# data[].attributes.attachment_link.title
Aye Feel - Mental Health & Emotional Wellbeing Information

# data[].attributes.attachment_link.description
Information about how young people can look after their emotional wellbeing and mental health.

# data[].attributes.attachment_link.title
How to Support your child in HIGHER HISTORY final examupdated

# data[].attributes.attachment_link.title
universal support Biology parent's evening

# data[].attributes.attachment_link.readable_text
FREE INTERACTIVE COURSES AND ACTIVITIES FOR TEACHERS AND LEARNERS WITH A FOCUS ON N1-3 STEM SUBJECTS.

How Open Tay Learning can support you:

Open Tay Learning is an interactive, free resource bank, for teachers and learners which aims to promote attainment and recognise the achievement of learners in STEM subjects at National 1-3 levels. This flexible resource bank can be used by teachers and learners to support learning, either in school or at a place of their choosing.

# data[].attributes.attachment_link.description
FREE INTERACTIVE COURSES AND ACTIVITIES FOR TEACHERS AND LEARNERS WITH A FOCUS ON N1-3 STEM SUBJECTS. How Open Tay Learning can support you: Open Tay Learning is an interactive, free resource bank, for teachers and learners which aims to promote attainment and recognise the achievement of learners in STEM subjects at National 1-3 levels.

# data[].attributes.attachment_link.readable_text
Scottish Association of Teachers of Physical Education (SATPE) - PE Home Learning Challenges are an active way to bring families together. You're more likely to keep active if you have fun and other people to share this with.

This resource provides activities that are not only enjoyable and help to engage parents/ guardians with their young people, but also develops the key physical competencies, physical fitness, cognitive skills and personal qualities to become physically educated.

Schools can use this as a homework challenge, family learning workshop and more. This resource can help families to lead an active lifestyle together, developing not only their physical wellbeing but emotional, mental and social wellbeing too.

Improvement questions

How can you use this resource with your young people and families?

How can you provide recognition to every young person that completes these challenges at home?

How can you encourage your young people to motivate their families at home to try this?

Download(s)
PDF file: Home Learning Challenges (117 KB)

# data[].attributes.attachment_link.title
Physical Education - Home Learning Challenges

# data[].attributes.attachment_link.description
Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.attachment_link.readable_text
Looking for all Articles by Hannah Sycamore?

Whether your child is a keen or reluctant reader, the tips below can help you encourage a lifelong love of reading.

Building a love of reading

Reconnect reading to hobbies and interests

For many young people, as reading becomes linked to exam and school pressures, they can begin to be turned off reading. Refocusing reading as an enjoyable experience, linked to hobbies or interests, will help to counter this.

Find out what your child is currently excited about and if see they might like to read something about that - for example, a 'how to' manual or magazine for a current hobby. It is easier to encourage reading on something that already interests them and they are familiar with. Don't try to force young people to read - that's a sure way to associate reading with pressure.

Allow different formats

Here's the key: reading is a habit, and as long as they're in the habit of picking up something to read, it doesn't really matter what or how they are reading. Allow young people to read on an electronic device. They might prefer this format, and many library services offer e-book loans and e-magazines to borrow. Online options are also great for those who love fan-fiction. Many parents are worried about screen time, but remember that reading is a habit and for many, reading on a device might be a great place to start. For younger readers, remember you can also read together on an electronic device!

Watch Authors Live events

It can be really exciting and interesting for young readers to watch an event with one of their favourite authors. Events give readers an insight into what the author was thinking when they wrote a book, and can also give keen writers some great advice to use in their own writing. They are also enjoyable to watch together, and a great way to start conversations about books and reading.

Scottish Book Trust's brilliant Authors Live series is now available to watch on iPlayer, and features some of the best UK children's authors, from Cressida Cowell to Jaqueline Wilson. So get cosy on the sofa together and select an event to watch!

Selecting reading material

Look for books based films and games

Many young people find it challenging to select texts, they can find it hard to know which genre or type of book they would enjoy. If your child has a favourite film, game or television show, look for books based on those. Using books based on existing interests can really help young people identify what they might like to read and gain confidence in selecting books for themselves. Direct them, but ultimately, let them choose what they would like to read themselves.

Download Bookzilla

Bookzilla is an app for upper primary and early secondary school students in Scotland. Young people can receive tailored book recommendations, see what's popular among their classmates and challenge themselves to try something new with a reading dare. The app will also promote different featured collections every month.

Speak to your local librarian or bookseller

Children's librarians and bookseller are hugely enthusiastic and they are fountains of knowledge about the world of children's and teen books. Go and visit your local library, or pop into your nearest bookshop and see if they can point you in the direction of something your child will like.

Celebrate reading as a social activity

Talk about books and reading

Many people believe that reading is a solo activity, but reading can be a social activity. Letting your child see you reading and talking together about what you are currently reading shows them that you find reading enjoyable and worthwhile and makes it a social activity. Be open about your reading life and the benefits you get from reading. Sharing books and reading experiences can make reading enjoyable and entertaining.

Help them find places to discuss books

As well as speaking together about reading, help them find their own spaces to talk about books, such as Goodread or #BookTok on TikTok.

If they feel comfortable doing so, encourage your child to speak to their friends or peers about what they are reading. Support them to find spaces such as book groups in your local library where they can get reading recommendations from other young people, and chat about their reading.

Be patient, the right book is out there!

Remember that the right book is out there. Whether its graphic novels, non-fiction, choose your own adventure books, how-to books, magazines or something else, there really is something for everyone in the world of books. Be patient, don't force it, and your children will find something that interests them.

# data[].attributes.attachment_link.title
Advice for parents to encourage children and teens reading

# data[].attributes.attachment_link.description
Looking for all Articles by Hannah Sycamore? Whether your child is a keen or reluctant reader, the tips below can help you encourage a lifelong love of reading. For many young people, as reading becomes linked to exam and school pressures, they can begin to be turned off reading.

# data[].attributes.attachment_link.description
Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.attachment_link.description
What is the Eatwell Guide? The Eatwell Guide helps us eat a healthy, balanced diet with plenty of fruit, vegetables and starchy carbohydrates plus some dairy, meat, fish, pulses and other kinds of protein.

