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https://family.kentcht.nhs.uk/child/keeping-your-child-healthy/childrens-sleep/

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A good night’s sleep is essential for your child’s growth, development and emotional wellbeing. Sleeping well helps your child: have a better attention span and ability to learn and solve problems digest, reflect and store what they learnt in the day rest and repair their body support their immune system helping them fight off colds […]

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https://family.kentcht.nhs.uk/child/your-childs-development/constipation-and-soiling/

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Constipation is very common in young children, as is soiling themselves unexpectedly.

Parents sometimes struggle to understand why their child is pooing in their pants, especially if the child doesn't realise they are doing it. Some parents may worry their child may be bullied because they might smell, particularly when it happens at school.
Signs your child may be constipated include:

if your child holds their poo or wee for a few days or even weeks. When they do, they find the poo is hard and painful to pass, and may cause their bottom to bleed

runny poo in their pants

lots of little poos during the day, or a poo that's so large it blocks the toilet and is smelly, along with smelly wind

wetting themselves during the day or night because a full bowel can put pressure on the bladder.

Talk to your GP if you child is struggling and they will be able to support you.
How to help your child if they are struggling to go.
Water helps keep poos soft and regular making it easier to pass. Encourage your child to drink six to eight glasses of water regularly throughout the day, and avoid too many glasses of milk. You may need to speak to the class teacher to help encourage your child to drink during the school day.

Fibre also helps keep stools soft and regular. Examples of foods rich in fibre include:

NHS.uk has lots of tips on healthy diet at Healthy Families

Encourage your child to sit on the toilet around 20 minutes after they've eaten. Make sure your child is comfy. Try them out with a toilet insert if they are small, and a footstool to make sure their knees are elevated and their feet are flat. If your child is perching, balancing or holding onto the toilet they may not be relaxed enough to open their bowels.

Getting them to gently rock back and forth is a good way to help them relax and open their bowels. Blowing can also help your child relax. You can use a bubble blower for this, but be careful not to make the bathroom floor slippery. Feathers are useful too and can be found in the craft section at supermarkets.

Help your child get comfy and enjoy their time on the toilet so they'll sit for longer, maybe leave some books for them to look at. Children may hold onto stools if they don't like the environment of the bathroom, for example if it's too cold, or there are spiders or it's a bit dark.
Stories and apps
Look around for websites and apps that can help with toilet time. With some of them you can incorporate pictures of your own child to personalise the tales. Check out the 'Poo Goes Home to Pooland' app, which is designed to help with toilet time and reduce anxiety.

Being active also helps your child with their bowel movements. Encourage plenty of active playtime, joining in wherever possible, to promote healthy bowel activity.
When your child refuses to poo in the toilet
Some children will refuse to use the toilet to open their bowels. Helping them with this can be a slow process. Take a consistent approach. Talk to the school and your family about what's happening with your child and their toilet habits, and get everyone on board.
Give them lots of praise for trying
Praise is also very important for children. Remember that your child may not be soiling on purpose, so they'll be doubly pleased to get lots of praise when toilet time goes well.

Families who might need further support

Some children and young people need further support to help them learn how to manage their toileting. Small steps should be acknowledged and celebrated. The earlier you start toilet training, the better for your child.

Kent School Health does not prescribe products, but it does offer one-to-one support to help your child at home or support can also be offered to your child's school.

Both ERIC and Bladder and Bowel UK have resources that can support you as a parent of a child with additional needs. Bladder and Bowel UK also has information to help your child with sensory issues with toileting training.

Useful resources

Bladder and Bowel UK offer support for those children and young people with bladder and bowel problems.

Poo Nurses have resources to help you using Movicol or Cosmocol.

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Constipation is very common in young children, as is soiling themselves unexpectedly. Parents sometimes struggle to understand why their child is pooing in their pants, especially if the child doesn't realise they are doing it. Some parents may worry their child may be bullied because they might smell, particularly when it happens at school.

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https://family.kentcht.nhs.uk/child/your-childs-development/wetting-the-bed/

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Many children under the age of five wet the bed. It can take some time for a child to learn to stay dry throughout the night.

Having an older child who wets the bed regularly can really get you down. You're either being woken in the night to change your child's sheets, or you're confronted in the morning by a small soggy person. There's a constant pile of wet laundry to deal with, and a feeling of pessimism that you'll ever have dry nights again, not to mention the cost of pull-ups.

For children, bed-wetting can cause emotional distress and put them off sleeping at friends' houses, and some will avoid going on school trips.

Most children don't wet the bed on purpose and blaming them can make them more anxious. Try some of the tips below and get in touch with the Kent School Health Team for more support.

Remember to praise or reward your child for following these steps, and not just for having a dry night, as they may be trying very hard without success. They might wet on fewer occasions, or have a few dry nights in a week to start with, which is still a success.

Visit your GP to rule out any medical reasons for bed-wetting if you've tried things you can do at home and your child keeps wetting the bed or if your child has started wetting the bed again after being dry for more than six months.

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Many children under the age of five wet the bed. It can take some time for a child to learn to stay dry throughout the night. Having an older child who wets the bed regularly can really get you down. You're either being woken in the night to change your child's sheets, or you're confronted [...]

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https://family.kentcht.nhs.uk/child/your-childs-development/day-wetting/

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Daytime wetting is when a child who is toilet trained has wetting accidents during the day. Some children who wet in the day, can also wet the bed at night. Children do have accidents from time-to-time but around one in 10 children have a more serious issue and might need some extra help.
Schedule in toilet time
Some children miss the signs of needing a wee because they're absorbed in an activity. Encourage them to use the toilet after a large drink so they empty their bladder, and avoid it becoming overstretched. Being more mindful when they have a wee will also help them empty the bladder completely. See if they can count to 20 after they have finished their wee, so the bladder has time to truly empty. Buy a footstool and a toilet insert to help your child feel more secure and relaxed while they are sitting on the toilet.
Drink up
Having six to eight glasses of water at regular intervals throughout the day will help to stretch the bladder and train it to hold more urine rather than sipping from a bottle through the day.

Each glass should be between 150 to 200 ml; children aged four to eight should have about one to one-and-half litres a day; nine to 13-year-olds should drink between one-and-a-half and two litres throughout the day. Children should have at least three of those drinks during the school day. Mark their bottles at 200ml intervals so they and their teachers know how much they should have at break times. Ask your teacher for help encouraging your child to have a big drink at break times and lunch.

The aim is that your child learns to hold their urine for 90 minutes or more, rather than going to the toilet more often just to do a little wee. Sometimes the bladder can empty before a child reaches the toilet - this may be due to a 'twitchy bladder', or because of constipation.
Easy access clothes
Button-up trousers or shorts can be tricky to undo and children might not pull their tights or trousers down far enough leading to wet patches. Encourage young boys to sit down to wee and remind them to pull their trousers down far enough. Dress younger children in clothing with pull-apart fasteners.
Bowel care
If your child is constipated, the bowel can press against the bladder which can cause it to release urine before your child can get to the toilet. Visit our constipation page for more information.
Keep a diary
Keep a fluid diary to check when your child has a drink, as well as how much, and when, they have a wee and a poo. Keep the diary for three days and see if a picture emerges of whether the child has a small urine output, if they empty their bladder lots of times in a day, and if there are any troubles with them holding their bladder.

