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Miss Dowling is the SENCO at Cedar Road. Meetings can be arranged at the office or by emailing cda-enquiries@cedarroadacademy.co.uk or calling 01604 712645

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In EYFS  the staff deliever a variety of speech and language programmes to support children's development, with much of it being linked in with daily learning. Age 3-6 years is a crutial age for language and pronounciation development.

We also seek and follow advice provided by NHS speech and language team and our privately commissioned speech and language therapist Alison Baillon. They provide us with assessments, strategies and tools to support developement.

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At Cedar Road, we have trained external support to deliever occupational therapy exercises. We also run a daily sensory circuits programme. We are use to providing physical support programmes such as yoga and motor skills. We have various NHS occupational therpay booklets that we can share with parents. If you have concerns over a child's physical abilities we will monitor and assess for a period of time before submitting a referral if required.

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At Cedar Road, each pupil on the SEN register or requiring extra support has a individual learning plan (IEP). This is a document where we record discussions, set and review targets and track support. This document is shared with parents throught the year. It is shared with professionals to reduce parents repeating themselves. It is also lovely to celebrate the successes a child has through the year.

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In this episode, you'll hear two perspectives on children's speech and language. Speech and language therapist Anna Sellers, who works with children in schools, and Derek Munn, director of policy and public affairs at the Royal College of Speech and Language Therapists, talk about the impact of the pandemic - both negative and positive - on services for young people. They also share their thoughts on what school leaders can do to help tackle the challenges that lie ahead around speech and language support in schools.

Find out more about the work of the Royal College of Speech and Language Therapists: www.rcslt.org.

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The School Leadership Podcast - Speech and language therapy in covid times

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In this episode, you'll hear two perspectives on children's speech and language. Speech and language therapist Anna Sellers, who works with children in schools, and Derek Munn, director of policy and public affairs at the Royal College of Speech and Language Therapists, talk about the impact of the pandemic - both negative and positive - on services for young people.

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At Cedar Road, we have a fulltime family support worker- Miss Lewis- who are support pupils in a bespoke way or just lend a friendly ear. Miss Lewis has a wealth of knowledge about local services that can offer support.

We use Zones of Regulation to provide children and staff with a common language to describe the emotions.

If you have concerns about your child's emotional regulation you should first speak to the class teacher. Additional support and advice can be provided by Miss Dowling and Miss Lewis. They will suggest things to try and can make referals to the school nurse.

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ELSA stands for Emotional Literacy Support Assistant. The ELSA programme is usually run by educational psychologists and trains school staff to support children with their emotional regulation - including at times of difficulty, sadness and stress.

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Coronavirus Support Archives - Elsa Support for emotional literacy

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Coronavirus support provides free resources for teaching staff and parents to help children cope with the current viral outbreak.

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The Zones of Regulation is a framework designed to foster self -regulation and emotional control.  This is an approach we use at school to help pupils.  It is based on the concept that individuals identify and then describe their emotional state.  They then use a chosen suite of  'tools'  to self regulate.  Tools can be their own  strategies such as self talk, reading a favourite book, playing with a lego set, skipping, dancing to music. Other tools can include support from those around them such as having a hug, seeking reassurance, reading together etc.

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THE ZONES OF REGULATION: A SOCIAL EMOTIONAL LEARNING PATHWAY TO REGULATION

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Some time back, I noticed posters like this in our school hallways. I found out from learning support that they were to help the children learn self-regulation. The posters were based on a concept called The Zones of Regulation.

Source: Pinterest

What is Self-Regulation?

Self- regulation is the ability to manage disruptive emotions and impulses, and to think before you react. - Mind Tools

In school, children need to be able to self-regulate to help them be ready to learn. Children whose states of arousal are too high or too low will struggle to focus on the learning task at hand.

Update: new research links self-regulation with greater resilience in young people

Researchers have analyzed whether self-regulation would be a good predictor of resilience. This study shows that helping these young people to bounce back from adversities by acquiring self-regulation skills such as setting goals and adjusting their path after a misstep, equips them better to do well in school and in life. - Science Daily

What happens when children cannot self-regulate?

Children that are unable to self-regulate are prone to the following:

tantrums and outbursts

abusive behaviours - e.g. self abuse, punching, kicking, biting

emotional distress

inattention/distractibility

refusal to participate

How can we help children learn self-regulation?

To help children learn self-regulation, we need to work on their:

executive functioning - memory, planning and behaviour inhibition.

emotional regulation - initiating, inhibiting, or modulating our state or behavior in a given situation.

sensory integration - the process by which we receive information through our senses, organise this information, and use it to participate in everyday activities.

What are the Zones of Regulation

The following video provides a helpful summary on the Zones of Regulation and how they help children with self-regulation.

What do the Zones look like:

The Zones of Regulation is a cognitive behaviour approach for helping students self-regulate their behaviours, emotions, and sensory needs. By using concepts and visuals to help students learn to recognise their feelings and level of arousal, it allows them to employ strategies for optimal learning.

The Zones can be compared to traffic signs. When given a green light or in the Green Zone, one is "good to go". A yellow sign means be aware or take caution, which applies to the Yellow Zone. A red light or stop sign means stop, and when one is the Red Zone, this often is the case. The Blue Zone can be compared to the rest area signs where one goes to rest or re-energize. All of the zones are expected at one time or another, but the curriculum focuses on teaching students how to manage their Zone based on the environment and people around them. For example, when playing on the playground or in an active/competitive game, no one would think twice about one being in the Yellow Zone but that would not be same in the library. - Zones of Regulation

Although the Zones of Regulation is often used to support the needs of children with ASD or ADHD, it is very much applicable to all children, and even adults. The ability to recognise our own state of arousal and to make the necessary adjustment so that it is appropriate for the occasion we face is something we all require to function optimally.

The goals of the zones of regulation are to teach children to:

identify their feelings and levels of alertness

develop effective regulation tools

learn when and how to use the tools

problem solve positive solutions

understand how their behaviours influence thoughts and feelings

ultimately - develop independent regulation

Blue Zone: low level of arousal; not ready to learn; feels sad, sick, tired, bored, moving slowly.