# data[].attributes.attachment_link.description
Welcome Back! Classics for Kids has returned with our new Fun Facts videos, worksheets and lesson plans!https://youtu.be/7BjOMa7NvzIFun Facts: Marian Andersen https://youtu.be/OBnHXKNDqXUFun Facts: Yo-Yo Ma Explore More Composers Learn More Worksheets [...]

# data[].attributes.attachment_link.title
What is dyslexia? - Kelli Sandman-Hurley

# data[].attributes.attachment_link.description
Learn more about yourself, explore your options and find the career that's right for you.

# data[].attributes.attachment_link.title
Student services - Transitions support services

# data[].attributes.attachment_link.description
We understand the transition to College can be tricky. Our Transitions Officer, Ashley, from the Student Services Team, is on hand to support and guide any students joining Further Education, Higher Education or Schools College Partnership Courses, through the process.

# data[].attributes.attachment_link.readable_text
Not everyone knows what they want to study when they leave school, and some may need a little support to be able to follow their chosen career path.

We provide full and part time courses for people who:

Are looking to gain more qualifications to help to progress.

Have not yet decided what they want to do with their future.

Lack the confidence at present to study in a busy College environment.

Want to return to study, and want to brush up existing skills or learn new ones.

Want to improve their employability chances.

Want to find an entry point to another curriculum area.

Want to study in a community setting.

ALS.perth@uhi.ac.uk
Skills for Life, Learning and Employment: New Opportunities

Gateway to Creative Industries

Students gain confidence, experience and qualifications. They will work closely with colleagues across the college and our wider community to make successful transitions into further study or employment. Support from Development Workers is available throughout many of our courses.

The New Opportunities team work closely with Skills Development Scotland (SDS) to maximise student opportunities for education, employment and training. The team works closely with PKC, Mindspace and with other curriculum areas across the College to deliver the best learning experience for each individual student.

# data[].attributes.attachment_link.description
Not everyone knows what they want to study when they leave school, and some may need a little support to be able to follow their chosen career path. We provide full and part time courses for people who: Are looking to gain more qualifications to help to progress.

# data[].attributes.attachment_link.description
Perthshire Welfare Society, Perth. 372 likes · 48 talking about this. Perth Welfare Society supports minority communities in Perth and Kinross.

# data[].attributes.attachment_link.title
Perth and Kinross Young Carers Awareness Podcast 2020

# data[].attributes.attachment_link.readable_text
Glow is the national online service funded by Scottish Government and provided by Education Scotland. This learning environment provides learners and educators across Scotland with access to a wide set of innovative digital services and resources designed to enhance learning and teaching across the whole curriculum.

Access to Glow is restricted to learners and educators who are issued with an account that can provide access to a number of different online services such as Microsoft Office 365, Google Workspace for Education and Glow Blogs.

Online safety is of utmost importance in the delivery and management of Glow. Glow is not an open system, and should be viewed as an extension of the school/education establishment. Only learners, and adults who require access in relation to their role as teaching or support staff, are provided with Glow accounts. All adults will have been Disclosure Scotland checked at minimum prior to their individual Glow account being created. Therefore parents/carers logging in using their child's Glow account and using Glow is not permitted. In addition, schools should not issue children's Glow accounts directly to parents, or use Glow as a means to communicate information directly to parents.

Schools and local authorities are responsible for ensuring children are safe while at school and that there is an appropriate and safe way for parents and carers to engage with their child's school in order to support learning. There are a number of ways in which parents/carers can keep informed about their children's learning, some of these use Glow and do not require a Glow account to access them. Parents/carers can also be involved in their child's learning by viewing and discussing their learning activities and content at the shoulder of their child while they are logged in to Glow.

Schools should be able to provide more information about how they are using Glow to share information as well as any alternative methods to Glow to engage with the school community and support learning.

Check with your child's school/establishment to see how you can get notifications through their social media channels such as Twitter. Many teachers post regularly about the learning that is taking place across the school.

School Blogs

School Sways

Stay safe online

Internet access at home can be different to the relatively safer access that is provided in a school environment.

School networks are often configured with additional safety measures in mind to reduce the likelihood of inappropriate content being displayed and to protect the learners from the external threats that exist in the open internet.

Internet security is a core element of Digital Literacy and pupils will learn about the importance of using strong passwords which should be kept safe at all times. Schools will encourage pupils not to share their passwords and not to let anyone else access Glow using their account in line with the Glow Community Rules.

It is important to recognise that the steps listed below will significantly reduce the overall risk to you and your child online. However, like school networks, no safety method is 100% effective and should you or your child see anything that concerns you in the Glow environment then please report it through Report a Glow Concern

Here are 6 steps to creating a safer online environment at home for your child:

Further support and help

# data[].attributes.attachment_link.description
Glow is the national online service funded by Scottish Government and provided by Education Scotland. This learning environment provides learners and educators across Scotland with access to a wide set of innovative digital services and resources designed to enhance learning and teaching across the whole curriculum.

# data[].attributes.attachment_link.title
Parenting and family learning - Perth & Kinross Council

# data[].attributes.attachment_link.description
The Parenting and Family Learning Team offers a variety of friendly groups and services for parents and carers, helping to build positive relationships.

# data[].attributes.attachment_link.description
Since launching in 2016 to address teacher shortage in the Western Isles, e-Sgoil has developed into a nationwide community for online teaching and learning.

# data[].attributes.attachment_link.title
Five ways to support your child with dyslexia at home

# data[].attributes.attachment_link.description
Karen Mace from the British Dyslexia Association provides tips on home schooling your child if he or she has dyslexia.

# data[].attributes.attachment_link.title
Immersive Reader product guide - Microsoft Learn Educator Center

# data[].attributes.attachment_link.description
Microsoft's Immersive Reader is a free tool, built into Word, OneNote, Outlook, Office Lens, Microsoft Teams, Reading Progress, Forms, Flip, Minecraft Education and the Edge browser, that implements proven techniques to improve reading and writing for people regardless of their age or ability.

# data[].attributes.attachment_link.title
Free accessibility tools to support learning

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.title
Free Text to Speech Online with Realistic AI Voices

# data[].attributes.attachment_link.description
Convert text into ultra-realistic audio. Have any text read aloud with AI Voices. AI text reader for pdfs, books, documents, and webpages.