Keep a note of their poos for a week to see what kind of poo they are doing and how often they are going.

Families who might need further support

Some children and young people need further support to help them learn how to stay dry. It is every child's right to have the opportunity to be toilet trained and stay clean and dry. The earlier you start the process, the better. It's important to remember as a parent that the journey of toilet training for your child may be a long one. Small steps towards success need to be acknowledged and celebrated. Kent School Health offers one-to-one support based on your child's unique needs.

Children with conditions such as cerebral palsy, Visit our Downs syndrome, a learning disability, or a neurodivergence such as autism or sensory issues may continue to have daytime wetting at a later age than other children. special educational needs page for more information on the support available for you and your child.

Useful resources

Eric and Bladder and Bowel UK have some resources available to support families with daytime wetting and other continence issues.

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Daytime wetting is when a child who is toilet trained has wetting accidents during the day. Some children who wet in the day, can also wet the bed at night. Children do have accidents from time-to-time but around one in 10 children have a more serious issue and might need some extra help.

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https://family.kentcht.nhs.uk/

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Sevenoaks Specialist Teaching and Learning and Outreach

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Sevenoaks Specialist Teaching and Learning and Outreach

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https://www.valenceschool.com/page/?title=Parents&pid=183

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The Sevenoaks Specialist Teaching and Learning and Outreach teams are based at Valence School and Milestone Academy.

We work with children and young people who attend a Sevenoaks Preschool, Primary or Secondary School who have been referred to us by the setting or school with parental consent, because they would like advice regarding a child or young person's Special Educational Needs and Disabilities.

Please look at our advice and resources page for links to other websites and resources to support with a range of special educational needs.

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The Sevenoaks Specialist Teaching and Learning and Outreach teams are based at Valence School and Milestone Academy. We work with children and young people who attend a Sevenoaks Preschool, Primary or Secondary School who have been referred to us by the setting or school with parental consent, because they would like advice regarding a child or young person's Special Educational Needs and Disabilities.

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The Mainstream Core Standards- A Guide for Parents

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The Mainstream Core Standards- A Guide for Parents

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sen; send; special education needs; special educational needs; special needs; disabled children; children with disabilities; kent sen; kent send; special edicational needs in kent; local offer; kent local offer; kent's local offer; sen local offer; sen offer; send offer; send local offer; send information hub; send newsletter; sen information hub; kcc send; kcc sen

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Special educational needs and disabilities (SEND)

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SEND information hub (local offer) providing services and support for children and young people (0 to 25) with special educational needs and disabilities.

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Parent Consultation Line - Educational Psychologist

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Parent Consultation Line - Educational Psychologist

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The disabled children and young people who access our services will typically have one or more learning difficulty, complex health needs, physical or sensory impairment, challenging behaviour, Autism or severe ADHD.

Our services are divided up into 4 key areas. These are:

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We Are Beams | Supporting Disabled Children and Their Families

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The disabled children and young people who access our services will typically have one or more learning difficulty, complex health needs, physical or sensory impairment, challenging behaviour, Autism or severe ADHD. Our services are divided up into 4 key areas. These are:

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We work in partnership with our member families, to ensure all our activities meet their needs

We work across west Kent (mainly Maidstone, Tonbridge & Malling and Tunbridge Wells) with disabled children and young people with additional needs aged from birth to 25 and their families.

Support disabled children - we run provide a range of clubs for different age groups from age 0 through to age 25. FIND OUT MORE.

Support parents - we help parents feel supported through our family support work, training, support groups and workshops. FIND OUT MORE.

Support the whole family - we help our families enjoy quality time together as well as having the opportunity to meet other families who are facing similar challenges. FIND OUT MORE.

Who we help

We work with families who have children with additional needs or disabilities, such as Autism, ADHD or Down's Syndrome. We do not require a confirmed diagnosis for children to access our activities.

We are a membership organisation and for a small annual fee families are able to access discounted entry to our events. Becoming a member is simple, you can access our form via our website or by calling us in the office. We are regularly in contact with our members and we look forward to meeting new families.

If you are a professional working with a family please do contact us if you think our services would be of benefit, we regularly work in partnership with Social Care professionals to enhance the support provided to a family.

Support for disabled children

Parents told us that their children struggled to make friends and lacked independence. We have set up a range of clubs for different age groups from age 0 through to age 25. The younger children play and have fun, the older young people are encouraged to learn life skills and support each other.

Where ever possible we ask children and young people to help plan the activities we run in our clubs. We provide a number of regular clubs including -

During the school holidays we run activity sessions for children aged 8 - 18, we call these sessions Space 2 Be Me Time. They offer parents a few hours of respite during the school holidays and time for the children to have fun.

With the exception of our SAMs club children are encouraged to attend without their parents. Of course, if your child is new to the group you can come along to the first couple of sessions.

Support for parents

Receiving (or waiting for) a diagnosis of a disability is isolating for a family. The common word we hear is "fight", parents or carers often have to fight for everything for their disabled child and we are there to help them feel supported. We do this via family support work, training, support groups and workshops, helping parents to feel less isolated, learn strategies to support their children and build a peer support network.

Support for the whole family

Family time is often neglected and siblings feel left out. Siblings come to some of our clubs and holiday clubs and we run at least one family activity a month to local attractions, enabling our families to enjoy quality time together as well as the opportunity to meet other families who are facing similar challenges.

Are we missing something?

We respond to what our members tell us they need or want. If enough members ask for something we can then evidence in funding applications the need for a new service, club or activity.

If you can think of something we are missing, get in touch with us today and let us know.

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Space 2 Be Me work in partnership with their member families, to ensure all their activities meet their needs. Find out more.

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At Kent West Dyslexia Association we aim to provide parents or carers of a dyslexic child, guidance, information and support.

The information contained in these sections, cover indicators of specific learning difficulties including the early years, eyes and dyslexia and local specialised dyslexic tutors.

It also provides a wealth of information to help ensure your child reaches their full potential both at home and through the educational system.

For further information please call our helpline on 0345 601 2553 or alternatively e-mail us. admin@kentwestdyslexia.org.uk.

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Parents KWDA - Kent West Dyslexia Association

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At Kent West Dyslexia Association we aim to provide parents or carers of a dyslexic child, guidance, information and support. The information contained in these sections, cover indicators of specific learning difficulties including the early years, eyes and dyslexia and local specialised dyslexic tutors.

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Kent PACT, a parent carer forum for parents of children and young people with disabilities and additional needs in Kent.