Green Zone: calm state of alertness; optimal level to learn; feels happy, calm, feeling okay, focused.

Yellow Zone: heightened state of alertness; elevated emotions; has some control; feels frustrated, worried, silly/wiggly, excited, loss of some control.

Red Zone: heightened state of alertness and intense emotions; not an optimal level for learning; out of control; feels mad/angry, terrified, yelling/hitting, elated, out of control.

What Zone are You in?

Blue Zone - your body is running slow, like when you're tired, sick, sad or bored.

Green Zone - like a green light, you feel "good to go". Your body may feel happy, calm and focused.

Yellow Zone - when you start to lose control, like when you feel frustrated, anxious, worried, silly or surprised. Use caution when you are in this zone.

Red Zone - when you experience extreme emotions. When you are in this zone, you are out of control, you have trouble making good decisions, and you need to STOP!

For the Blue Zone - increase arousal: For the Green Zone - maintaining:

think happy thoughts

talk about your feelings

rub hands together

run on the spot

shoulder rub

ask for a hug

swinging or spinning

stretching or jumping jacks

strong scents

vibration

drink water

crunchy foods

bright lights

listening to loud music

For the Yellow - decrease arousal:

keep your eyes on the teacher

remember your daily goals

finish your homework

think happy thoughts

be a good friend

help others

work hard

smile

For the Red Zones - decrease arousal:

talk to my parents/friends

take 3 deep breaths

do a wall push up

use a fidget

go for a walk

take a break

read

deep pressure

slow movement

heavy work to muscles

soft lighting

listen to music

chewy foods

take three deep breaths

how big is my problem - the size of your reaction should match the size of the problem. How big do others see the problem? How big should your reaction be?

jump on a trampoline

relax your muscles

talk to an adult

sensory break

push the wall

count to 20

walk away

STOP!

deep pressure

slow movement

heavy work to muscles

soft lighting

listen to music

chewy foods

Can you be in more than one zone at a time? Should children be penalised for being in the RED zone?
Common Questions on the Zones of Regulation
Can you look like one zone on the outside and feel like you are in another zone on the inside?
Yes. Your child may feel tired (blue zone) because she did not get enough sleep, and anxious (yellow zone) because she is worried about an activity or contest at school. Listing more than one zone reflects a good sense of personal feelings and alertness levels.

It's best for children to experience the natural consequences of being in the RED zone. If a child's actions/choices hurt someone or destroys property, he needs to repair the relationship and take responsibility for the mess they create. Once the child has calmed down, use the experience as a learning opportunity to process what the child would do differently next time.

Yes. Many of us "disguise" our zone to match social expectations. We use the expression "put on a happy face" or mask the emotion so other people will have good thoughts about us. Parents often say that their children "lose it" and goes into the RED zone as soon as they get home. This is because children are increasing their awareness of their peers and expectations. They make every effort to keep it together at school to stay in the GREEN zone. Home is when they feel safe to let it all out.

Tips for Practicing the Zones of Regulation
What is it? What to put in it?

Know yourself and how you react in difficult situations before dealing with your child's behaviours.

Know your child's sensory threshold. We all process sensory information differently and it impacts our reactivity to situations.

Know your child's triggers.

Be consistent in managing your child's behaviour and use the same language you use at home.

Empathise with your child and validate what they are feeling.

Have clear boundaries/routines and always follow through.

Do not deal with an angry, upset child when you are not yet calm yourself.

Discuss strategies for the next time when you are in a similar situation.

Remember to ask your child how their choices made you feel (empathy).

Praise your child for using strategies. Encourage your child to take a sensory break to help regulate their bodies.

Sensory Tools on Amazon
Make a Coping Skills Box

A coping skills box is a place to keep things that help to calm you down in periods of distress. Having everything gathered in one place helps you remember to use your coping skills rather than using negative behaviours.

1. Self-Soothing Objects that help to calm you through your five senses:

2. Distractions to take your mind off the problem for a while, e.g. puzzles, books, artwork, crafts, knitting, crocheting, sewing, crossword puzzles, sudoku, positive websites, music, movies, etc.

3. Opposite action - do something that is opposite to your impulse that is consistent with a more positive emotion:

affirmations and inspiration - e.g. looking at drawings or motivational statements

something funny or cheering - e.g. funny movies, books

Put it all together
4. Emotional Awareness - tools for identifying and expressing your feelings, e.g. a chart of emotions, a journal, writing supplies, art supplies.

5. Mindfulness - tools for centering and grounding yourself in the present moment, e.g. meditation or relaxation recordings, grounding objects (rock, paperweight), yoga mat, breathing exercises.

5. Crisis Plan - contact info of supports and resources for when coping skills aren't enough, e.g. family/friends, therapist, psychiatrist, hotline.

Once you have gathered everything, put them together into a box and decorate it. Keep the box in a place where you'll remember it and USE IT!

Image Source: Pinterest

See also: Essential Life Skills for Kids - Stress Management

Sensory Break: Sensory Activities for Sensory Integration

Some time back I wrote about sensory processing disorders (SPD) identifying sensory difficulties that affect some children and the sensory integration activities that can help address their sensory hotspots. The following image helps teachers and parents identify some of the common sensory hotspots that some children may have:

Sensory activities that can help children with these hotspots may be proprioceptive, vestibular, or tactile in nature.