# data[].attributes.attachment_link.title
Ensure inclusive and accessible distance learning with free tools from Microsoft

# data[].attributes.attachment_link.description
During this time of a worldwide jump into distance learning, ensuring that all students of all abilities can access tools and content is more important than

# data[].attributes.attachment_link.readable_text
There are no limits to what people can achieve when technology reflects the diversity of everyone who uses it.

Microsoft is committed to accessibility

There are no limits to what people can achieve when technology reflects the diversity of everyone who uses it. Transparency, accountability and inclusion aren't just built into our culture. They're reflected in products and services designed for people of all abilities.

Guides

Download Microsoft Word document guides to find information and tips for using accessibility features in Microsoft products to meet your specific needs.

Accessibility blog

Read more from the team about the latest accessibility developments.

Accessibility newsroom

Explore more news highlights and stories from Microsoft accessibility.

Accessibility on Twitter

Follow @MSFTEnable for news and information.

# data[].attributes.attachment_link.title
Accessibility for Software and Devices | Microsoft

# data[].attributes.attachment_link.description
There are no limits to what people can achieve when technology reflects the diversity of everyone who uses it. Microsoft is committed to accessibility There are no limits to what people can achieve when technology reflects the diversity of everyone who uses it. Transparency, accountability and inclusion aren't just built into our culture.

# data[].attributes.attachment_link.title
Digital Learning Tools, Immersive Reader | Microsoft Education

# data[].attributes.attachment_link.description
Empower students of all abilities with digital learning tools from Microsoft Education. Our inclusive tools include math and writing apps, Immersive Reader, and more.

# data[].attributes.attachment_link.title
Use Immersive Reader in Microsoft Teams - Microsoft Support

# data[].attributes.attachment_link.description
Learn how to read messages and assignments using Immersive Reader in Microsoft Teams for Education.

# data[].attributes.attachment_link.description
Welcome to the new Digital Education Hub for all staff in Scotland working with young carers in schools. These resources are for Perth and Kinross.

# data[].attributes.attachment_link.title
Services for families | National Deaf Children's Society

# data[].attributes.attachment_link.description
We provide a range of services for families of deaf children - from our helpline and families programme to appeals and disputes over benefits and grants.

# data[].attributes.attachment_link.description
Welcome to the patients and families page of the Visual Impairment Network for Children & Young People (VINCYP) website. This page gives you information that you may find useful for you and your child.

# data[].attributes.attachment_link.readable_text
My name is Lily-Jo and I am a singer, mental health counsellor, and founder of The Lily-Jo Project.

We understand that some kids today are really struggling, and our mission is to ensure that kids, teachers, and parents worldwide have access to the most up-to-date information when it comes to mental health.

# data[].attributes.attachment_link.description
My name is Lily-Jo and I am a singer, mental health counsellor, and founder of The Lily-Jo Project. We understand that some kids today are really struggling, and our mission is to ensure that kids, teachers, and parents worldwide have access to the most up-to-date information when it comes to mental health.

# data[].attributes.attachment_link.readable_text
Introduction

Individuals with Autism Spectrum Conditions may have good technology skills and feel comfortable using devices such as a tablet or a computer for communication, an educational activity, work related task or for entertainment.

Technology allows for adaptability and can increase motivation. The portability of a hand held device means that it can be flexibly used in a variety of circumstances for different purposes. The cost of these devices is being reduced all the time which makes it easier for more people with ASC to get access to a cool, mainstream device that can support their communication, learning and importantly, promote peer acceptance.

Technology can support in the following areas:

social communication and interaction

memory

sensory processing difficulties

fine motor skills

literacy

visual thinking

controlling emotions and choosing appropriate behaviour

Technology to support social communication and interaction

Technology can be particularly helpful for people on the autistic spectrum who have difficulties with their social communication and interaction. Used for this purpose, it is referred to as Augmentative and Alternative Communication (AAC).

AAC covers a wide range of strategies, some that do not invlove technology such as gesture and signing, but many do including symbols, word boards, communication boards and books, as well as communication aids. The purpose in using them is to enhance communication, not to replace or inhibit existing skills. There is no evidence that using AAC negatively impacts speech and language development.

The AAC available and principles for effective implementation for people with ASC are no different from any other individual with complex communication support needs.

Using Visuals to Support Understanding

Many AAC strategies are visual and relatively static. Spoken language, on the other hand is auditory and always transitory by nature. Some people process information better when they are looking at pictures or written words to help them visualise spoken information (for more about this see below - technology to support visual thinking).

Visual supports for communication often take the form of picture symbol sets used through pointing by those in the environment to supplement their speech. As well as supporting understanding, this also provides a model to the individual on how they can use symbols to get a message across. This teaching technique is often referred to as Aided Language Stimulation.

There are different picture symbol sets and software for printing visuals, including:

Boardmaker using Picture Communication Symbols (PCS)

Matrix Maker Plus which uses Widgit symbols, SymbolStix and Inclusive Technology symbols

People with ASC can benefit from the use of symbols in their environment and within their AAC system, whether printed (low tech) or electronic (high tech).

Examples of Low Tech AAC systems

Some low tech systems have been designed primarily for use by people with ASC, these include:

Picture Exchange Communication System (PECS) - designed to teach people with ASC the basic concept of communication. At its core, is the shaping and developing of communication activity, encouraging the individual to give a symbol to another person. That person giving the desired object in return.

Pragmatic Organisation Dynamic Display (PODD) - an approach which involves giving individuals access to a large vocabulary of words in a symbol communication book, based on the way that we use language socially and taught through modelling. (It is also available in some communication devices and apps).

Assessment for AAC

Assessment of skills for using AAC is essential when matching a person's communication needs to the technology available. A speech and language therapist can usually carry this out, which would include information on the individual's:

Language skills - understanding of the meaning of words, and how they can be combined into phrases to form meaning and understanding how symbols or written words in their AAC system can be used to expressive language themselves.

People with ASC may not pay attention, take spoken language literally and have limited/no speech. Technology can support people with ASC to develop their understanding and use of language and provide them with a for speech output system.

Operational skills - this is the development of the technical skills needed to operate the technology, such as switching on, navigating pages, using different access options and involves sensory/perceptual and cognitive demands.