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Cosmic Kids Yoga | The Home of Positive Screen Time

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Screen Time that gives kids SUPERPOWERS! SUPERPOWERS! SUPERPOWERS! Stream it all on the Cosmic Kids app! Your browser does not support the video tag 99% of parents said… Cosmic Kids has a positive impact on the PHYSICAL and MENTAL health […]

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Andy travels the world to amazing places and learns to move like the animals

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5 Minute Move | Kids Workout 1 | The Body Coach TV

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Julianne Miller, specialist teacher and mum gives you her Top Tips on supporting your child with reading, handwriting, spelling, organisation and memory. These short films contain practical tips aimed at helping children aged 5 to 11 years.

5 Top Tips - Handwriting

5 Top Tips - Spelling

5 Top Tips - Reading

5 Top Tips - Organisation

5 Top Tips - Memory

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Top Tips on Reading, Handwriting, Spelling, Memory and Organisation

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Julianne Miller, specialist teacher and mum gives you her Top Tips on supporting your child with reading, handwriting, spelling, organisation and memory. These short films contain practical tips aimed at helping children aged 5 to 11 years.

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How can I support my child? - British Dyslexia Association

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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Short films to support teachers of pupils who have dyslexia, with a particular emphasis on 7-14 year-olds. These films offer practical suggestions on how best to support pupils, with lively graphics and clear advice from children themselves.

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About one in every 10 children has dyslexia.

There's probably somebody in your class with it - but do you know what it is? My Dyslexic Mind explores what dyslexia is and some of the ways it affects children.

The show's presented by 12-year-old Ben, who really struggled at school until he found out he had dyslexia.

It's a learning disability, which means reading and writing are harder than for other kids. It also affects his memory.

As part of the show Ben meets Dominic - one half of Dick and Dom. He only found out he had Dyslexia when he was 15. He says it's been good for him, because it's pushed him forward to being a great TV presenter!

For more information, check out our guide to dyslexia and have a go at 'Try Being Me', an interactive experience, which aims to put you in the shoes of the children featured in the latest Newsround special.

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Watch 'My Dyslexic Mind - A Newsround Special' - CBBC Newsround

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About one in every 10 children has dyslexia. There's probably somebody in your class with it - but do you know what it is? My Dyslexic Mind explores what dyslexia is and some of the ways it affects children. The show's presented by 12-year-old Ben, who really struggled at school until he found out he had dyslexia.

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The first step for a parent or teacher to help a child, is to learn the basics of dyslexia and the most common signs.

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by Karen Mace Head of Assessment, Education and Training, British Dyslexia Association

Multisensory simply means using more than one of a child's senses at a time. Because of the way the dyslexic brain works, learning this way is far more effective.
For example, if your child just reads a book they are using one sense - sight. But if they read along with an audiobook, they are using two senses - sight and hearing. This would be multisensory learning and would mean your dyslexic child absorbs and retains the information in the book far better.

An activity should include at least two senses -seeing something (visual), hearing something related to what is seen (auditory), some form of related movement of muscles, for example speaking or writing (kinaesthetic), and touching or feeling something (tactile).

Here is an example of how you might apply multisensory learning if your child needs to do some alphabet work...

1. Lay out an alphabet arc by putting the letters of the alphabet into an arc shape

2. Sing the alphabet song while touching each of the letters in turn

3. Discover the letter being introduced by taking items out of a bag that begin with the same letter

4. The learner feels the objects, names them and pulls them out to check if they are right

5. Identify the target sound and letter name

6. Demonstrate how to form the letters on a whiteboard

7. The learner explores forming the letter in sand, shaving foam, wiki sticks or similar

Multisensory learning is useful for children of any age. For an older child, multisensory teaching can be as simple as, instead of getting them to read a book about Ancient Egypt, do a virtual tour of the British Museum and discuss the topic with them as you take a virtual walk through their Ancient Egypt galleries. At the moment, lots of galleries and museums are offering free virtual tours on their websites. There is lots of information out there on multisensory teaching.

Nowadays, there are so many free programs our computers, tablets and smartphones that can make a huge difference to young people with dyslexia.
In particular, the ones to look out for are text to speech programs, which read out written words on the device; speech to text, which allows your child to dictate their work to a device; and advanced spelling and grammar checkers. All the big technology companies have these features now and you will find lots of information out there about how to use them to support dyslexic learning.

Learning to touch type is one of the big skills that we find helps young people with dyslexia in education and on into the workplace. There are many free options available including the BBC's Dance Mat Typing.

Whilst they might not necessarily enjoy reading books, young people with dyslexia often take to listening to audiobooks and find a love of literature that way. Many audiobook companies even offer free children's books. This would be a fabulous activity to do as a break from other learning, or at the end of the day.

Karen Mace is Head of Assessment, Education and Training at the British Dyslexia Association. She has 25 years teaching experience in primary schools - both in the UK and abroad - including four years as a deputy headteacher and seven years as a SENCO.
If you're looking for more on dyslexia and how to support your child, the British Dyslexia Association website is full of practical information and includes the latest information on the support available for parents.

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Five ways to support your child with dyslexia at home

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Karen Mace from the British Dyslexia Association provides tips on home schooling your child if he or she has dyslexia.

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Use Immersive Reader in Microsoft Teams - Microsoft Support

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Learn how to read messages and assignments using Immersive Reader in Microsoft Teams for Education.

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Supporting your child when reading | Oxford Owl

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Lots of parents worry about their child's reading. When you hear the playground chat about how well another child is doing with their reading, it's easy to feel that your child might be getting left behind.

However, it's important to remember that reading isn't a race. Being a good reader might be the finishing line, but children get there in many different ways and at different speeds.

Read (or watch) Jean Gross CBE give her expert advice on how to support children who struggle with reading.

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Lots of parents worry about their child's reading. When you hear the playground chat about how well another child is doing with their reading, it's easy to feel that your child might be getting left behind. However, it's important to remember that reading isn't a race.

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Supporting your child with reading
Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.

There are two types of reading book that your child may bring home:

A reading practice book. This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.

A sharing book. Your child will not be able to read this on their own. This book is for you both to read and enjoy together.
Reading practice book
This book has been carefully matched to your child's current reading level. If your child is reading it with little help, please don't worry that it's too easy - your child needs to develop fluency and confidence in reading.

Listen to them read the book. Remember to give them lots of praise - celebrate their success! If they can't read a word, read it to them. After they have finished, talk about the book together.
Sharing book
In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.

Please remember that you shouldn't expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!

Back to top

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The resources on this page will help you support your child with saying their sounds and writing their letters. There are also some useful videos so you can see how they are taught at school and feel...

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Helping with scissor skills Scissor skills are a typical activity taught in every classroom. Using scissors successfully is almost a rite of passage for any child. Especially those who have 'accidentally' cut off [...]

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Kent Community Health NHS Foundation Trust

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Helping your school aged child's motor development

It is really important that you maximise movement opportunities for your children, so that they can develop their motor skills and to encourage movement and activity for life. This government website gives some fantastic ideas of how to help children to be active, whatever their ability.