Proprioception

Proprioception is the sense of knowing the relative positions of the various parts of our bodies and strength of effort we employ during a movement. Children with proprioceptive needs can benefit from the following activities:

carrying heavy baskets or objects

jumping jacks

leaning against a wall or table palm presses

pushing or pulling boxes; wheelbarrow walk

jumping on a trampoline

crawling through a tunnel

pushing against objects, wall push-ups

standing on toes and stretching

finger fidgets

Vestibular

The vestibular system is responsible for the sense of balance and spatial orientation for the purpose of coordinating movement with balance. Children with vestibular sensory needs can benefit from the following activities:

bounce on a yoga ball

walk on a balance beam

bear/crab/snake walk

roll neck slowly in a circular movement

imitation game - e.g. Simon Says

gentle rocking

jump up and down; try to touch the door frame

sit and spin / yoga seat

roll on the mat

Tactile sensory needs can be fulfilled with "touch" activities, such as the following:

Sensory Activities at Home

When your child needs a sensory break at home, try these activities:
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"kid-sandwich" - pushing down on them between two pillows

"kid-burrito" - rolling them in lycra and gently pressing down and pretending to eat them

roll out the "cookie dough" with a yoga ball firmly over the back and limbs

pillow fight

mopping or sweeping the floor

stirring cookie dough or cake batter

jumping jacks

chewing gym, eating crunchy foods (pretzels carrots, small ice chips, or sipping water from a cup with a thick straw while doing seated work)

pushing or pulling boxes or laundry baskets with a few toys or books in it

carrying or pushing pillowcases of stuff animals around the house

helping with chores, pulling a heavy trash can, vacuuming, water plants

removing couch cushions, piling them on the floor and "crashing" into them

roller-skating uphill, ice skating, jumping rope, marching, hopping and skipping

walking on a treadmill set to go uphill

pulling other kids around on a sheet or blanket

crawling through a t-shirt tunnel

yard work, such as raking leaves, pushing the wheelbarrow, water the flowers

shoveling sand into a bucket

crossing monkey bars

swinging on a swing

pulling heavy items in a wagon

More Resources:

Related:

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Self-Regulation and the Zones of Regulation

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Some time back, I noticed posters like this in our school hallways. I found out from learning support that they were to help the children learn self-regulation. The posters were based on a concept called The Zones of Regulation. Source: Pinterest What is Self-Regulation? Self-regulation is the ability to manage disruptive emotions and impulses, and to...

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Emotion Coaching to Manage Behaviour and Emotions

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Emotion Coaching to Manage Behaviour and Emotions

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Dr Charlotte Moss explains emotion coaching.

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Emotion Coaching - Webinar from Lambeth Educational Psychology Service

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Kim Griffin is a paediatric OT who has a You Tube channel with a range of motor skills videos and information about sensory processing disorder.

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"sensory processing disorder" children "special education" "occupational therapy" "sensory integration" "fine motor activities" "gross motor activities" dysp...

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GriffinOT helps children children to achieve their full potential by providing supports their parents and educators. Our expert advice and online training is specifically designed for educators and parents who want to know how they can help their children succeed.

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If you're a parent helping your child to learn a new skill, backward chaining is a useful approach. You can use this for mastering a range of skills such as dressing and undressing, doing up and undoing zips and buttons as well as writing letters and drawing.

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Have fun drawing characters from Ed Vere's book Max and Bird.
Drawing is not only enjoyable and creative - it's great for developing fine motor skills too!

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ASD represents a wide range of difficulties and each child will have different strengths and needs.

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ASD represents a wide range of difficulties and each child will have different strengths and needs.

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The links and information in this column and others on the Padlet could be helpful in supporting development of key skills such as communication, social interaction and attention while at home.
At Cedar Road, we work closely with Angela Capper from Target Autism. Angela is very knowledgable and has been supporting schools for many years. She has been supporting Cedar Road for a long time and knows us well.

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If you have concerns that your child is displaying traits of autism please first discuss this with the class teacher. Additional support and advice can also be provided by Miss Dowling. Miss Dowling can discuss with you strategies to support at home. She can also guide your through the process of seeking professional advice and assessment. This can be a very long process. SSS are an external team that can support a family for up to a year with expert advice. See below for the link.

At Cedar Road we support pupils with Autism in lots of different ways. Each child is unique and so is the support we offer. We use Widget (a visual tool), social stories, sensory support, emotional regulation, expected and unexpected behaviours intervention and more.

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Here are links and advice to support children who experience difficulties with learning to read and spell.

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Here are links and advice to support children who experience difficulties with learning to read and spell.

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Some pupils who struggle to learn to read and spell will meet the criteria for a description of Dyslexia. It is important to realise that difficulties with reading and spelling do not necessarily mean that a child has lower intelligence - sometimes the opposite can even be true.  However, not all children who struggle to read and spell are Dyslexic - they may have gaps in their learning or other underlying learning needs and delay.

At Cedar Road, we ensure that children are taught strategies to support their reading and writing. We use a screening tool , which provides an indication of likelyhood of dyslexia. We typically offer this at year 4 and above due to children still learning their sounds and basic  reading skills.

Additionally, Shiennman's on Abington street have a vision test that may be benefitial to children with traits of dyslexia.

A vision impairment called Irlens syndrome has many similar traits to dyslexia.

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This video outlines key features of Dyslexia and some strategy principles.

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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A range of videos on reading, 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.

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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Research shows the 13  most frequently used words can make up as much as one quarter of  a reading text and the 100 most frequently used words can make up 50%.  So learning to read and spell high frequency words, in combination with the systematic learning of phonics can be very useful.

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Here are the next 200 high frequency words.  Don't be tempted to try to read or spell too many at once - little and often works best when it comes to reading and spelling practice!
These are from this link: http://www.highfrequencywords.org/

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Dr Max Davie is a consultant paediatrician at Evelina hospital. In this video he shares his views on managing ADHD at home. His tips are also useful for children without ADHD!

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Here is a link to a clearly explained Lambeth Educational Psychology Service video.

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Motivating Home Learners - Lambeth Educational Psychology Service Webinar

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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

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12 Amazing Superpowers of students with ADHD 

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12 Amazing Superpowers of students with ADHD 

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The positives of ADHD are numerous and mighty - creativity, empathy, and tenacity, just to name a few. Here, readers share their amazing superpowers.

Thinking positive to find the plus sides of adhd.

1 of 13

Problem solving skills are a positive about ADHD.

2 of 13

Children use their creativity to build a fort.

3 of 13

A teenager consoles a friend, using her gift of compassion.

4 of 13

Girl with snorkel by family unpacking van shows her sense of humor.