For people with ASC this may be are area of strength, as many are particularly interested in and have the sensory and physical skills to use the technology.

Social skills - this is the understanding of the social roles in communicating and how we connect with other people, such as when to speak and use language for different social functions, including making requests, relaying information, giving opinions.

Strategic skills - this is about making the best use of what communication skills you have, in different situation and with different people. It involves knowing when to use different communication strategies (in combination) such as gestures, signs, vocalisations, aids to communicate effectively.

Some people with ASC have limited social skills. They may want to interact with others, but lack the skills and means to do so, or they may be inherently uninterested in communicating. They can learn how to interact with others if they are taught the skills and a communication method(s).

Learn more about AAC Assessment.
Learn about making communication goals and monitoring outcomes through the CODES Framework.
Essential Environmental Factors

For people with ASC to develop effective communication, they require appropriate support from others in their environment. In order for the individual to practice and develop their AAC system they must have communication opportunities, such as making choices, expressing opinions and shared reading and good communication partners to facilitate interactions.

Learn more about AAC and strategies for communication partners.
Learn about CALL Scotland's Symbols for All free symbol resources for inclusive learning and communication.
Examples of High Tech AAC systems

These are devices that speak and/or produce text, ranging from simple buttons or basic pages that speak when touched, to full communication systems. Some are based on mainstream equipment such as mobile devices, tablets and laptops, others use specially designed equipment. Most require selection and download of AAC apps or software.

There are many communication apps for people with complex communication support needs. CALL Scotland have a collection of tried and tested apps in our downloadable AAC App Wheels. These include picture exchange apps for people with ASC:

Grace (iPad/Android)

SPEAKall! (iPad/Android)

So Much 2 Say (iPad) - SymbolStix symbols

Pictures Can Talk (iPad) - Mulberry symbols

PECS IV+ (iPad) - PECS images

Learn more about high tech AAC.

Technology to help with memory issues

Working memory is the system that actively holds multiple pieces of transitory information in the mind, where they can be manipulated. Working memory is part of the executive functions, a specific area where individuals where autism tend to perform poorly. When information is complex greater demands are made on the working memory.
How can technology help?
You can record reminders and notes with bespoke audio recording devices, software or apps or, use the in-built functionality of a mobile phone or tablet.

For full information on audio recording devices, software or apps go to our Dyslexia pages / Using Audio to support writing and notetaking

In-built functionality of a mobile phone or tablet

A mobile device (phone, tablet) has a number of features (e.g. calendar, alarm clock, reminders app as well as texting) that can be useful for someone with memory issues.

This could be used for:

School / university / workplace notes

To Do lists

Sequence of activities

What do next list - with alert prompt if needed

Reminders set with device calendar (independent)

Text reminders (prompted)

Technology to support sensory processing difficulties

Many people on the autism spectrum have difficulty processing everyday sensory information. Any of the senses may be over- or under-sensitive, or both, at different times. These sensory differences can affect behaviour, and can have a profound effect on a person's life.

Sometimes an autistic person may behave in a way that you wouldn't immediately link to sensory sensitivities. A person who struggles to deal with everyday sensory information can experience sensory overload, or information overload. Too much information can cause stress, anxiety, and possibly physical pain. This can result in withdrawal, challenging behaviour or meltdown.
How can technology help?
Technology can support the following areas of sensory sensitivity:

A major benefit of using technology is in allowing each user to customise the computer screen to suit individual visual preferences.

Effects of sight hypersensitivity or hyposensitivity

Hypersensitivity

Hyposensitivity

Distorted vision - objects and bright lights can appear to jump around

Objects appear quite dark, or lose some of their features.

Images may fragment

Central vision is blurred but peripheral vision quite sharp or central object is magnified but things on the periphery are blurred.

Easier and more pleasurable to focus on a detail rather than the whole object

Poor depth perception.

How technology can help with sight hypersensitivity or hyposensitivity

Magnifying text by increasing the font size to aid readability.

Magnifying information on the computer screen such as the desktop, menus, icons.

Increase the size (and colour) of the mouse pointer.

Use mouse pointer 'trails' to track mouse movement.

Change font and background colours to improve contrast, e.g. yellow on black, white on black.

Use a high visibility or larger keys keyboard to aid typing.

Vu ruler ??? equivalent??

Safari Reader to clear distracting text from web pages ( or Reader View / Reading View in different browsers)

Use zoom functionality on iPad to help focus in on objects or text.

How technology can help with sound hypersensitivity and hyposensitivity

Effects of sound hypersensitivity or hyposensitivity

Hypersensitivity

Hyposensitivity

Noise can be magnified and sounds become distorted and muddled

May only hear sounds in one ear, the other ear having only partial hearing or none at all

May be able to hear conversations in the distance

May not acknowledge particular sounds

Inability to cut out sounds - notably background noise, leading to difficulties concentrating

Might enjoy crowded, noisy places or bang doors and objects

How technology can help with sound hypersensitivity or hyposensitivity

Some individuals with auditory sensitivity and are better able to respond to lower sounds.

Using technology it is easy to adjust sound according to the individual's needs. With headphones on, the individual can listen to an audio book at whatever volume suits them best and can make the difference of them continuing to listen than not engaging at all.

Providing traditional paper books in an alternative form such as digital or e-Books is a good way to engage all learners. Apart from the ability to listen to the text being read out loud (at whatever volume, speed, voice - see The Scottish Voice), books in a digital format can be easily adapted and personalised to suit the reader's needs. E.g. an individual with autism and visual stress or scotopic light sensitivity may read the text more easily if it is on a coloured background.

For more information on how to access E-books and Audio books go to our Information pages on Dyslexia / Reading and scroll down to two thirds down the page.

How technology can help with touch hypersensitivity and hyposensitivity

The touch screen is more accessible for individuals with coordination or learning difficulties. For all the gestures used to operate a touch screen device e.g. sliding, pinch and zoom, tapping on the screen to type - a light touch is all that is required.

Research has suggested that touchscreens have a more direct relationship between a user's hand movements and the on-screen effects than a mouse or keyboard (Romeo, Edwards, McNamara, Walker, & Ziguras, 2003) Journal of Information Technology Education: Innovations in Practice Volume 16, 2017.