Does your child have co-ordination difficulties?
BEAM
This gross motor programme was developed for children with coordination difficulties to do in small groups, at school. However, you can try the activities at home.

BEAM warm-up example
Bike riding
Some children find mastering the skill of bike riding difficult. These leaflets give you a step by step approach about how to help them to develop this skill.
Ball skills, balance, body awareness
The Fizzy and Clever Hands Programme has three stages:

Beginners (level 1)

Intermediate (level 2)

Advanced (level 3)

The Fizzy and Clever Hands Programmes are recommended for schools and families to use, to promote the development of motor skills for children who find these activities challenging.

It can be helpful to use this programme when you are concerned about a child's motor skills. It can help to establish whether or not a referral to occupational therapy/physiotherapy is required or can be used while a child is waiting to be seen by an occupational/physiotherapist.

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Helping your school aged child's motor development It is really important that you maximise movement opportunities for your children, so that they can develop their motor skills and to encourage movement and activity for life. This government website gives some fantastic ideas of how to help children to be active, whatever their ability.

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How to help your child use a knife, fork and do up their buttons

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Kent Community Health NHS Foundation Trust

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All children sometimes need a little extra help to master a new skill like tying their laces, getting dressed or using a knife and fork.

In our video we show you a fun, evidence based approach, that helps you support your child to feel confident whilst learning new skills and having fun.

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All children sometimes need a little extra help to master a new skill like tying their laces, getting dressed or using a knife and fork. In our video we show you a fun, evidence based approach, that helps you support your child to feel confident whilst learning new skills and having fun.

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Kent Community Health NHS Foundation Trust

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How to help your child with pencil skills When children start to learn to scribble and draw they try lots of different grasps and often change hands. Let them experiment; the most important thing at this stage is that they have fun. The documents and websites in this area will help you support your…

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Pre-writing and writing

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Kent Community Health NHS Foundation Trust

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Sensory processing

Sensory processing is the way that our brain sorts out sensory information so we understand the world and can manage our everyday life.

For most children the development of their sensory processing (sometimes called integration) occurs as part of our normal development and they learn to respond appropriately to sounds, smells, movement etc.

We all have some sensory processing differences. For example, some of us like very strong tastes and smells and others avoid them. Some people enjoy roller coaster rides whilst others would avoid even a merry-go-round. As long as we can manage to take part in the things we want and need to do these sensory processing differences don't matter or need support.

For some children their sensory development is delayed or disordered, and they struggle to take part in everyday childhood occupations. For example, they are so distressed by noise they can't go to a friend's party or they hit out when someone brushes up against them as they experience it as painful.

e-Learning

A 30 minute talk by an Occupational Therapist about sensory processing and how differences in sensory processing can impact your child's behaviour at home and school. There is some e-learning at the end of the talk for you to have a go at if you'd like to.

Useful websites and apps

Growing hands on kids
A site with ideas videos and information to support a child's development. Some useful information videos.

OT Plan
Website with activities to support a child's development. Choose by skill and activity.

Pinterest
Lots of fun sensory activity ideas for home.

Sensory Smarts
Website related to book 'Raising a Sensory Smart Child' - free advice and resources on website.

The Inspired Treehouse
Sensory ideas to help children pay attention.

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Sensory processing | Kent Community Health NHS Foundation Trust

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Sensory processing Sensory processing is the way that our brain sorts out sensory information so we understand the world and can manage our everyday life. For most children the development of their sensory processing (sometimes called integration) occurs as part of our normal development and they learn to respond appropriately to sounds, smells, movement etc.

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Kent Community Health NHS Foundation Trust

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Approximately 3 in 1,000 babies are born with permanent hearing loss[i] Children can have different types of hearing loss as detailed below:- Sensorineural-hearing loss in the inner ear. This usually means that the cochlea in the inner ear is not working effectively. Sensorineural deafness is perman…

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Hearing impairment

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Some of the biggest names in movies , music , and sports are people who struggled in school with learning and thinking differences. Here are a number of the celebrities who found their passion and overcame their challenges.

Whoopi Goldberg (dyslexia)

Long ago, before Whoopi Goldberg was diagnosed with dyslexia and before she knew how common this learning difference is , kids in school called her "dumb." But her mother told her not to listen to them. Her mom told her she could be anything she wanted to be. Goldberg believed her and grew up to become a comedian and talk-show host - and one of only about a dozen people to have won a Grammy, an Academy Award, an Emmy, and a Tony Award. She says that thinking differently has been a factor in helping her succeed.

Daniel Radcliffe (dyspraxia)

As the star of the Harry Potter movies, actor Daniel Radcliffe can be seen zipping around on his broomstick and saving the day during Quidditch matches. In real life, he has dyspraxia , which can make it difficult for him to tie his shoes. Handwriting also continues to be a challenge. He was 9 when his mother encouraged him to audition for a play. "I was having a hard time in school," he said. His mom thought acting would boost his confidence. She was right!

Steven Spielberg (dyslexia)

Legendary film director Steven Spielberg wasn't diagnosed with dyslexia until he was in his 60s. School administrators thought he was lazy . He was bullied by classmates, and his troubles in school played a part in his career. Not only did making movies give him a place to channel his energies, but feeling like an outsider helped him co-write The Goonies, a hit movie about a quirky group of friends who didn't quite fit in at school. He said finding out as an adult that he has dyslexia was like "the last puzzle piece to a great mystery that I've kept to myself."

Justin Timberlake is many things. He's a singer-songwriter, actor, and entrepreneur. He's also one of the many adults - and musicians - in the U.S. who have ADHD. Early in his career, Timberlake co-starred on Disney's All New Mickey Mouse Club with Ryan Gosling, who as a child was diagnosed with ADHD and was bullied before he became a Mouseketeer and movie star.

Cher is an Academy Award‒winning actress and Grammy-winning singer. But she struggled in school with undiagnosed learning differences. "I couldn't read quickly enough to get all my homework done and for me, math was like trying to understand Sanskrit," she wrote in her autobiography The First Time. "The only way I learned was by listening to the teachers in my classroom." She didn't find out about her dyslexia until years later when she took her child to get evaluated for learning and thinking differences.

Octavia Spencer (dyslexia)

Octavia Spencer has won an Academy Award and a Golden Globe for her acting. She's also a children's author who knows what a challenge reading can be for some kids. That's because Spencer has dyslexia. She vividly recalls how scared she was as a child when she had to read aloud in class. "I was paralyzed with fear because I kept inverting words and dropping words," she has said. However, she stresses that dyslexia shouldn't prevent kids from pursuing their dreams. "[It] doesn't really mean that you're not intelligent - it just means that your brain functions differently ," she has said.