5 of 13

The word impossible is written on a chalkboard, with the "im" crossed out, because those with ADHD have perseverance.

6 of 13

A woman is very observant and employs her keen sense of observation.

7 of 13

A mom holds her child while also ironing - multitasking is a strength for those with ADHD.

8 of 13

A man is very focused on writing in his notebook. Hyperfocus is a positive trait of ADHD.

9 of 13

A group of young children are running with endless energy, another positive trait of ADHD.

10 of 13

A father and son play airplane together. Their seal for life is an ADHD superpower.

11 of 13

A green apple in a group of oranges illustrates differences. Kids and adults with ADHD are very accepting.

12 of 13

A road sign has an arrow pointing to Right and another toward wrong. Those with ADHD have a strong moral compass.

13 of 13

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At Cedar Road, we believe quality teaching is the key to pupils learning. This can be achieved in many ways and our skilled teachers have regular training to share best practice and new research findings. Thoughtout the year we have CPD on Rosenshine's Principles and specific learning needs. In January, Angela Capper from Target Autism delivered training to staff.

Most learning difficulties can be addressed in the classroom by the teacher. Some pupils may need additional help to reduce some of their barriers. This may be in the form of learning tools, additional adult support and interventions.

We expect a child to recieve quality teaching from their teacher and support from a range of skilled learning support assistants. Some pupils may access a bespoke curriculum to support their individual needs.

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At Cedar Road, we use a range of external professional to support our pupils. Here are the links to external support. 

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At Cedar Road, we use a range of external professional to support our pupils. Here are the links to external support. 

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This is a website with all of the local organisations. Use the search tools to find professionals and information.

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#NorthantsTogether to tackle Coronavirus Northamptonshire has been placed in Tier 2: high alert under the local restriction tier system that will be in place from Wednesday 2 December. Coronavirus updates

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NorthantsTogether to tackle Coronavirus Northamptonshire has been placed in Tier 2: high alert under the local restriction tier system that will be in place from Wednesday 2 December. Coronavirus updates

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This is a very useful team to support parents with a child with SEN. On the local offer site (use this link) you can apply for a consulation and if success they can support a family alongside school for up to a year.

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The SEND Support Service (SSS) offer support for a range of special educational needs and disabilities (SEND) including autism (ASD). It operates in four Northamptonshire localities, and each locality has a team specialising in support at different ages (Early Years, Primary, and Secondary).

You can access support from the SSS without a formal referral, and there is no need for a formal diagnosis. You can attend their Courses and Workshops . Topics include: food, toileting, sensory difficulties, anxiety, and anger.
Consultations
You can also request a personal consultation. Appointments are available between 9am and 5pm and can be up to an hour long. This is an opportunity to seek advice and support from one of the SEND practitioners. To book an appointment please email SSS@childrenfirstnorthamptonshire.co.uk
Formal Referrals
When SSS have received a formal referral, from either a parent or an educational setting, a panel meeting takes place to agree whether the child is eligible and to decide the best service offer based on the information provided and further assessment.

Further support (which may include visits and observations in both home and/or school environments) will be subject to certain eligibility criteria.

Information about the criteria and how to refer are on the Specialist Support Services website.
Early Years and Portage
The role of the Early Years and Portage Team is to empower and support families with children under age 5 and Early Years settings, (pre-schools, playgroups, nurseries or childminders) to:

Build on each child's individual strengths and to identify next steps for their development

Encourage children's social interaction with their peers and adults

The team will work with families and settings to agree learning and developmental objectives and Individual Education Plans and support families and settings to review and monitor these plans. They promote learning through play.
Related Documents:

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Northampton Town disability football team

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Northampton Town disability football team

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We have a working relationship with Northampton Town football club. They mentor some of our pupils in school that have pastoral needs. Here is a link to their disability club. .

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The Northampton Town FC multi disabled football club offers pan disability coaching and playing opportunities for all ages. The club runs a number of children and adults teams that compete in local and national leagues. We provide professional coaching to all levels of ability to help support more people with disabilities to access footballing opportunities.

Playing in the Bobi league the club regularly plays fixtures against other clubs from across the country alongside the weekly coaching sessions that take place on Friday evenings at Moulton College - 5.30pm to 7.30pm.

For more information or to sign up to the sessions contact Russell Lewis: r.lewis@ntfc.co.uk

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Multi Disabled Football Club - Northampton Town FC Community Trust

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Anna is a local speech and language therapist. She has a wealth of knowledge.

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Education and health care plans are a document developed with parents and supporting professionals to ensure a pupils gets the support they need. EHCP have legal obligations and can support a pupil up till the age of 25 years if needed.

They are for pupils with complex SEN needs and the assessment process is long.

Miss Dowling can guide you through the process of EHCP applications. Parents and health staff can also apply for EHCPs.

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Blobs is a great resources to support pupils understanding and emotional development. Here is an example. There is also a facebook page.

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This website has lots of practical and craft based actively to support emotional development.

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Resources for Emotional Literacy Support Assistants - ELSA Support

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Emotional literacy support assistants - or ELSAs - are teaching assistants trained to provide emotional and social skills support to children.

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Developing Language During Everyday Routines 

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Developing Language During Everyday Routines 

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As a service we strive for:

Timely and appropriate referrals to Speech and Language Therapy Service

Improvement in parental awareness, knowledge and the home communication environment

Increased educational professional confidence in understanding, developing and supporting children's speech, language and communication

Improved outcomes for children with Speech and Language and Communication needs

Successful collaborative working with families and services for shared outcomes

As a service we do not offer:

Elocution

Teaching English as an additional language

Developmentally normal speech sound errors

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Children's Therapy Services - Speech & Language Therapy Team

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As a service we strive for: Timely and appropriate referrals to Speech and Language Therapy Service Improvement in parental awareness, knowledge and the home communication environment Increased educational professional confidence in understanding, developing and supporting children's speech, language and communication Improved outcomes for children with Speech and Language and Communication needs Successful collaborative working with families and services for shared outcomes Elocution Teaching English as an additional language Developmentally normal speech sound errors

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Ep 139 | Animal walks to calm kids & develop gross motor skills | Sensory diet  | Reena Singh

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Welcome to Little Puddins. This is my personal blog, which focuses on Family, Parenting, Autism, Special Needs,Craft, and Lifestyle.

