the board is hard for someone who struggles with dysgraphia. That's why it is recommended that individuals bring an audio recording device or be provided with handouts that cover what was discussed. It can also be useful to pair a dysgraphic student up with a note-taking buddy.

7. Recite word spelling out loud. Spelling can sometimes be challenging because dysgraphia impacts on orthographic encoding or translating words into their component letters. Spelling out loud is not impacted therefore individuals should complete spelling quizzes verbally and recite a word's spelling quietly to themselves before attempting to write it down. It also helps to learn touch-typing as repeat drilling of a word means spelling is learned via muscle memory in the hands.

8. Brainstorm ideas before writing. When composition is impacted at the phrase, sentence and paragraph level, it is often because there is difficulty in translating information and organizing it on paper. It can help to access prior knowledge of a topic and brainstorm ideas before you begin as this activates them in the brain and helps you prepare for writing.

9. Use outlines and multiple drafts. When organization and expression are still difficult, a student with dysgraphia may wish to make an outline that organizes ideas in a clear manner. Working in multiple drafts means there is less pressure or stress for getting something right on the first try. It's also a more natural approach to writing. Reviewing previous information and re-writing and adapting to ensure a reader can follow a train of thought are habits found in good writers.

Touch-type Read and Spell

Learning touch-typing can have a positive impact on the performance of individuals with dysgraphia because it makes it easier to express ideas in writing. Words flow through the fingertips and onto the screen without the disruption of manipulating a pen or correctly spacing characters.

Touch-type Read and Spell teaches touch-typing in a multi-sensory way via a modular approach that allows each student to progress at a rate that is right for him or her.

Built-in feedback and the opportunity to repeat lessons encourages self-directed study. Moreover, successfully completing a course and acquiring a new skill can help enhance self-esteem, build confidence and ease the anxiety and frustration students experience where writing is concerned.
Do you have any tips or strategies to add? Join the discussion in the comments!

# data[].attributes.attachment_link.description
Dysgraphia is a specific learning difficulty that impacts on writing skills. While no two individuals will experience the same set of symptoms, it is a brain-based disorder that can cause difficulty with forming letters, spacing words and even organizing text into complete sentences.

# data[].attributes.headline
What Teachers Should Know about Dysgraphia

# data[].attributes.subject
What Teachers Should Know about Dysgraphia

# data[].attributes.attachment_link.readable_text
Students with dysgraphia have an unexpected difficulty with spelling and writing skills. Here are the red flags to look for, and ways to support these students.

Cultura Creative (RF) / Alamy Stock Photo

Jeremiah is a student in my second-grade intervention classroom. He's verbally expressive, full of positive energy, and eager to please. He's been sent to me because benchmark assessments reveal he's below grade level in reading.

Once he's in my classroom, a more pressing issue comes to light. If Jeremiah is slightly below grade level in reading, he is significantly below it in writing. He's nearly 8 years old, and his letters are not uniform, his spelling is inaccurate, and written tasks are laborious for him. I also note the social-emotional effects when he's writing: This energetic, social boy melts into a quiet anxiety, twisting his hair and not making eye contact.

I ask Jeremiah's teacher about his writing skills. She has seen the same things I have, and explains that his writing is difficult to decipher and his assignments are never complete. She also reports that previous teachers have also aired similar concerns. She and I suspect that Jeremiah is struggling with dysgraphia.

Understanding Dysgraphia

If you feel uncertain about what dysgraphia is, you're not alone. Michael McCloskey and Brenda Rapp, researchers at Johns Hopkins University, explain that dysgraphias are "common and have significant consequences for those who suffer from them, yet these deficits have received relatively little attention from researchers."

Currently it's estimated that students with dysgraphia make up 7 to 15 percent of students in general ed classrooms. In order to support all our students, it's critical that teachers better understand what dysgraphia is, what it looks like, and how to support students who struggle with it in the classroom.