The ease of use, visual impact and intuitive interface, combined with the 'cool' factor and portability of a tablet have led to many success stories for students previously not engaging with computers for reasons linked to touch sensitivity or finding the use of mouse and keyboard too complicated. Not having to work out how to use the computer means that the student can fully focus on the particular activity.

Touch screen options

iPads v Android tablets: Android tablets are cheaper but there is a wider range of tested and reviewed apps for iPad

Smartphone

Windows Touch screen device

All-in-one Touch screen computer

Technology to support fine motor skill difficulties

Often individuals with Autism Spectrum Conditions have difficulty with fine motor skills which can make handwriting difficult. Writing with a pencil or pen also requires visual-motor integration (hand-eye co-ordination).

Technology helps reduce the frustration with handwriting or drawing. Using a keyboard, touch screen, or speech-to-text app can reduce the difficulty and exasperation, thus increasing the individual's enjoyment for learning.

Teaching technology for skills such as writing should be employed as early as possible to give individuals with autism the best chance at education and future employment.

How can technology help?

Use a computer or tablet for word processing rather than handwriting

Apps designed to improve fine motor skills

Literacy support software e.g. Clicker 7 - see next section on 'Technology to support Literacy difficulties / software'

Speech recognition software / app to negate the need to write or type; simply speak and the words will appear on the screen - 'Technology to support Literacy difficulties / Speech Recognition'

Check out the OT's with Apps and Technology list of Handwriting apps aimed at fine motor/ visual skill development.

Technology to support literacy activities

There are a variety of areas of difficulties when it comes to literacy activities. For many people with autism simply putting a pencil on a piece of paper is challenging. They feel under pressure not to make mistakes and it can result in paper being ripped up and a behaviour meltdown. Others are unable to focus, work independently, understand the task presented or have difficulty planning and formulating their ideas. Some may have underlying additional literacy issues that means they have low levels of reading ability.

How can technology help?

Using a computer or tablet for word processing or reading text

Supportive writing framework software / apps

Text to Speech

Spelling support

Speech recognition

Predictive Text

Using a computer or tablet for word processing or reading text

Using a computer or tablet provides many supportive assistive features that are not possible with paper based activities such as handwriting or reading printed text such as spelling support (writing) or text to speech (reading).

Paper based texts are a barrier to 'print disabled' learners because no adjustments can be made to make it easier for them to read the text.

For full information on free and commerical E-book sources go to our Information pages on Dyslexia / Reading.

Supportive writing framework software / apps

Features of writing support software include:

Spell checking.

Word definitions.

Homophone checker e.g. here and hear, etc.

Text-to-speech.

Access to whole words, phrases and pictures/symbols.

Word and sentence sets/writing frames.

Colour filters, masking and highlighting to help with visual stress.

Save text to audio - so you can listen to the text on a portable Mp3 player.

Word prediction.

Optical Character Recognition (OCR) which converts text shown in images to actual text.

Writing support programs include:

iPads and Android

Tablet devices such as iPads and Androids also provide a range of writing support apps including:

Text-to-speech apps

Word processing apps

Note Taking apps

Writing support apps

The iPad Apps for Learners with Dyslexia and the Android Apps for Learners with Dyslexia 'wheels' identify relevant apps categorised according to some of the difficulties faces by people with writing difficulties.

Text to Speech

If it is difficult to read from a paper book or document then it is possible to get support to do this if you can use an electronic version of the text. e.g. an e-book or a digital version of the word document.

A 'text-to-speech' program or 'text reader' on your computer or tablet reads text from a document or web page to you using a computer voice.
Text-to-speech may help if you:

read slowly or with difficulty;

get tired, or have visual stress when you read;

have problems concentrating when you read;

have difficulty following the text with your eyes;

want to listen to the text being read out while you do something else.

For full details go to our Information pages on Text to Speech

Spelling support

Often there is an apprehension to write a word down due to uncertainty about the spelling and a refusal to attempt the word in case it is wrong. Work done on paper can become messy if there is constant rubbing out of misspelt words which can be very frustrating.

There are many options to address these issues. Technology in the form of a computer, laptop or tablet can provide valuable support.

Here is our full list of Spelling support strategies as part of our Information pages for Dyslexia / Writing pages. (Scroll down to near the bottom)

Speech recognition

There is another option to getting text down on paper / on screen when physically handwriting or word processing on a computer or tablet is not possible: using Speech (or voice) recognition software or apps.

Everything you want to know about this in our Speech recognition information pages from what it is, what it can do, how to use it and where to buy it.

In our recent Talking in Exams project one of our schools had great success using Dragon Naturally Speaking software with high school autistic boys who did not produce any written or typed work but were able to talk into the headset and the software picked up their voice and it appeared as text on the screen. This was very rewarding and motivating for them and it opened up all sorts of possibilities on how this could be used for educational purpose and for life skills.

Predictive Text

Word prediction is especially useful for someone who is slow at typing or has limited keyboarding skills. Word prediction can reduce a user's number of keystrokes by up to 45%. This allows for a greater volume of work to be potentially produced which will help avoid anxiety and stress related to not keeping up with others.

Word prediction software predicts words in context as you write (after the first or second keypress). Word prediction aids spelling accuracy and can increase typing speed.

Features of word prediction software include:

Word banks - list of words grouped together.

Topic dictionaries - predicted words relate to the subject, i.e. 'dinosaurs'.

Create your own word banks or topic dictionaries.

Phonetic spelling corrections, i.e. elefant > elephant.

Tools to customise the colour and font.

Words spoken back to you to you - roll the mouse over the word.

Next word prediction - predicts the next word in context of what is being written.

Text-to-speech - you can hear what you are writing.

Dedicated word prediction programs include:

Co:Writer

Penfriend

WordQ

Technology to support visual thinking

Some people with Autism Spectrum Conditions are visual thinkers. They process information better when they are looking at pictures or words to help them visualise information.

Visual supports are tools that can be used to increase the understanding of language, environmental expectations, and to provide structure and support in school, at home, in the community and in the workplace. For individuals with ASC who have challenges with executive functioning, visual aids can be a helpful of tasks to do and in what order.

Technology can provide accessible and motivating visual support to the individual with Autism Spectrum Conditions.