Former NFL quarterback Tim Tebow has dyslexia. His father and brother do, too. Learning differences can run in families . He was diagnosed in elementary school and found ways to work around his reading difficulties. Tebow is one of many NFL players who have been open about their learning and thinking differences. "It has to do with finding out how you learn," he said. "I'm not somebody that opens a playbook and just turns and reads and reads. So I just made flashcards. I take each one, and then boom, when I'm traveling, I just flip through it. That really helped me. Writing it down, flipping through and quizzing myself, that was a great way for me to do it."

Swimmer Michael Phelps holds the record for winning the most Olympic medals. He has ADHD and was hyperactive as a child. "I was always the kid who was running around," he said. "I literally couldn't sit still." His mother used his love of swimming to help him focus .

Henry Winkler (dyslexia and math issues)

Keira Knightley (dyslexia)

After Keira Knightley was diagnosed with dyslexia at age 6, she used her love of acting to help motivate her to read. Knightley struck a deal with her parents that if she worked on her reading every day, they would agree to hire her an agent. The Pirates of the Caribbean star made good on her half of the bargain, using movie scripts to practice reading. She went on to become one of Hollywood's highest-earning actresses.

Anderson Cooper (dyslexia)

CNN news anchor Anderson Cooper hasn't let dyslexia stand in the way of his success. He also won't allow his reading issues to stand in the way of his love for books and literature. His own book, Dispatches from the Edge: A Memoir of War, Disasters, and Survival, was on the New York Times best-seller list.

Celebrity chef Jamie Oliver has built an empire with his best-selling cookbooks, prime-time TV shows, restaurants, and cookware. He also has dyslexia and said he didn't finish reading his first book until he was 38. "I get bored easily," he said. But the sci-fi sequel to The Hunger Games managed to keep him engaged. "I read Catching Fire. I loved disappearing into a story."

Award-winning TV journalist Lisa Ling struggled in school from the time she was a child all the way through college. She eventually dropped out of college, went on to become a producer, special correspondent and, eventually, an investigative journalist with her own show. While reporting on ADHD, she discovered that her own struggles are because she, too, has ADHD. It was a relief and allowed her to look at herself in a new way. "In a strange way I do feel like it has helped me. I can hyperfocus on things that I am excited and passionate about," she has said.

About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

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Celebrities with dyslexia, ADHD, and dyscalculia

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Some of the biggest names in movies , music , and sports are people who struggled in school with learning and thinking differences. Here are a number of the celebrities who found their passion and overcame their challenges.

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Did you know these 9 famous people are dyslexic?

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Dyslexia is a learning difference which primarily affects reading and writing skills.

However it does not only affect these skills. Dyslexia is all about how you process information.

Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning.

And when we're almost all stuck at home studying, that can cause huge challenges if not managed in the right way.

"It must be quite overwhelming"

Mollie King is an ambassador for the British Dyslexia Association. She was diagnosed with dyslexia when she was in primary school.

"I was about 9 years old when I got the diagnosis," she says. "Suddenly everything made sense... I now understood why I found my reading so hard compared to my classmates.

"I found homework so hard because I learned through having a conversation and having a teacher talk to me about something."

When you're working at home on your own and not having conversations with friends and teachers that can make learning really tough. And if you have dyslexia, with virtual deadlines, it can be even tougher.

"It must be so overwhelming at points... If someone said to me you've got to read this quicker now all that's going to do is make me read more words in the wrong order... I'm best when I'm most relaxed and have time to process things."

And that's the key to getting a grasp of your dyslexia. Time to process.

Top tips for managing your dyslexia:

Setting the scene - make sure you're in a quiet place and minimise your distractions.

Take a brain break - take time out to help process information into bite size chunks... BUT don't watch TV!

Keep a learning journal - like a scrapbook it will help you keep track of what you've learnt.

Mollie and Donna from the British Dyslexia Association have shared their insights into how best you can handle your dyslexia in lockdown and help you form strategies that will have a positive effect on your learning, whether you are remote-learning or in the classroom.

Dyslexia can be your superpower

Mollie, who's a member of the girl group 'The Saturdays', and now a Radio 1 presenter, says her dyslexia has never held her back - and she's not met anyone who's dyslexic that hasn't had the "fire in their belly" to work hard.

Dyslexia is definitely not something to hold you back, and in some ways can actually be a superpower

She says being dyslexic has only meant she, like many others, have just had to work that bit harder.

Whilst recognising that learning in lockdown must be incredibly challenging if you have a learning difference like dyslexia, identifying and understanding how to manage it can actually make you better equipped to deal with difficult circumstances, like home learning.

And with that determination to succeed it can be your superpower.
How have you been handling your dyslexia in lockdown? Do you have any tips for what's worked for you? Let us know.

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Mollie King on dyslexia: In some ways it's your superpower - CBBC Newsround

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Dyslexia is a learning difference which primarily affects reading and writing skills. However it does not only affect these skills. Dyslexia is all about how you process information. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning.

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ADHD and What I Would Tell #MyYoungerSelf | Michael Phelps

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Climate activist Greta Thunberg on why being on the spectrum is her “superpower”

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Disability in Sport ft. Ade Adepitan | Voice Box | Childline

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The I CAN Enquiry Service continues to operate on Mondays to Wednesdays between 9.30 - 12.30 and 1.30 - 4.30. Please leave voicemail if you cannot get through and we will endeavour to call you back during opening hours.

To have a chat with an I CAN speech and language therapist, call 020 7843 2544

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The I CAN Enquiry Service continues to operate on Mondays to Wednesdays between 9.30 - 12.30 and 1.30 - 4.30. Please leave voicemail if you cannot get through and we will endeavour to call you back during opening hours.

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Kent Community Health NHS Foundation Trust

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Learning to talk, like learning to walk, is never completely smooth and does not happen straight away. Young children often stop, pause, start again and stumble over words when they are learning to talk. Between the ages of two and five, it is normal for a child to repeat words and phrases, and hesitate with "ums" and "ers", especially when they are thinking about what they are going to say next.

For some children learning to talk can be a bit more difficult and their words can appear to get stuck. Approximately five percent of children experience stammering while they are learning to talk. However, the majority of these children will go on to be fluent speakers. Stammering is when

Sounds or syllables may be repeated e.g. mu mum mummy

Sounds may be stretched out to make the word longer e.g. fffffffffffish

A word becomes stuck and doesn't come out at all (this can sometimes be harder to notice)

It's not known exactly why a child stammers but evidence indicates that a combination of factors are involved. There is no evidence that parents cause stammering. However, there are lots of things that parents can do to support their child's fluency. Please see our Top Tips video below and leaflets for some ideas.

There are certain factors which make a child more vulnerable to stammering. You may want to consider referring your child to speech and language therapy if they:

Have been stammering for over 1 year.

Have a stammer that has been getting worse.

Have a family history of stammering.

Have moments of stammering that appear to be very tense.

Are aware or concerned about their speech.

Give up on what they're trying to say, or avoid speaking in certain situations.

Have other speech, language or communication difficulties.

Strategies and approaches

There are many ways to support fluency. Watch our key top tips video for further information.