According to McCloskey and Rapp, dysgraphia is unexpected difficulty with acquisition and production of spelling and writing skills. The word unexpected is an important part of this description because dysgraphia-like dyslexia-is not related to intelligence and persists despite adequate learning opportunities.

This does not mean that students with dysgraphia have difficulty hearing or seeing. Rather, due to natural variations in their cognitive abilities, students with dysgraphia have difficulty processing what they hear and see.

How Does Dysgraphia Affect Students?

Effective writing depends upon the complex process of manipulating speech sounds (phonemes), pairing them with written images (graphemes), and then producing those learned images from memory. And with multiple cognitive variations at play, dysgraphia, like dyslexia and developmental language delay, occurs on a spectrum.

To better understand the processing differences that students with dysgraphia struggle with, consider this analogy: You enter a destination into Google Maps, but instead of being directed onto the wide-open highway, you find yourself on windy back roads, and the trip takes three times longer than it should. You still get to the destination, but you have to focus harder because of the roads taken.

This is what happens when a student with dysgraphia works on a writing assignment. While their neurotypical peers take the wide-open highway and quickly complete the task, students with dysgraphia default to back-road navigation. When they arrive at their destination, their work, compared with that of their peers, looks sloppy, misspelled, and incomplete-a poor reflection of the effort it took them to get there.

Poor phonological awareness

Poor pencil grip

Persistent inconsistent letter formation

Illegible writing

Slow writing fluency

Difficulty copying visual information accurately

Inaccurate spelling

How do you know if a student has dysgraphia? Keep an eye out for these red flags:

If you suspect that a student is struggling with dysgraphia, refer them to your school's child study team for evaluation.

Remediation and Accommodations

Allow extra time on written assignments

Allow speech-to-text tools, or teacher or peer scribes for written assignments

Allow students to write numeric formulas as opposed to math word problems

Provide a written copy of whiteboard notes

Create an inclusive classroom that allows all students to use accommodations, not just the students who need them

Classroom accommodations are critical for students with dysgraphia because they provide an on-ramp that allows these students to access the highway and produce work more in line with their intellectual ability. Because of the cognitive variations that contribute to dysgraphia, accommodations should be student specific. A comprehensive list of classroom accommodations can be found at Understood.org -here are just a few helpful options:

My student Jeremiah continues to make solid progress with intensive phonological awareness, spelling, and handwriting instruction. He was also found eligible for both occupational therapy and special education services-he's now getting the support he needs. Hopefully, with increased awareness other students with dysgraphia will too.

# data[].attributes.attachment_link.title
What Teachers Should Know About Dysgraphia

# data[].attributes.attachment_link.description
Students with dysgraphia have an unexpected difficulty with spelling and writing skills. Here are the red flags to look for, and ways to support these students.

# data[].attributes.attachment_caption
Supporting Dyslexia In Schools: 10 Teaching Strategies | Engage - Engage Education

# data[].attributes.attachment_link.readable_text
As a teacher, aiding the growth of dyslexic learning is a great opportunity to help improve the attainment of one of your pupils and a chance to implement your teaching skills to the max. However, without the right tools, it can be a challenging task for you, and a frustrating one for the pupil. This Dyslexia Awareness Week, we're helping teachers everywhere support their dyslexic pupils.

What is dyslexia?

To understand how to help a pupil with dyslexia, it's helpful to know what dyslexia is, and what it means for the person living with it. It's important to remember that a dyslexic pupil's struggles are not related to a lack of intelligence or willfulness.

Dyslexia is a neurological learning difficulty (or learning difference) which is commonly known for how it affects reading and writing skills. However, dyslexia is actually more about information processing, as dyslexic people have difficulty processing and remembering information they see and hear, which then goes on to affect learning and the acquisition of literacy skills. Dyslexia exists on a spectrum, and dyslexic people's symptoms range from mild to severe.

What causes dyslexia in children?