Some examples of this are:

Visual timetables

Visual sequences of activities

Social stories

Mind maps

Visual Timetables

The research of Bryan and Gast (2000) supports the benefits of utilizing visual schedules with students with Autism Spectrum Conditions.

A visual timetable provide a structure to the day and can help with potentially difficult transitions from one activity to another. Timetable templates and symbols can be printed out to create a visual timetable using software such as:

Boardmaker using Picture Communication Symbols (PCS)

Matrix Maker Maker Plus which uses Widgit symbols, SymbolStix and Inclusive Technology symbols.

It may be preferable for some people to use real photos to help of understanding.
Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553-567.
Visual sequences of activities

Choiceworks (£6.99) , Picture Me Calm (£1.99) and FTVS HD (£14.99) are all good examples of apps which can be used for creating visual timetables and activities that require sequential steps such as recipes. They are very user friendly in terms of ease of creation and also the end user. There are many options for look, feel and operability of the activity which results in a much better experience for the user. As the app is installed on a phone or iPad with in-built camera and video functionality, you can import photo and videos into the app making it an effective, personalised and (still or moving) visual representation of the task / activity on the schedule.

All these apps appear on the 'Visual Schedules' spoke of our CALL Scotland app wheel to support communication needs

Deanne Shoyer, a Mum to twin autistic boys has put together a really good list of 10 great visual support apps.

Social stories

Social stories were created by Carol Gray in 1991. They are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. The terms 'social story' and 'social stories' are trademarks originated and owned by Carol Gray

Social stories were developed in order to support individuals with autism to better cope with social situations.

Ali and Frederickson (2006, p. 355)
Social stories present information visually which can help an individual's understanding of an activity or event. They can help with sequencing (what comes next) and executive functioning' (planning and organising)

An example of a use app for creating a social story is Book Creator. A book can be created with a page for each step of the sequence / order of activities supported by text, audio, photo and video. If for example, the individual with Autism Spectrum Conditions gets distressed when visiting the dentist then creating a social story with the sequence of events, actual photos of the surgery and maybe a quick cheery hello 20 second video of the dentist will alleviate the anxiety. The book can be read / listened to / watched repeatedly and after the visit, an additional page could be added with the individual leaving the surgery with a smile and a thumbs up.

Our Story - Free digital storytelling app for social stories and more. It can help develop language and social skills for an individual with autism. Very user friendly and easy to use.

The American Friendship Circle blog has some excellent articles with comprehensive lists of assistive software and apps. Have a look at this one they have compiled on programs, websites and apps for making social stories.

Autism Speaks is dedicated to advancing research into causes and better treatments for autism spectrum disorders and related conditions; increasing understanding and acceptance of autism spectrum disorders; and working toward solutions for the needs of individuals with autism and their families across the spectrum and lifespan through advocacy and support.

They have some examples of social stories you can use on their website and also a link to using Powerpoint templates to create social stories.

The CALL Scotland infographic on 'Using Book Creator' has many ideas on how to use the app not just for social stories but to develop communication, organisational skills and to support literacy.

Mind Maps

It can be very hard for an individual with autism to process what you tell them but they can understand so much more easily if you provide visual supports along with the words.

Apps for mind mapping

Popplet app £4.99

Inspiration Mind mapping £6.99

Kidspiration £6.99

Mind Genius Free (in-app purchases)

Mind Meister Free (in-app purchases)

Controlling emotions and choosing appropriate behaviour

Living with autism can lead to problems making decisions, controlling emotions and choosing appropriate behaviour. In challenging situations or when feeling anxious, it can become even harder to process thoughts, leading to heightened anxiety and sometimes crisis situations.

How technology can help

Brain in Hand gives easy access to personalised support from an app on your phone. It's packed with features to help you remember activities, reduce anxiety and feel supported.

It's accompanied by remote support from The National Autistic Society to help you at times when you need extra help.

Together this helps you achieve your goals - whether that's travelling independently, staying in school, going to college or university, starting work for the first time or just learning how to deal better with life's up and downs

When using technology, children with autism:

can learn new skills;

are often more motivated;

often show better concentration;

often initiate more contact with those around them, eg talking to their peers or showing teachers and parents what they have done;

can be an expert, make choices and direct their own learning and play;

might find ways to regulate their well-being - watching the same YouTube clip over and over might seem pointless, but it might be helping your child to manage their anxiety or just relax.

Newsletter: join thousands of other people

Once a month we'll send you an email with news, research and thoughts, as well as training courses and free webinars you may wish to attend.

# data[].attributes.attachment_link.description
Individuals with Autism Spectrum Conditions may have good technology skills and feel comfortable using devices such as a tablet or a computer for communication, an educational activity, work related task or for entertainment. Technology allows for adaptability and can increase motivation.

# data[].attributes.attachment_link.readable_text
WordTalk has been around since 2007 and has been downloaded over 170,000 times.

It was conceived and developed by Rod Macaulay of TASSC in Aberdeen, Scotland who later received a Microsoft Innovative Teacher Award for its development.

For people with reading and writing difficulties, having text reinforced by hearing it read aloud can be very useful.

It is also useful for proof reading and learning another language.

Requirements

Microsoft Windows - does not work on a Mac, etc.

Word 2007 upwards.

Computer synthetic voice (SAPI 4 or 5).

How do I use WordTalk?

The WordTalk toolbar sits neatly in Microsoft Word under the 'Add-Ins' tab.

You simply click you cursor where you want WordTalk to start and then press one of the first 4 buttons on toolbar to start speaking (entire document (bubble), paragraph (P), sentence (S) or word (W)).

WordTalk will now highlight a word as it is spoken.

Features

Speaks entire document, paragraph or word;

Highlights the text as it goes;

Talking dictionary;

Adjust the word highlight colours;

Change the voice and the speed;

Convert text to speech (wav or mp3).

# data[].attributes.attachment_link.description
It will act as a 'text reader' and create a spoken version of the document which it reads back to you while highlighting the words.

# data[].attributes.attachment_link.title
Transitions and change | Mental Health Parent Guide

# data[].attributes.attachment_link.description
If your child is struggling to cope with transitions and change, read our guide for practical tips and resources designed to help you support them.