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ADHD and Dyslexia Strategies: How to Turn on Text to Speech on Your Mobile Device

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News and articles from Jessica Kingsley Publishers and our authors

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Physical development lesson clips f

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Early Development - Physical Development - Specialist - Oak National Academy

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Free online specialist video lessons and resources

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from British Dyslexia Association

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Practical Guide

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Info on Primary stages from the Communication Trust

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We use Bsquared to track pupils progress who are working below their academic year group. Bsquared allows us to track progress in small steps. We find it allows us to celebrate what pupils can do rather than report what they can't do. We can also specific show what they have learnt. 2-3 times per year If you would like a summary of the skills that they have been achieving please ask and we can provide this to you.

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We use the local authority educational service and Mosaic Psychology - Independent Educational Psychologists. . We are limited to the number of days we are able to use and these days also include time allocated for report writing and communications.

There is a waiting list and the school and educational psychologist have to prioritise by pupil needs and time scales. Pupils with EHCP or EHCP assessments are first priority.

If you feel your child needs to be seen by the educational psychologist, please speak with Miss Dowling. We have a range of tools for assessing pupils needs which can be discussed.

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Irlen syndrome is a difficulty with visual perceptual processing and is not an 'eye' problem.  It is not an optical problem. It is a problem with the brain’s ability to process visual information.

What is Irlen Syndrome?

Irlen Syndrome (also referred to at times as Meares-Irlen Syndrome, Scotopic Sensitivity Syndrome, and Visual Stress) is a perceptual processing disorder. It is not an optical problem. It is a problem with the brain’s ability to process visual information. This problem tends to run in families and is not currently identified by other standardized educational or medical tests.

“Irlen Syndrome: A Teen’s Summary by David Accola”

Irlen Syndrome can affect many different areas, including:

Academic and work performance

Behavior

Attention

Ability to sit still

Concentration

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What is Irlen Syndrome? Irlen Syndrome is a light-based visual processing problem. Specifically, it is a cluster of symptoms caused when the brain struggles to process light and visual stimuli efficiently. Irlen Syndrome is not a reading problem, is not dyslexia, is not an issue with sight or vision, … Continue reading →

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Tina Yates is an Irlen diagnostician at Irlen East. In this article, she explains what Irlen syndrome is, how it can affect autistic people and how its symptoms can be alleviated.
Irlen syndrome is a difficulty with visual perceptual processing and is not an 'eye' problem. It affects well over half of autistic people but also occurs in approximately 15% of the neuro-typical population. It is caused by hypersensitivity to certain wave lengths in full spectrum light which provoke the brain to process visual information incorrectly.

Symptoms

Sensory overload can be caused by bright and fluorescent lights, street lights and headlights. Patterns, stripes, black/white and colour contrast can also be stressful. This may lead to headaches, fatigue and anxiety.

The environment may be perceived as a distorted world. Stationary objects can blur, move and change. For example: walls, stairs, paving and fencing are frighteningly inconsistent whilst faces can be incomplete.

Reduced attention span and concentration difficulties,

Problems with co-ordination, depth perception and/or poor social skills together with inability to read facial expressions can result.

Print distortions make reading and written work inefficient, unpleasant and tiring.

Trouble with reading comprehension, maths, sight reading text or music and computer usage can be experienced.

In general, each autistic person has a varying and complex mix of perceptual differences which interact and influence the individual's well-being and behaviours. Irlen syndrome can be one of those layers of difficulty, much like the skins of an onion, but once identified, it can be remediated, thus reducing the overall severity and frequency of sensory difficulties, making it easier to manage interaction with others.

Diagnosis and treatment

Screening

A screening using Irlen methodology can give a diagnosis for those suffering from this condition and indicate the specific colour(s) which will help in differing environments. Determining the optimum coloured overlay for reading on white paper, the background tint for a computer screen, smart board or paper, but also pen colours can make a significant improvement. Greater comfort and confidence coupled with an increase in focus levels can result.

Modifications to the home environment, be they tinted light bulbs, specific coloured walls, furnishings, flooring, etc., may reduce stress and overload. White surfaces, bright patterns or stripes will exacerbate distortions and lead to severe discomfort, shutdown or meltdown.

The bathroom can be a major problem area. White, shiny surfaces, shower tray, bath, washbasin and toilet bowl may prove painfully disorientating. When coupled with the ongoing auditory, olfactory and tactile inputs the sensory system is bombarded. The transition in and out of the bath or shower can be eased by using a bath mat of the correct tint and coloured tape around the rim or edge for delineation. Similarly a plain table covering and crockery in the optimum tone will reduce anxiety at mealtimes.

Full Irlen assessment

All these suggestions can make significant improvements, but the most comprehensive, lasting and efficient way to treat Irlen syndrome is carrying out a full Irlen assessment and includes wearing tinted spectral filters worn as glasses. The specific wave lengths of light which are causing the perceptual difficulties are determined and a filter devised to overcome these problems.

Each individual needs a personal colour combination and great care must be taken to establish the precise spectral filter requirements. The wrong colour is likely to increase perceptual difficulties and make life worse for the individual and their family.

Irlen spectral filter lenses do not change colour perception and should be worn all the time to provide continuous relief from an individual's physical, emotional and behavioural symptoms.

As a professional with long-term experience working with individuals diagnosed with Irlen, I know that assessment is most successful when undertaken in the home environment or in the conditions where the autistic person routinely experiences problems. Evaluation should be adapted to individual needs and should not rely on verbal responses but rather should take into account changes in attention, expression, interaction and reaction to colour modifications.

Further information

Further reading

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Tina Yates is an Irlen diagnostician at Irlen East. In this article, she explains what Irlen syndrome is, how it can affect autistic people and how its symptoms can be alleviated. Irlen syndrome is a difficulty with visual perceptual processing and is not an 'eye' problem.