Whilst the exact cause of dyslexia isn't known, it often runs in families. Genes inherited from parents can cause dyslexia to appear in children. People of all intellectual abilities can develop dyslexia and it's no indication of a child's intelligence.

Is dyslexia a disability?

Dyslexia is classified as a disability according to the Equality Act 2010 as it's a lifelong condition that affects normal day-to-day activities. However, many people refer to dyslexia as a common learning difficulty. As dyslexia is officially classified as a disability, it means that "reasonable adjustments" must be made for dyslexics in schools and workplaces. It's important to understand that dyslexia isn't a learning disability though as a person's intelligence isn't affected.

How does dyslexia affect learning?

Dyslexia mainly impacts reading, writing and spelling. As a result, children with dyslexia may take longer to do written work and take notes. Motor learning can also be affected meaning children with dyslexia might struggle to distinguish left from right. Tying shoelaces and getting dressed can also be impacted by dyslexia.

Children with dyslexia often have difficulty with short-term and working memory, meaning they struggle to hold more than one or two points in their head at one time. A found that dyslexics may struggle more with phonological working memory . They may also have problems in other areas, such as reading maps, or organisational skills. However, many dyslexic people show strengths in other areas such as reasoning, and in visual and creative fields.

How can teachers identify students with dyslexia?

One in ten pupils have some form of dyslexia, spanning every ability level and every culture, so you will undoubtedly encounter dyslexia at some point in your career as a teacher.

Although some children are diagnosed with dyslexia before they start school, the symptoms usually become more obvious once school starts and the focus on learning to read and write begins.

What are the symptoms of dyslexia?

Some symptoms of dyslexia in school-age pupils are:

Unpredictable and inconsistent poor spelling

Putting letters and figures the wrong way round

Reading slowly or making errors when reading aloud

Visual disturbances when reading such as letters and words moving around or appearing blurred

Answering questions well verbally, but having difficulty when writing the answers down

Struggling to learn sequences, such as the days of the week or the order of the alphabet

How does dyslexia affect phonological awareness?

Phonological awareness is the ability to recognise that words are made up of smaller units of sound, and that changing those sounds can create new words with new meanings. This is a key symptom of dyslexia, and helps to identify whether a pupil has dyslexia (a special need which requires reasonable adjustments to be made) or is struggling academically for another reason.

A child with poor phonological awareness may not be able to correctly answer the following questions:

What sounds make up the word "hot", and are these different from the sounds that make up the word "hat"?

What word would you have if you changed the "p" sound in "pot" to a "h" sound?

How many words can you think of that rhyme with the word cat?

What does dyslexia look like in teenagers and adults?

Sometimes, dyslexia goes undiagnosed in a pupil until secondary school or even into adulthood. Some of the symptoms of dyslexia in older children and adults can include:

Poorly organised written work that lacks expression (for example, even though they may be very knowledgeable about a certain subject, they may have problems expressing that knowledge in writing)

Difficulty planning and writing essays, letters or reports

Difficulties revising for examinations

Trying to avoid reading and writing whenever possible

Difficulty taking notes or copying

Poor spelling

Struggling to remember things such as a PIN or telephone number

Struggling to meet deadlines

How can you help dyslexic students?

If you suspect that a pupil has undiagnosed dyslexia, there are a number of things you can do to make sure the child gets the assistance they need. You can either speak to the senior leaders at your school, another teacher who has experience with dyslexic children, or the pupil's parents - if you feel comfortable to do so.

Whether or not a pupil has a diagnosis, the below strategies can help any school child who struggles with reading and writing.

Teaching strategies for dyslexia in schools

Dyslexic students can still thrive in a classroom environment with the right support from teachers. Understanding the limitations dyslexia can cause is a great way of creating strategies that give dyslexics the confidence they need to grow and learn in school.