Useful websites

Referral

There are a number of factors to consider when deciding if to refer for stammering if one or more of the following apply we recommend that you refer (however you can always contact us for advice);

The child's parents are very anxious or concerned about their stammer

The child is aware/upset by their stammer

The child's stammer has lasted for over 1 year, and seems to be getting worse rather than improving

The child's stammer is significantly disrupting their flow of speech, and/or appears to be tense

The child's stammer is beginning to impact on their confidence/willingness to speak in certain situations.

To refer your child to receive support for Stammering please use the Children's Therapies Service referral form.

Workshops

If you have been advised to access our online training resource please watch the video for your child's age e.g. if your child is 5 years old please watch the Under 8's stammering Workshop.

Or if your child is 12 years old please watch the Over 8's workshop.

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Learning to talk, like learning to walk, is never completely smooth and does not happen straight away. Young children often stop, pause, start again and stumble over words when they are learning to talk. Between the ages of two and five, it is normal for a child to repeat words and phrases, and hesitate with [...]

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Kent Community Health NHS Foundation Trust

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Useful resources

Take a look at the following pages for more information on:

Strategies and advice

There are many ways to support speech development. These include

Phase out dummies and bottles as soon as possible

Be face to face when you talk

Encourage the child to look at you

Slow down your own speech

Focus on what your child says rather than how it's said

Model back the correct sounds but don't expect your child to repeat it, e.g. If your child says "tat" you could say "that's right, it's a cat"

Confirm what you DO understand

Acknowledge your child's feeling e.g. if they are frustrated

Avoid overcorrecting

Ensure your child is face watching when an adult says a word as this will ensure they can see how the sound and words are formed

Ensure your child is face watching when an adult says a word as this will ensure he can see how the sound and words are formed.

Speech workshop - Talking clearly: Helping your child's speech sound development

If your child has been seen by a member of the team you would have been advised to access our online training resource, we ask that parents /carers access this prior to therapy commencing.

Useful film clips
Top tips Sounds fun Supporting Phonological Awareness Minimal pairs - A therapy approach for children with a phonological delay or disorder Cued Articulation A guide to generalising speech sounds
Useful websites

National Literacy Trust
Has resources and information for parents, early years settings and schools to promote language and literacy development.

ICAN
For information relating to speech, language and communication needs.

AFASIC
This website supports parents and represents children and young people with speech, language and communication needs.

Talking Point
Talking Point gives parents/carers and practitioners the information they need to help children develop their speech, language and communication skills.

Training

The Children's Therapies Team support speech development at a range of levels this includes

Parent workshops

Pre-school / School years Key worker / TA workshops

Cued articulation training

Depending on your locality, these can be booked by either contact your local service or via the online shop.

Parent workshops to support speech sound development are offered by the SLT department for families known to the service.

Referral

Some speech sound errors are seen in typical speech sound development . If your child is making one or more of the typical error patterns after the age at which they are typically no longer seen, then their speech sound development is delayed and they would benefit from support from home and nursery/school.

Some children would benefit from help from the Speech and Language Therapy service and we would encourage you to consider a referral to our team if your child is doing any of the following:

Making any of the errors on the Speech Development advice sheet at least 18months after the age at which it is typically no longer seen.

Making mistakes which are not described on the Speech Development advice sheet (e.g. difficulties with vowels, missing consonant sounds off from the beginning or middle of words).

Saying words differently each time they try to say them.

Not able to make speech sounds in isolation at least one year after they should have developed (see Speech Sounds Developmental Norm Chart).

If your child is at nursery or school, discuss your concerns with them and agree together whether a referral is needed.

For Early years settings you can use the KCHFT Speech screen tool to help to decide if a referral is required. One hard copy of this screen is available to all settings for free. Alternatively please refer to below.

For school-aged children referrals should include a recent Speech Link assessment and evidence of two terms' worth of support in school.

The following speech sound development chart may also help in considering a child's speech development.

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Speech sounds are the sounds we use in words. If we use the right sounds in the right order then people can understand what we are saying. It can take a long time to learn how to make the right sounds. We think of speech sounds being different from the alphabet, they are the "pure" [...]

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Kent Community Health NHS Foundation Trust

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Selective mutism (SM) is used as a term to describe children and young people (CYP) who are able to talk comfortably to some people, such as family members and close friends, but are silent or unable to talk freely when other people are present. There is no guarantee that CYP who have SM will overco…

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Kent Community Health NHS Foundation Trust

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The schools’ speech and language therapy (SLT) service support children and young people (CYP) within mainstream schools and specialist provisions in close liaison with families and key agencies. This includes working with CYP with a range of identified Speech, Language and Communication Needs (SLCN…

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School aged language

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Parents' Guide to Supporting Children and Young People

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Parents' Guide to Supporting Children and Young People

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A parents’ guide to supporting children and young people: ADHD and autism

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This animated series is for parents of neurodiverse children and young people. The experiences portrayed in the animations reflect the real-life experiences ...

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Information for families on Autism and ADHD in children: a support handbook and films

This handbook is for Kent families who would like to know more about Autism and Attention Deficit Hyperactivity Disorder (ADHD) in children.

The NHS and Kent County Council developed this resource with help from parents and carers of children waiting for an assessment for Autism and/or ADHD in the Canterbury area. The parents and partners involved in developing this Handbook wanted to make sure it has information that families would find useful.

The handbook includes sections on where to go for help with health, education, rights and benefits, and a listing of local and national organisations.

As well as the handbook, in February 2020, Dr. Rachel Hussey was filmed delivering an information session to families who had a child waiting for an Autism assessment in the Canterbury area. Dr. Hussey is a Consultant Clinical Psychologist who works within the Children and Young People's Mental Health Service. Dr. Hussey talks about why children may see the world differently, or behave differently and gives guidance on how to support your child in the areas of sleep, emotional regulation and anxiety.

Please see below for both a downloadable version of the handbook, and links to access the three filmed sessions.

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Information for families on Autism and ADHD in children: a support handbook and films - Kent Resilience Hub

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Information for families on Autism and ADHD in children: a support handbook and films This handbook is for Kent families who would like to know more about Autism and Attention Deficit Hyperactivity Disorder (ADHD) in children.

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ADHD foundation support for parents and carers

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© 2020 ADHD Foundation Registered Charity Number 1120898 (England and Wales) 3rd Floor, 54 St James Street, Liverpool L1 0AB

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National Autistic Society - Amazing Things Happen -

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Amazing Things Happen - by Alexander Amelines

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Newsround has made a special programme about autism.

It's a condition that affects the way you live your life and see the world around you.

Our presenter Rosie was born with it. She says even though living with autism is difficult, it makes her unique and who she is.

As well as telling her own story, you'll find out how Ben, Tony and Lenny are affected by the condition.

Lots of children with autism get bullied at school and find it hard to get jobs when they grow up.

In our special film Rosie wants to tell the world what autism is and help people understand what it's like to live with it.