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Tourette's syndrome is a condition that causes a person to make involuntary sounds and movements called tics. It usually starts during childhood, but the tics and other symptoms usually improve after several years and sometimes go away completely. There is no cure for TS, but treatments are available to help manage some symptoms.

Tourettes is often assosiated with swearing, in fact this is less common- 1 in 10. Coprolalia is the medical term used to describe one of the most puzzling and socially stigmatizing symptoms of Tourette Syndrome—the involuntary outburst of obscene words or socially inappropriate and derogatory remarks. Tourettes ranges from is complexity and the impact on the individuals day to day life.

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Tourettes Action is a support and research charity working to improve the lives of people living with Tourette Syndrome. Our services include online live-chat and email support, a befriender network, information, webinars, events and resources.

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You've probably seen a tic without even realizing it: A blink that happens just a bit too often, a shrug that seems out of place, a small constant cough. Tics are common in children and they often seem to come out of nowhere.

When a child develops a tic it can be scary for parents, who find themselves wondering if the little coughs or blinks will ever go away or worrying that they could be a sign of something more serious. The good news is that most tics go away on their own, and don't come back. If you think your child has developed a tic, experts recommend seeing a pediatrician to confirm that what you're seeing is, indeed, a tic. But most cases the recommendation will be for parents to simply watch and wait before any further intervention is considered. It's only when tics become chronic and impairing that treatment is needed.

What are tics?

"Tics are basically a signal from the brain that sends an urge for a movement or a sound," explains Wendy Nash, MD, a child and adolescent psychiatrist at the Child Mind Institute. Tics are repetitive, rapid movements or sounds. Most are what's called "simple" tics, meaning tics that are one movement like a squint or a quick nod of the head. Some, called "complex" tics, are larger combinations of movements or sounds, for example reaching up and shaking your head, or a blink followed by throat clearing.

Some common simple tics include:

Motor tics (movements)

Shoulder shrugging

Eye blinking

Lip biting

Facial grimacing

Vocal tics (sounds)

Clearing the throat

Humming, sniffing, snorting or squealing

Repeating words

The movements and sounds are considered to be what Dr. Nash calls un-voluntary. "They're not quite voluntary and not quite involuntary because with the right training they can be suppressed," she explains. Kids may describe feeling what's called a "premonitory urge" before a tic, which is an uncomfortable sensation that drives, and is relieved by, the tic. Tics can occur at any age - plenty of grown-ups have them, too - but most commonly emerge during childhood or early adolescence.

What causes tics?

"The short answer is that we don't know fully what causes tics," says Dr. Nash. "There's some evidence to suggest that tics are hereditary, which is to say that if a parent has a tic a child is more likely to have one as well. But they can also be environmental." Environmental triggers include poor sleep, sickness and stress.

There are three kinds of tic disorders:

Provisional tic disorder: Formerly called "transient tic disorder," this is the diagnosis most children will receive if they have a simple motor or vocal tic that's lasted less than a year. It is not yet clear if the tics will evolve into a more serious tic disorder or resolve without assistance. Children with provisional tic disorder often stop having tics on their own.

Chronic motor or vocal tic disorder: To be diagnosed with a chronic tic disorder a child's tics must be persistent for over a year without going away for any prolonged period time. Kids who have a chronic tic disorder usually need clinical intervention.

Tourette's syndrome (also known as Tourette's disorder): Tourette's is probably the best-known tic disorder, thanks to wide portrayal in the media, but it is not the most common. For a diagnosis of Tourette's syndrome, a child must exhibit multiple motor tics and at least one vocal tic for more than a year and be under the age of 18. A very small percentage of children have what's called coprolalia, which involves involuntary cursing or making socially inappropriate remarks. "Most people with Tourette's syndrome also have other symptoms as well," says Dr. Nash. Other disorders include OCD, an anxiety disorder, ADHD or autism spectrum disorder.

What parents can do

Parents who are concerned that a child may have a tic disorder should begin by visiting their pediatrician. The pediatrician can then determine if more help is needed and offer a referral to a neurologist or a psychiatrist. These doctors will want to rule out other possible issues that could be causing the tics, including:

A seizure disorder

A condition called PANS or PANDAS that causes acute-onset obsessive-compulsive disorder (OCD)

Other neurological or movement disorders.

The initial realization that a child has a tic can be disturbing. But Dr. Nash suggests that once other medical diagnoses are ruled out, parents wait and watch instead of seeking treatment right away - unless they are socially or functionally impairing. "Parents are often more distressed by a child's tics than the child is," she notes. "If a child has a mild tic that isn't bothering him, we usually encourage parents to wait and see if it resolves on its own."

Kids may not even be aware that their tics are anything out of the ordinary unless someone else draws attention to them. "Teasing, bullying or embarrassment are often the biggest motivators for kids when it comes to seeking treatment," says Dr. Nash.

Parental anxiety about tics can backfire by making them worse. By drawing attention to a tic that a child isn't worrying about, parents can inadvertently make him feel self-conscious and concerned, which in turn can exacerbate the tic. "The best thing you can do for your child is to stay calm and avoid drawing attention to the tic," she explains. "Managing your own anxiety is a big part of helping your child, and yourself."

Treatment

That said, Dr. Nash recommends parents seek treatment if:

Tics have been present for over a year, or are becoming more severe

Tics are causing social problems or have become upsetting to your child

The treatment of choice for tic disorders is a form of cognitive behavioral therapy called habit reversal therapy (HRT). The goal of HRT is to help kids develop a kind of early warning defense system to help them counteract the tics before they occur.

During HRT a therapist works with a child to help him learn to recognize the premonitory urge that precipitates tics and become aware of situations that may trigger them. Then they develop a "competing" response - an action he can perform instead of the tic that would be less noticeable to others. For example, a child who clears his throat repeatedly might try taking a deep breath instead. Some kids, Dr. Nash says, may be practicing a version of this when they try to turn attention-drawing tics into something that seems more natural - for example, turning a grimace into a yawn, or a hand flip into what looks like a stretch.