Use fonts for dyslexics - Technology offers numerous innovative tools to help those who live with dyslexia. For reading strategies for dyslexia, font add-ons make words more legible. One of these fonts is . This font can be used for word processors or can be used as a browser plugin

Encourage computer use - Letting a pupil with dyslexia submit work on a computer for every lesson is advised, as handwriting can be torturous for pupils. A computer lets the pupil use spellchecker and helps with grammar and punctuation, while you can still see the quality of the content outside of dyslexia.

Mark work based on effort and ideas - whilst dyslexic students may struggle with spelling and grammar, their thinking and creativity deserve to be recognised. Make sure you praise their work and avoid using a red pen to point out spelling mistakes.

Work with parents - meet regularly with parents to discuss how their child is doing in school and ask about any strategies that are working well at home. Every dyslexic child is different and some strategies may work better for others.

How can teachers make classrooms dyslexia-friendly?

Making your classroom more accessible to dyslexics is a great way to ensure that they thrive and feel comfortable in a learning environment. Here are some top tips for your classroom:

Post visual schedules on walls and read them aloud

Offer coloured bookmarks so students can focus on a line of text

Provide letter and number guides so students know how to write correctly

Use large text print for handouts

Use audiobooks and videos in lesson plans

Use text-to-speech software

Provide a laptop/computer for typing up work

Give students with dyslexia extra time on tasks/homework

Give students extra time to read text in class

Provide study buddies to help dyslexic students with reading and writing

Have multisensory tools in your classroom such as flashcards and puppets to help teach

What is Dyslexia Awareness Week?

The British Dyslexia Association is holding Dyslexia Awareness Week . Here are some ways schools can help empower students with dyslexia:

Sharing information about dyslexia using their Dyslexia Awareness Week packs

Inviting relevant people to share their thoughts on and experiences with dyslexia, such as a dyslexic former pupil or a member of staff, a senior dyslexic member of the faculty, a member of the SEND team, or someone from the community who has dyslexia.

Setting some time aside to invite questions and comments from everyone who is participating.

Helpful links to more information on dyslexia in schools

British Dyslexia Association - https://www.bdadyslexia.org.uk/

NHS Dyslexia - https://www.nhs.uk/conditions/dyslexia

Dyslexie Font Plugin - https://www.dyslexiefont.com/

SEND Careers with Engage

If you would like a new role teaching in a SEND setting on a permanent, long-term, or short-term basis, full or part-time, our expert SEND team will be able to find the perfect role for you at one of our fantastic partner schools.

Register with Engage!

# data[].attributes.attachment_link.title
Supporting Dyslexia In Schools: 10 Teaching Strategies | Engage - Engage Education

# data[].attributes.attachment_link.description
Supporting dyslexia in school ensures an inclusive classroom. Discover how to help dyslexic students and our top teaching strategies for dyslexia.

# data[].attributes.attachment_caption
Transition - Choosing a secondary school for a dyslexic learner | Dyslexia UK

# data[].attributes.attachment_link.readable_text
Updated for 2023

Transitions are an anxious time for both parents and children. They are high stakes, emotive times and with choice comes tough decisions. This blog post is written to help parents to think about what to look for when choosing which secondary schools to apply for, particularly if they have a child with a specials educational need such as dyslexia.

When your child is starting year 5, you need to start considering which secondary school they might go to. Research is the initial step in finding what choices you have. Firstly you need to know the names and locations of all the secondary school choices in the area. If your child has an EHCP (education health care plan) you may also consider a specialist school placement. Your child's SENCo will be able to advise you regarding the choices in your local area when you have a review meeting.

A google search is a good starting point to finding the names and locations of all of the secondary schools in your area. You may discover there are a few that you have never heard of!

Speak to the parents of year 6 students (and parents of older children if you can). They will have been in your position recently and be able to give advice.