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My Autism and Me - a Newsround Special - CBBC Newsround

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Newsround has made a special programme about autism. It's a condition that affects the way you live your life and see the world around you. Our presenter Rosie was born with it. She says even though living with autism is difficult, it makes her unique and who she is.

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On Friday 2 April it's World Autism Awareness Day.

The aim of the day, which is organised by the United Nations, is to raise awareness of autism and highlight what can be done to improve the quality of life for autistic people.

Here's everything you need to know about the condition.

What is autism?

Autism spectrum disorder (ASD) - its medical name - is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

It's not a disease or an illness, but a condition that somebody is born with. People who are born with autism have it all of their lives. Some people prefer to call it 'autism spectrum condition' (ASC) instead of ASD.

You cannot tell that somebody is autistic by looking at them.

It is estimated that about one in every 100 people in the UK is autistic, with more boys than girls diagnosed with the condition - though there are lots of theories about why this may be.

No one knows why people are born with autism, but there's lots of research going on into what causes it.

What is Asperger syndrome?

One form of autism is called Asperger syndrome. Tyler is 11 years old and has Asperger syndrome.

Following the death of his grandma, Tyler suffered from depression and mental health problems.

But, with the help of counselling, he got better and has now written a book all about his condition, his life and how he overcame his problems.

Someone with Asperger syndrome may find it hard to express themselves and how they feel. They may want to make friends and socialise with people just like everybody else, but they might find it very difficult.

Generally, people with Asperger syndrome don't have as many problems with talking, but they might still find it difficult to understand language, so they could struggle to understand how other people are thinking or feeling.

They may have above average intelligence, as they don't have the learning disabilities that many autistic people might have.

However, they may have specific learning difficulties and could need additional support, just like anybody else who is autistic.

How does autism affect people?

Autism affects different people in different ways.

This is why it might take time for someone to be diagnosed, as there isn't one simple list of symptoms and signs to look out for.

Anne revealed that she didn't actually get diagnosed until she was 45, back in 2003.

It can affect the way someone communicates with people, so a person might seem more shut off from those around them because they struggle to interact with them.

Autistic children might choose to play on their own rather than in groups or they might be a lot quieter than everybody else.

It can also have an impact on how a person makes sense of the world around them.

Someone who is autistic might be over-sensitive or under-sensitive to sounds, touch, tastes, smells, light or colours. They might wear special headphones to cancel out sounds so that the noise of the world around them isn't overwhelming.

People who are autistic can be really good at remembering things so they might have a lot of knowledge about one particular subject.

Newsround explores mental health

Because autism affects people differently, some people don't need a lot of help, but others might need extra support throughout their life.

For someone who is autistic, everyday life can be confusing and chaotic.

Their brain works differently so just communicating with people can be really hard.

Simple things like talking to other people, and reading people's body language and expressions can be difficult. Some people will be able to speak, while others may not be able to speak at all. They might use sign language to help with this.

An autistic person might seem like they're not interested in people and find it hard to make friends and meet new people.

They might also find it hard to use their imagination or be creative, so made-up games in the playground might be quite difficult for someone with autism to take part in.

Many autistic people find comfort in having a routine, so it is quite common to want to repeat things. Doing the same things every day can help - for example, playing the same games or eating meals at the same time - or they may engage in repetitive behaviours like turning light switches on and off, opening and closing doors, or lining up objects.

It can be frustrating not being able to communicate in the way that they might like, so this frustration might come out through their behaviour.

More of your inspiring stories

1. Be understanding - While you might find it difficult if somebody who is autistic doesn't want to talk to you or play with you, it's not their fault that they feel that way. They might even be frustrated about it themselves. Be patient and remember, the most important thing is not to take it personally. If you think someone is being rude or unfriendly to you, remember that they don't mean to be. If you're upset about anything, go speak to an adult that you trust about it.

2. Be accepting - The world can be a confusing place for autistic children and adults, and they may behave in a way that you think is a little strange. They might make noises or flap their hands, for example. Be kind and let them behave in a way that they are comfortable with. Don't stare or single somebody out because they are behaving differently.

3. Don't make assumptions - Don't make assumptions about what autistic people are like. It affects different people in different ways. For example, just because somebody who is autistic might struggle to communicate, it doesn't mean they struggle to understand what is being said around them.

4. Ask - If you are at all unsure about anything, go speak to an adult that you trust. You can speak to them about ways you might be able to help your friend with autism to make sure that they are OK.

World Autism Awareness Week 2021 takes place from 29 March to 4 April.

If you have any more questions about the condition or want to find out more, speak to an adult that you trust - maybe a parent, teacher or another relative - or you can speak to your local doctor, who will have lots of information and advice if you need.

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Autism spectrum disorder (ASD) is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

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Autistic Spectrum Condition (ASC) - Speech and Language Therapy

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Kent Community Health NHS Foundation Trust

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Autism (also called ASC) is a lifelong condition that affects how a person relates to other people and communicates with them. Autistic people will experience the world differently. These differences can bring challenges as well as unique strengths.

More information can be found at www.autism.org.uk (The National Autistic Society)
Things you may notice:
Social communication

Differences in how they use and understand verbal and non verbal communication (including use of eye contact/face watching; tone of voice, facial expressions and gestures)

Many have a literal understanding of language

Some may not speak, some may have limited speech, some will have good language skills but find it hard to know what people expect them to do in conversation.

Social interaction

May be in their own world

May not always notice someone is talking to them.

Differences in 'reading people' and showing emotions

May like to spend time alone

May have friends but find it hard to maintain them successfully

Routine or repetitive thinking and behaviours

May like to organise things

May have a strong desire for rules, routine and for things staying the same

May have very intense interests or like to collect things

Sensory sensitivities

May be over sensitive or under sensitive to sounds, touch, tastes, smells, light, colours, temperature or pain e.g. may not like unexpected loud noises, may only wear certain clothes, may only eat particular foods, may not tell you when they are hurt or unwell.

Strategies and approaches

Understanding ASC and helping to change the way we interact with someone with autism will support them to reach their potential.

Watch this short clip by the National Autistic Society for more information about ASC.

Referral

A diagnosis of autism is given by a specialist social communication team who will obtain information from home, nursery or school setting and any other professionals involved. Parents/carers will be invited to complete a detailed case history and an assessment of your child will be carried out.

For children aged 0 - 11 years a referral to the Community Paediatrics Team.

For children aged 11 years +

*The exception to this is currently in East Kent where all children from 8 years are seen by the Child and Young People's Mental Health Team.

Assessment
Brief Observation of Symptoms of Autism (BOSA)
We have had to change the way we carry out diagnostic assessment for autism due to the Coronavirus pandemic. This is because we cannot do an Autism Diagnostic Observation Schedule (ADOS) with a facemask or face shield on. There are too many things that will change a child's behaviour, so the results will not be reliable.