# data[].attributes.attachment_link.title
Supporting school transitions | Resources

# data[].attributes.attachment_link.description
Resources providing practical tips and tools to help pupils, schools, parents and carers to manage changes and transitions throughout their time at school.

# data[].attributes.attachment_link.readable_text
Giving our children and young people opportunities to open up is one of the biggest things we can do as parents and carers to support their wellbeing. It can be easy to forget the simple power of sharing what we're going through and feeling heard. But even though you can't fix everything when your child is struggling, you can make them feel seen and understood - and this in itself can make them feel more able to cope.

Talking about how they are, how their day has been and what's on their mind as part of everyday family life shows your child that you're interested in them and want to listen. It also supports them to practise thinking and talking about their feelings, helping them to get to know themselves and what they need.

But talking isn't always easy. You might feel like you don't know where to start, when a 'good time' is, or how your young person will react. Or, you might be worried about making things worse or saying the wrong thing. If this is the case, try to remember that your child doesn't need you to always get it right - they just need to know you're there.

Here, you can find lots of ideas, conversation starters and advice for making talking easier.

# data[].attributes.attachment_link.title
How to Talk to Your Child about Mental Health

# data[].attributes.attachment_link.description
Read our advice on how you can talk to your child about mental health and encourage them to talk about their feelings.

# data[].attributes.attachment_link.readable_text
Our A-Z guide gives you advice on how to help your child with their feelings and behaviour, as well as mental health conditions and life events. We'll also show you where you can get help.

For information and advice on the cost-of-living crisis, including where to find financial support for you and your family, read our guide to money and mental health.

# data[].attributes.attachment_link.title
Parents' A-Z Mental Health Guide | Mental Health Advice

# data[].attributes.attachment_link.description
Our A-Z guide to support has information and advice on how to help your child with specific mental health conditions, and difficult feelings & life events.

# data[].attributes.attachment_link.title
Optimising Student Success Perth & Kinross Educational Psychology Service

# data[].attributes.attachment_link.description
This sway provides an introduction for teachers to what neuroscience tells us about how to maximise the retention and recall of information, and therefore to optimise student success and raise attainm

# data[].attributes.attachment_link.readable_text
Video 2 - Recognising online bullying and how it plays out online Video 3 - Four tips to help you deal with online bullying Video 4 - Practical tools you can use to address online bullying Video 5 - What can you do to prevent bullying behaviour?

# data[].attributes.attachment_link.title
respectme Online Safety for Parents and Carers

# data[].attributes.attachment_link.description
During the Covid-19 pandemic, children and young people will be spending more time online at home than usual. For most, the internet will remain a fun and helpful tool to stay connected, however, increased time online also comes with risks, and in times of uncertainty incidences of prejudice-based bullying and hate crime can rise.

# data[].attributes.attachment_link.description
Bullying behaviour may be a result of prejudice that relates to perceived or actual differences. This can lead to prejudice and discriminatory language or behaviour, including racism, sexism, homophobia, biphobia or transphobia. Respect for All states: ’Prejudice-based bullying is when bullying beha…

# data[].attributes.attachment_link.readable_text
Sharing your concerns around bullying

Approaching a school or other organisation about a bullying incident can be daunting, but remember it is in their best interests to help you resolve the situation. Make an appointment to speak to the head teacher, senior youth worker or another adult your child feels comfortable with.

Calmly explain to them what has been happening - this will be made easier if you have details of when the incidents have taken place - then discuss what you would like to happen next and how you can proceed together. A school or organisation should not suggest that the bullying is your child's fault. They should not suggest changing classes or moving schools as a solution, nor should they claim that the bullying is not their responsibility because it happened online. Children and young people open up to those they believe can or will help them. Adults in school or youth work settings must respond in a supportive way. Don't expect the situation to be fully resolved at the first meeting.

Schools and other organisations often employ a variety of methods to prevent and tackle bullying; some will have an immediate effect, others may take longer. They will also need time to investigate the incident(s). Don't expect the person(s) involved to be automatically excluded.

Exclusion alone will rarely change bullying behaviour and schools are likely to employ other options. Agree a plan of action.

At the first meeting, agree a plan of action going forward and set a date to meet again to review the situation. It can be helpful to keep in touch with the school or organisation, but important to remember that keeping the relationship positive will be more beneficial to all parties in the long run. Ask for a copy of their anti-bullying policy.

All schools and local authorities should have one, so you should ask to see both. Individual services and youth groups should also have one, as should the organisation they belong to. Familiarise yourself with the national policy.

Scotland's national anti-bullying policy, 'Respect for All' sets out the approach people across Scotland should be taking to anti-bullying work and how bullying behaviour will be dealt with if it occurs.

If you have time, it would be useful to get a copy of the policy before your initial meeting with a school or organisation so you can familiarise yourself with these practices. Be tactful and careful when talking to others.

If the bullying is happening in the community, you may need to talk to a neighbour or parent. It is important to keep the channels of communication open and remember your child will probably want the situation to be resolved with minimum fuss.

# data[].attributes.attachment_link.title
Respect Me | Anti-bullying guide for parents and carers

# data[].attributes.attachment_link.description
Dealing with bullying behaviour Very often, children and young people are reluctant to tell adults that they are being bullied. They might be: scared of an over-reaction. worried about burdening their parents. embarrassed. worried that telling someone might make the situation worse.

# data[].attributes.attachment_link.readable_text
What is bullying, and what are the signs?

Bullying is any persistent behaviour that is intended to hurt someone. It can happen anywhere - including at school, at work, online or at home. Examples of bullying include name-calling, making threats, being violent or aggressive, spreading rumours and undermining, humiliating, excluding or pressuring someone.

While lots of young people experience bullying, it is an incredibly difficult thing to go through and can have a huge effect on your child's mental health and wellbeing. As a parent, it can also feel very challenging and worrying.

The important thing to remember is that it is possible for your child to get through it and feel okay again, and that there are practical steps you can take to address the bullying and its consequences.

What are the signs that a young person is being bullied?