As part of HRT children may also be taught relaxation techniques like breathing or mindfulness exercises that can help decrease the frequency of their tics.

Habit reversal therapy is often effective on its own but in some cases your child's doctor may suggest combining it with medication. Medication options for tics and tic disorders vary widely, depending on the severity of the tics and other disorders a child may have. Some medications for other disorders, such as ADHD, are suspected of triggering or exacerbating tics. But, says Dr. Nash, the evidence is unclear as to whether medications can either improve or worsen tics because of their cyclical nature.

The same is true for habit reversal therapy, Dr. Nash explains. "Because tics get better on their own it can be hard to tell if the therapy alone is responsible for improvement or if a child has improved on their own." But the therapy can benefit kids in either case, she notes: "Learning the techniques helps kids feel more confident and in control, which can have a powerful impact."

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Tics and Tourette's | Child Mind Institute

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You've probably seen a tic without even realizing it: A blink that happens just a bit too often, a shrug that seems out of place, a small constant cough. Tics are common in children and they often seem to come out of nowhere.

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AllergyWise - Allergic Reaction Training Courses

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Whether your child is just scared of broccoli or is totally fearful of any food that isn't white, there are tactics that can help your picky eater. See what strategies experts at specially designed fussy eater clinics, as well as kids' book authors, have to help even the most reluctant children try new foods, plus their special tactics for kids with sensory issues.

If you've ever gone head-to-head with a finicky child, then dinner probably feels like a war zone you'd rather avoid. The food on his plate doesn't necessarily have to go into his mouth. If he moves a vegetable around, pulls it apart with his fingers, or sniffs it, then he's at least getting more familiar with its look and feel. In fact, in a study at the University of Eastern Finland, kindergartners spent hands-on time with fruits and veggies in their classroom by baking and cooking with them, growing a garden, and seeing food-related themes in books and games. As a result, they were more likely to choose these food groups from a snack buffet than kids who didn't have these classroom activities.

If you're flustered about feeding your child-because the more you push your child to eat, the farther she pushes her her plate away-rest assured that that's normal, says Marina Chaparro, R.D., a pediatric nutrition expert in Miami, who admits that even she is not immune to these feelings when dining with her 2-year-old daughter, Emma Lucia.

"I'm human!" she says of the frustration she feels when her little girl refuses a certain food. That's when she remembers the advice she gives parents at her nutrition practice, Nutrichicos: Much of what we consider picky eating is actually normal developmental behavior-phases when kids assert their independence by controlling what they eat and being naturally wary of new foods.

As long as you continue presenting healthy options, you're doing your job, Chaparro says: "Parents are responsible for providing the meal. You go to the grocery store, you prepare the food. But ultimately, the child is responsible for whether she wants to eat it."

That concept may be hard to swallow for parents who were raised to clean their plates.

"It takes patience and consistency" to work, assures Chaparro. There will be times when toddlers will eat very little one day and compensate the next, she adds. But if your child is growing normally and the pediatrician is not concerned, then don't stress it. What you can do is involve children in the meal-prep process to entice them to chow down. Get their help in planning the week's menu. Bring them along to the supermarket to pick out ingredients. Let them assist in the kitchen (cute aprons are an added bonus).

When it comes to dinnertime, balance the meal by putting veggies and fruits on one half of the plate, and protein and grains or starch on the other half, Chaparro suggests. With her own daughter, she introduces new foods one at a time, next to two others that she knows Emma Lucia will eat.

Instead of getting frustrated about foods that are met with a closed mouth, she simply serves them again at future dinners, a strategy backed by studies showing that young kids are more accepting of a new vegetable once it has been presented several times. You don't want to be the "food police," Chaparro says. "If all you're doing is nagging, kids are going to react negatively to eating altogether."

To help him get into the habit of eating something different every day, don't offer the same food two days in a row, says Dina Rose, Ph.D., author of It's Not About the Broccoli. Say "You had carrots with lunch yesterday. Today you can have cauliflower or peas, and tomorrow you can have carrots again if you want."

Sure, you're not giving your kid a giant bowl of peas. But Keith E. Williams, Ph.D., director of the feeding program at Penn State Hershey Medical Center, in Pennsylvania, says many parents offer a portion that's way too large. "We usually begin with pieces so small that they could literally be blown away," he says. At home, try a single pea, part of a noodle, or a crumble of cheese. Encourage your child by saying something like, "This is easy-you could be done in a second." Once your child eats it, give him a food he does like. Then, at subsequent meals, increase the portion of the new food and phase out the follow-up food.

You could also try introducing a food they love, alongside a new food to make trying something new less intimidating. For example, offer their favorite Thomas' English Muffins and top it with something they've never tried, say strawberry jam. They will be more inclined to take a bite to get to that yummy English muffin.

You want your kid to trust you about her food, especially if she's picky. If she asks what that green speck is in her smoothie, tell her you added spinach, recommends Rose. And if she responds, "Yuck, no way!" say, "Now you know what's in it. Let's investigate those specks." Then show her what a spinach leaf looks like.

You've probably heard it before: A child has to try something ten to 15 times before he likes it. "While that sounds daunting to many parents who have a hard time getting their kids to try something once, it does get easier," says Dr. Williams. His research shows that once you get the ball rolling on tasting new foods, it takes on average only six attempts for kids to accept them. "Still, a lot of parents don't want to introduce new foods at lunch or dinner because it may ruin the meal for the whole family," he says. "Instead, offer them during snacktime."

Before the appointment, most feeding clinics ask parents to record what their child has eaten and drunk for at least the last three days. "When we look at these records, we see that a lot of kids who resist new foods eat snack foods or drink all day long, which limits their hunger for foods at meals," says Nancy Entgelmeier, a pediatric nurse practitioner in the feeding clinic at Children's Hospitals and Clinics of Minnesota in Minneapolis. Once families cut back to three meals and one to three snacks at relatively consistent times, Entgelmeier says they find that their kids are more receptive to trying something new because they're truly hungry."