Find the school's Ofsted reports. These are a useful guide to the quality of education received, although don't get too obsessed by the grade that the inspectors give, but rather in the strengths and areas for development of the school. It maybe that a school has been downgraded due to the quality of its sixth form provision, yet has an excellent quality of special education provision, that is not recognised as a specific grading category. Consider which elements are important to your child.

Speak to the Year 6 teachers and SENCo at your child's school. They will have anecdotal information about the provision and support provided at different local schools.

If you are considering a specialist school for your child, please see point 6 below.
2. Refine the options
Refining the options enables you to eliminate some of the possible schools from your search so that you can focus in more detail on the main choices that you would like to view.

Look at the school's websites. Find when their open days are and also download of order a copy of the school prospectus. This will provide you with information on the ethos, background, aims and approach of the Head teacher and the school.

Find the school's Ofsted reports. These are a useful guide to the quality of education received, although don't get too obsessed by the grade that the inspectors give, but rather in the strengths and areas for development of the school. It maybe that a school has been downgraded due to the quality of its sixth form provision, yet has an excellent quality of special education provision, that is not recognised as a specific grading category. Consider which elements are important to your child.

Speak to the Year 6 teachers and SENCo at your child's school. They will have anecdotal information about the provision and support provided at different local schools.

3. Visit the school
Some secondary schools run after school taster lessons for Year 5 and 6 pupils to experience what it is like to learn at the school. Keep an watch on the school website for this information as they are often booked up fast.

Secondary school also provide open days for parents and pupils to see the school, meet teachers, students and listen to the Head teacher's speech. Sometimes there are held in the summer term, other schools run these in the autumn term. On occasion, it has been known for one parent to visit schools a year ahead in order to 'eliminate some schools from the list' and decide upon their favourite few. The following year, they bring the child along who is then able to be more involved in the decision making process between the preselected favourite schools.

Often school's put on day time tours where you will see the school 'in action' with students learning in classrooms. These are useful to get an idea on the learning atmosphere of a school. It also gives you and indication about the behaviour of the students arriving at the school, walking around the site and in lessons. When on a tour it is useful to consider:

The sense of organisation and purpose in the lessons

The teaching methods being used in each class. Are they varied?

Levels of visual support in class (clear notes on the board, use of videos, design of worksheets, readability of text books).

How much reading, note taking, copying, essay writing would be necessary for survival in that class?

Evening or weekend tours will give you more of an opportunity to speak to existing teachers and students. You may wish to ask about the size of the school, the annual intake and whether there are future plans to expand. It is useful to note not only the average class size, but also whether there are smaller classes or interventions for students with special needs. Some of these specific questions might require you to meet the SENCo.

Other things to look for (perhaps your child could be involved in this checklist):

Does the school feel welcoming?

Are you given useful, clear information?

Look at the displays around the school - are they bright and well cared for?

Are the information boards up to date?

Are you given the chance to talk to pupils about their experience at the school?

Are there good facilities for individual subjects/specific needs?

Are the buildings kept clean?

Are the teacher and pupils proud of the school

4. Questions to ask the SENCo

Meeting the SENCo gives you a chance to explain your child's specific needs and ask how the school would be able to support them in these areas.

You may also want to know what support is in place more generally, for example, you may wish to ask about the school's attitude to dyslexic children and how children's needs are met within the mainstream classroom.

You may wish to ask about what training and support teachers have to develop their knowledge and skills in meeting the needs of a child with dyslexia within their class and whether the school have any specially trained staff.

Enquire about any special arrangements / intervention for children with special needs. How sympathetic and knowledgeable is each class teacher towards the problems of the SpLD / dyslexic student? Ask about dyslexic pupils' access to extra-curricular activities (if students with dyslexia receive intervention support, what are they missing out on (what are the other children doing at that time?)

Knowing numbers of students with similar needs to your own child can give a useful indication as to whether your child will stand out or have a lot of peers at a similar level.

Thinking ahead, you might want to ask about GCSEs. How many does the average student take, are their alternative qualifications, what support is available for students with special needs.