While everyone is different, a young person who is being bullied may:

seem low or anxious

seem less confident in themselves

show signs of distress such as feeling upset, teary or panicky

avoid school or refuse to go altogether

often complain of feeling physically unwell

have outbursts of unexplained anger at home

seem withdrawn, isolated and wary of others

have few friendships

make changes in their behaviour, for example dressing very differently or suddenly doing new activities to meet peer pressure

act in a bullying way towards others

have unexplained physical injuries such as bruises or scratches

do less well at school

eat and/or sleep more or less than usual

use things like self-harm or drugs and alcohol to cope with difficult feelings

Underneath these behaviours, a child who is being bullied may be frightened or anxious, lonely, isolated, worthless, on-edge or desperate about the situation they're facing.

How can I help my child?

If you suspect that your child is experiencing bullying, open up a conversation with them about it. It might help to explain what bullying is and how it can make people feel, which can normalise what they're going through and make it easier for them to open up.

Tips for starting a conversation with your child

If your child is not ready to open up to you about what's going on, let them know that they can also talk to teachers or friends, to other family members or to one of the helplines you can find listed at the end of this page.

Many young people will initially struggle to talk to their parents about how they're feeling, and may appear withdrawn - and when a young person is being bullied, they may feel afraid, embarrassed or ashamed about what's happening. If they don't want to talk, try again another day and let them know they can talk to you whenever they are ready.

Keep a detailed log of what happens and when, so that you have evidence of the bullying - this can be a written list, photographs or screenshots of online messages.

Encourage your child to share any evidence with you as soon as possible. It can be difficult to remember to do this when you're juggling lots of different things, so finding a simple system like keeping notes in one place on your phone might help.

Encourage them to spend time with peers who treat them well. Help them to think about who these people are, and support them to arrange times to hang out or do activities with them.

It might help your child to join a club or group at school, or at an organisation outside of school, where they can meet people with shared interests. Bear in mind that some young people might find it difficult to spend time with new people, and need space and time to think about this, especially if they regard the bullies as friends.

If the bullying is happening at your child's school

Read through the school's anti-bullying policy. This should set out how they need to respond and support your child. It is usually on the school's website, but if not, ask a member of staff to send it to you.

If your child is being bullied by peers from school but it's happening outside of school hours or online, remember that head teachers of state schools have the legal power to make sure their pupils behave outside of school premises - and that the school should still be involved.

Organise a meeting with your child's teacher or form tutor as soon as possible. Agree together on the strategies you will use to support your child and make sure the bullying stops. It's helpful to use your evidence log during the meeting if you have one. Take notes and then follow up afterwards by email to summarise what you've agreed, and to arrange another meeting for a few weeks' time to discuss progress and any next steps. Having an email trail of your communication with the school can be really helpful for making sure the school takes action.

If your child feels worried about you speaking to the school, reassure them that their teacher is there to support them and will want to make sure that the bullying stops.

If your child is worried about going to school or doesn't want to go to school at all because of the bullying, validate their feelings - for example by saying it's understandable that they feel this way. Even though the situation may feel stressful, don't shout, tell them off or physically force them to go to school - as this is likely to increase their anxiety. You can find out more about supporting your child in this situation here.

If you are unhappy with the way a member of staff is responding to your concerns, escalate them to a more senior person - such as a more senior teacher, a deputy head, or the head teacher. If this doesn't work, you can contact the school governors (their contact details should be on the school's website), and lastly the Local Education Authority or the Academy Trust. If you're finding it difficult to get the school to engage with your concerns, it might help to talk the situation through with friends, family or other parents - so you can think together about what you want to say to the school.

Where can I find professional help?

A young person who is experiencing, or has experienced, bullying may struggle with anxiety, low mood or depression, or difficult feelings associated with trauma.

If you're worried about your child's mental health, there are different places where you can find help. Your GP, your child's school and considering whether counselling or therapy might help are good places to start.

You can find out more about speaking to GPs, finding a counsellor or therapist, accessing Child and Adolescent Mental Health Services (CAMHS), getting help from your child's school and finding local services on our guide to getting help.

School support with bullying

Wherever your child is experiencing bullying, it's helpful to be open with their school about what's going on and what support they need. Depending on their age, it may be important to make sure your child feels some control over the information that's shared about them - for example by discussing with them who they would feel comfortable for you to speak to.

The initial focus needs to be on making sure the bullying stops, and the school must adhere to its anti-bullying policy. In terms of other support, alongside counselling schools can often provide support such as drop-in chat sessions, mentoring, peer buddying and clubs and activities. Your child's school may also be able to refer them to local services that support young people with bullying.

If your child's safety is at risk

If the bullying is posing a risk to your child's safety, is a form of hate crime or ever makes you or your child feel unsafe, report your concerns to the police by calling 111 or 999.

You might also find helpful...

Where to get further support

Useful helplines and websites

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

# data[].attributes.attachment_link.description
What is bullying, and what are the signs? Bullying is any persistent behaviour that is intended to hurt someone. It can happen anywhere - including at school, at work, online or at home. Examples of bullying include name-calling, making threats, being violent or aggressive, spreading rumours and undermining, humiliating, excluding or pressuring someone.

# data[].attributes.attachment_link.title
Convention on the Rights of the Child_ The Children's version

# data[].attributes.attachment_link.title
PKC Remote Learning Hub - Virtual Campus

# data[].attributes.attachment_link.readable_text
The National Crime Agency's CEOP Education team aim to help protect children and young people from online child sexual abuse.

We do this through our education programme, providing training, resources and information to professionals working with children, young people and their families.

I am:

Respecting me, you, us: building healthy relationships and creating positive cultures is a CEOP Education resource for 12 -14 year olds developed in association with clinical psychologist, Dr. Elly Hanson.

Under 18 and worried about online sexual abuse?
To report, click to visit the CEOP Safety Centre.

# data[].attributes.attachment_link.description
The CEOP Education programme from the National Crime Agency’s CEOP Education Team aims to protect children and young people aged 4-18 from online child sexual abuse.

# data[].attributes.attachment_link.title
Family Learning Activities | Save the Children UK

# data[].attributes.attachment_link.description
Learning can happen anytime - even when schools are closed. Here are 10 fun family activities you can do with your children to keep little minds growing!

# data[].attributes.attachment_link.title
Resilience and Growth Mindset in this time

# data[].attributes.attachment_link.description
Video made with Biteable. The World's Simplest Video Maker