We will instead be carrying out a Brief Observation of Symptoms of Autism (BOSA) assessment which has been adapted from the ADOS and another autism assessment called the Brief Observation of Social Communication Change (BOSCC) led by Catherine Lord who is also one of the designers of the ADOS.

The BOSA assessment uses some of the ADOS materials with the permission of Western Psychological Publishing. The BOSA assessment includes:

It provides opportunities for a parent to engage in social interactions with their child through games and conversation, creating a context in which symptoms of autism can be observed

The parent delivers a set format of activities with their child which are observed by the clinician

In order to do this effectively the clinician will give parents clear instructions so that they can be well prepared for the assessment

If the parent is unsure during the assessment, the clinician is able to coach the parent

This observation could be from the next room with an observation window or in the room with observers wearing PPE and socially distanced

The observation will be filmed and video consent will be needed.

The observation lasts 12 to 14 minutes

The team involved in observing the BOSA are all ADOS trained and have experience in administration of the ADOS

So far BOSA has been well received by parents, carers and children.

Like the ADOS, the BOSA is only part of multi-disciplinary diagnostic assessment which also includes a detailed case history and wider assessment by the Community Paediatrician.

The BOSA is a welcome development for those involved in autism assessment because it means in the UK, and indeed internationally, multi-disciplinary assessment for autism can recommence whilst still adhering to national guidance for personal protective equipment and social distancing during Coronavirus.
Thank you to our East Kent Hospitals University NHS Foundation Trust colleagues for sharing this YouTube clip to help explain further.
Training

Settings can access a range of training course which are advertised on KELSI.

The following film produced by the Welsh Government and Cardiff University to help professionals identify the signs of autism. This research publication also provides information for the signposting posters on the film's web page. Reference : Carrington, S.J. Leekam, S.R. et al. 2015. Signposting for diagnosis of Autism Spectrum Disorder using the Diagnostic Interview for Social and Communication Disorders (DISCO). Research in Autism Spectrum Disorders 9, pp. 45-52. ( 10.1016/j.rasd.2014.10.003).

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Autism (also called ASC) is a lifelong condition that affects how a person relates to other people and communicates with them. Autistic people will experience the world differently. These differences can bring challenges as well as unique strengths. More information can be found at www.autism.org.uk (The National Autistic Society) Things you may notice: Social communication [...]

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Learn how to touch type with the BBC Dance Mat Typing game. It’s a fun introduction to touch typing game for kids and covers levels 1, 2, 3, 4.

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How to support your child’s mental health – Place2Be

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Place2Be works with schools to help parents support their child’s mental health and improve their emotional wellbeing.

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Telephone Helpline open Monday - Friday, 9am - 5pm

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5 ways to teach mindfulness to kids

Of course, you can always ask your kids to join you in your meditation practice. But there are plenty of other mindfulness activities for kids that can also have a big impact. Just remember: It doesn't really matter which activity you choose. The most effective way to teach children about mindfulness is to practice it yourself. After all, kids are constantly watching how their parents act and what they say, soaking up information like sponges. That's why modeling a regular meditation practice can go a long way in helping them to establish their own mindfulness habits. Here are 5 different ways to teach your child mindfulness:

Breathing. Focusing on the sounds of their own breath and motion of their bellies rising and falling helps children learn to be in the present moment. Here's an idea that's particularly fun - and effective! - for young children. On the inhale, tell them to pretend they're smelling something yummy, like their favorite flower or chocolate brownies in the oven; on the exhale, they can pretend to blow out candles. And, if your child can't sit still for more than a couple of minutes, don't sweat it: start with 10 breaths and over time, build up to several minutes.

Create a mindful bedtime ritual. A regular mindfulness ritual at the end of the day can help your child to calm their body and reflect on their day. One way to do this is with a short body scan: Have your child close their eyes and focus on their head, arms, belly, etc., working their way through all the body parts. Or, you can do a simple gratitude meditation by having them share one thing they are thankful for.

Take a walk. This activity is not only a great way for kids to practice mindfulness and notice the present moment, but they also get exercise and fresh air. On the walk, take a few minutes to be completely silent and pay attention to all the sounds that you hear: passing cars, wind rustling dry leaves, a dog barking. Afterwards, talk about what you and your child heard, and how that made you both feel.

Eat a snack ... mindfully. Mindful eating is a practice that engages all five senses, and it's fun and easy to do. Before eating the snack, ask your kids to think about its appearance, shape, size, color, smell, and texture. Then, when they place it in their mouths, think about the sensation and the process of eating it. By learning to slow down and notice food, kids are more likely to savor it, digest better, and enjoy the meal more.

Meditate together with Headspace. It's critical to introduce meditation and mindfulness at an early age, which is why Headspace offers fun, engaging activities that teach kids the basics of mindfulness. These activities involve everything from breathing exercises and visualizations to focus-based meditation. And because different exercises work best for different ages, Headspace offers customized sessions for three age groups: 5 and under, 6 through 8, and 9 through 12.

Try a kids meditation:

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Mindfulness Activities for Kids - Headspace

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Of course, you can always ask your kids to join you in your meditation practice. But there are plenty of other mindfulness activities for kids that can also have a big impact. Just remember: It doesn't really matter which activity you choose. The most effective way to teach children about mindfulness is to practice it yourself.

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What is Numicon?

Numicon is an approach to teaching maths that helps your child to see connections between numbers. From Oxford University Press, it supports your child as they learn early maths skills in nursery and primary school. It is a multi-sensory way of learning, which means your child learns by seeing and feeling.

Physical resources like the colourful Numicon Shapes are an important part of Numicon. The holes in the Numicon Shapes represent the numbers 1 to 10. When they are arranged in order, as in the picture below, children can easily see connections between numbers, such as 'one more' or 'one less'.

Later on, your child will be able to see more complex mathematical ideas, like how two fours make eight, three twos make six, and so on. This lays the foundation for their understanding of number all the way through school.

Numicon is often taught in primary schools as a whole-school programme, meaning it is their main way of teaching maths. Teachers use worksheets, physical shapes, online activities, and more to teach using Numicon. As well as mainstream maths teaching, Numicon is also sometimes used as an intervention programme to help children struggling with maths.

If your child's school uses Numicon, they may hold workshops to tell you how it is used in the classroom, and you can always ask your child's teacher if you have any questions.

Can I use Numicon at home?

There are lots of ways you can help your child learn with Numicon at home. Watch our Numicon videos, browse our selection of Numicon at Home kits or download our free Numicon activity sheets, to find inspiration.

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Numicon guide for parents - Oxford Owl for Home

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What is Numicon? Find out what Numicon is and discover activity sheets, videos, and kits to support your child as they learn maths with Numicon at home.

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​We all use maths every day, often without realising it. We believe that every child can develop the numeracy skills they will need, both at school and throughout their lives. Helping your child feel confident about maths now gives them a head start.

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​We all use maths every day, often without realising it. We believe that every child can develop the numeracy skills they will need, both at school and throughout their lives. Helping your child feel confident about maths now gives them a head start.