Transition support and homework are also useful guides to a school's consideration to how it will help support students to cope with the transition from primary to secondary school and also with regard to their expectations for students to progress academically.

5. D ecision time

Remember that no school is 100% correct for every child. Both parents and children receive a lot of peer pressure and there can be a school gate snobbery regarding certain schools. Look beyond the shiny buildings, the fancy ICT facilities and the latest Ofsted report and focus on what is right for the needs of your child. Look at the school as a whole and establish what strengths your child would be nurtured there.

6. W hen should you consider a Specialist Dyslexia School?

Whilst mainstream schooling will meet the needs for many children, for those with more complex needs a mainstream setting might not be educationally appropriate and they might require a learning environment where their needs are fully supported.

A few schools have been approved by the Department of Education under Section 347 of the 1996 Education Act as being specially organised to make special educational provision for pupils with Specific Learning Difficulties. However Local Authority Special Schools are not usually appropriate for pupils with SpLDs such as dyslexia. Staff at these schools are not normally trained in supporting dyslexic pupils.

If you are considering a specialist school for your child, we recommend that you visit the Crested website. Crested (The Council for the Registration of Schools Teaching Dyslexic Pupils) aims to help parents and also those who advise them choose an educational establishment for children with Specific Learning Difficulties (SpLD). A list of recommended schools can be found at:
https://crested.org.uk/parents-register-of-schools.html
Further information on the signs of dyslexia in secondary aged pupils can be found here

For information on the common traits of dyslexia go to:https://dyslexiauk.co.uk/dyslexia-blog/f/the-common-traits-of-dyslexia

For tips regardgin priamry to secondary school transition, read this post:
To discuss your concerns with a dyslexia assessor, please click here
- Recommended Books for Teenagers & Students with Dyslexia and Books about Dyslexia for Teachers and Tutors https://shop.dyslexiauk.co.uk/

# data[].attributes.attachment_link.title
Transition - Choosing a secondary school for a dyslexic learner | Dyslexia UK

# data[].attributes.attachment_link.description
Updated for 2023 Transitions are an anxious time for both parents and children. They are high stakes, emotive times and with choice comes tough decisions. This blog post is written to help parents to think about what to look for when choosing which secondary schools to apply for, particularly if they have a child with [...]

# data[].attributes.attachment_link.title
Dyspraxia UK - Dyspraxia UK - Specialist occupational therapy

# data[].attributes.attachment_link.description
Dyspraxia UK - Specialist occupational therapy. Book an assessment.

# data[].attributes.body
Learning and Resource Pack for those supporting bereaved people with profound learning and multiple disabilities and their parents and carers.

# data[].attributes.attachment_link.readable_text
Learning Resource Pack

Our Bereavement and Loss Learning Resource Pack is for those supporting bereaved people with profound learning and multiple disabilities and their parents and carers. This resource emerged from our world leading research on the shared experiences of people with profound learning and multiple disabilities and those caring for them.

It is is relevant to anyone involved in the lives of people with complex disabilities, including parents, paid carers, teachers, speech and language therapists and psychologists.

The resource explores the following issues:
Unit I: Supporting bereaved people with profound and multiple learning disabilities

understanding how bereavement affects us

supporting people with profound learning disabilities

supporting spirituality

Unit II: Supporting bereaved parents and carers who have cared for someone with profound and multiple learning disabilities

caring for someone with complex healthcare needs

experience of bereavement for families who cared for someone with complex healthcare needs

The Pack also includes a DVD with two 20 minute video clips of parents sharing their own experiences and those of their sons and daughters.
Download the order form
Training

Our Bereavement and Loss resource pack is supplemented by a two-day training course for those supporting bereaved people with profound and multiple learning disabilities and their parents and carers.

Cost £240 per person

The cost includes the Learning Resource Pack outlined above.

The course is facilitated by the PAMIS Bereavement and Loss Project Team - 2014 winners of the Linda McEnhill Award for 'Outstanding end of life support of an individual with learning disabilities'.

Course Outcomes

Course participants will:

gain an understanding of how bereavement and loss affects people with PMLD

gain an understanding of how bereavement and loss affects family carers who have cared for a person with PMLD

feel more confident in working with people who have experienced bereavement and loss

have more knowledge of the theories of bereavement and loss

develop practical skills to work with people who have experienced bereavement and loss

Course Content

This course is highly participative and will have a mix of tutor input and experiential learning.

It will also have opportunities for participants to be involved in reflective practice that can be used for CPD purposes - i.e. SVQ, HNC, PRTL, CLPLO and post-graduate. This course will count as 12 hours CPD time.

Course evaluation will be undertaken with the use of pre and post-course questionnaires.

Recent Feedback

When asked what delegates liked about the course, comments included:

Practical exercises! Use of videos, case studies and real stories.

It was informative and interesting.

I enjoyed all of the course: information, handouts, activities, groupwork.

I liked the course. It was quite emotional.

Sharing knowledge.

Everything - the way the course was run was very relaxed and with empathy, lovely facilitators. I learnt a lot.

Upcoming courses

If you would like information about upcoming courses please contact Fiona Harper at [email protected].

We can also run a course exclusively for your staff and delivered in-house for you. The minimum number of delegates is 6 and the maximum we can take is 12. The cost is normally £240 per person - but for an in-house course, it's £2400 for up to 12 people (ie. 2 places free).

# data[].attributes.headline
Autistic girls network Our white paper looks at the internal profile of autism, why it’s so often missed and what we want to see done about it. This is a great resource to share to start conversations and raise awareness.

# data[].attributes.subject
Autistic girls network Our white paper looks at the internal profile of autism, why it’s so often missed and what we want to see done about it. This is a great resource to share to start conversations and raise awareness.

# data[].attributes.body
Download free over on our website. It’s also now possible to buy a print edition if needed.

# data[].attributes.headline
Create a Neurodiversity Inclusive Environment By Stimpunks

# data[].attributes.subject
Create a Neurodiversity Inclusive Environment By Stimpunks

# data[].attributes.body
Collected below are ways of creating neurodiversity inclusive environments in education, healthcare, and everywhere based on research and lived experience.

# data[].attributes.attachment_link.title
Create a Neurodiversity Inclusive Environment

# data[].attributes.attachment_link.description
Collected herein are ways of creating neurodiversity inclusive environments in education, healthcare, and everywhere based on research and lived experience.

# data[].attributes.body
In today’s podcast we delve into the profound mental health effects of dyslexia and the crucial need to address them. Dyslexia not only presents self-esteem challenges but also carries significant implications for individuals’ overall well-being. However, there are numerous ways to mitigate the detrimental effects of dyslexia, especially when it is openly discussed and destigmatised.

# data[].attributes.headline
Epic Autism respurces padlet by Spactrum Gaming 

# data[].attributes.subject
Epic Autism respurces padlet by Spactrum Gaming 

# data[].attributes.headline
Not Fine In School padlet number 1 (A-L)

# data[].attributes.subject
Not Fine In School padlet number 1 (A-L)

# data[].attributes.headline
Not Fine In School Padlet number 2 (M-Z)

# data[].attributes.subject
Not Fine In School Padlet number 2 (M-Z)

# data[].attributes.headline
Other sections to look at: Autism, Masking, emotional regulation and coping strategies, sensory, communication, executive functioning, meltdowns and shutdowns, neurodivergence and sleep 

# data[].attributes.subject
Other sections to look at: Autism, Masking, emotional regulation and coping strategies, sensory, communication, executive functioning, meltdowns and shutdowns, neurodivergence and sleep 

# data[].attributes.attachment_link.title
What is Neurodiversity? with Dr Chloe Farahar