Ditto for drinks: "We saw one toddler who consumed 60 ounces of milk and 12 ounces of juice every day," she says. "Because he filled up on liquids, he didn't want to eat anything."

While feeding-clinic sessions generally take place one-on-one, Dr. Williams says that at home you can harness the power of peers. "You and your spouse do influence what your child tries, but no one can make a bigger difference than his friends," says Dr. Williams.

A study by a Penn State colleague, Helen Hendy, Ph.D., found that preschoolers were more likely to taste mango when they saw a classmate do it. "Sometimes all it takes is for a friend to snatch a piece of broccoli for your kid to want to nibble on it," he says. Of course, one taste probably won't make him a broccoli fan, but it will help him get over the hump of trying it, which is half the battle.

Dinner with eager eaters may be smoother, but it really takes off once everyone starts chatting. Tiffany Bendayan, a chef and baker in Miami, devises different ways to make the table a space where her daughters-Emily, 10, and Sofia, 8-feel comfortable sharing just about anything. She asks fun hypothetical questions as icebreakers: "What would you do with a million dollars? If you could travel anywhere, where would you go? Where would you like to live one day?"

"It shows me what's important to them," says the Venezuelan mom, who shares recipes on the blog Living Sweet Moments. "I've learned that Sofia is obsessed with traveling to Japan, and Emily, who has perfected her British accent thanks to the Harry Potter movies, would love to visit Buckingham Palace in England."

Moms of younger children can start by sharing interesting details of their own day to help little ones feel included. Johany Torres's kids, Livia, 5, and Joaquin, 3, love to hear about their mom's fantastical creations as a cake artist. " Talking about everyone's day teaches our kids that we also care about them and what they do every day, whether it's making new friends at school or their latest trip to the bookstore," says the Guatemalan-Puerto Rican mom in Bolingbrook, Illinois. She and her husband, Ruben, also encourage their children to be natural storytellers by recounting tales from their own childhoods. "They like asking about my favorite movies when I was their age, and then we'll watch them together," Torres says.

For some families, a change of scenery is all it takes to get everyone chatting and enjoying one another's company. "Eating as a family doesn't have to be defined by a table," says Neyssa Jump, a food photographer in Douglasville, Pennsylvania. "It's about being together." The Cuban-Puerto Rican mom of five, ages 2 to 11, regularly gathers her tribe for picnics in the park or on their living-room floor if it's raining. "You branch out, and all of a sudden, everyone's happy, everyone's eating, and they're talking without a lot of effort," Jump says.

If your child is okay with trying foods but never seems to like any of them even after multiple attempts, he may experience flavors or textures more acutely. These suggestions work especially well for children with sensory problems although all picky eaters may benefit from trying them.

Some food avoiders relish the attention that it brings them. "We had one patient who told his mom that he wanted to try a bagel," recalls Dr. Girolami. "She sent her husband out for bagels and played with her son the whole time they waited. When Dad came home with every flavor of bagel the bakery sold, their son wasn't interested in eating anything despite lots of coaxing." The message: Don't necessarily make a huge deal when your child wants to try something-the more casual you are about it (offer him a piece, but don't watch him eat it for instance), the more likely it is that he'll actually follow through, says Dr. Girolami.

At some feeding clinics, the staff takes pictures or video of accomplishments for parents to show their child at home as a reminder that he or she liked a new food. "We encourage parents to casually say something like, 'Oh, look at the day you tried baby carrots at the clinic and thought they were okay. We're having carrots and dip for snack,' " says Kerry Glidewell, a pediatric speech language pathologist in the Little Bites Feeding Program at Wolfson Children's Hospital in Jacksonville, Florida.

You may think it's ridiculous to puree foods for your 5-year-old. But that's exactly what they sometimes do at feeding clinics. "We might try reducing the texture to a smooth consistency, which makes it easier for the child to consume a new flavor," says Dr. Girolami. "As the sessions go by, we make the puree chunkier and chunkier until a couple of months later, she's able to eat the actual foods." The experts work on color preferences in the same way: "We have mixed mashed sweet potatoes and mashed white potatoes together," he says. "At first, it's 95 percent white and kids can't detect a difference. But as the weeks go by, the color starts to change. When it begins to look orange, they generally don't freak out because the progress has been so gradual." If your child doesn't like potatoes, you can try this at home with other foods, like plain yogurt (stir in a small bit of fruit sauce or jam) or pancakes (add pureed fruit or veggies to the batter).

Not all picky eaters want bland food. Some seek flavor and/or crunch, says Nicole Lidyard, R.D., a clinical dietitian at UH Rainbow Babies & Children's Hospital in Cleveland. "One mom told me that her son licked her Buffalo chicken wing and he loved it," says Lidyard. If your child prefers sweetness, glaze carrots with a little honey or ketchup (try Simply Heinz Ketchup, which is made with cane sugar instead of high-fructose corn syrup). If he likes spice, season crab cakes or chicken with chili powder.

Some feeding clinics follow a strategy called food chaining, fading, or graduated exposure, using a food that the child prefers to get her to try something similar. For instance, if your kid is obsessed with chicken nuggets, it's likely going to be harder to introduce shrimp than another kind of chicken. "We might go from chicken nuggets to the same kind of nuggets with less breading, or a different brand of chicken nugget or chicken strip, to pieces of a grilled chicken breast," says Entgelmeier. "And then we'll move on to chicken with noodles or rice."

If you've got a pizza fan, you might progress from pizza to pasta with tomato sauce and cheese, to grilled cheese with tomato soup, to a cheese quesadilla with salsa. You can also select foods based on shape or texture (crispy french fries to sweet-potato fries, chicken sticks to fish sticks) or color (plain pancakes or waffles to waffles with jelly or peanut butter to PB&J). "Don't rush from one food or texture to the next," says Dr. Girolami. "Give it at least a week or two until the gains seem maintained. A few months from now, you'll be rewarded with a healthier eater."

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Whether your child is just scared of broccoli or is totally fearful of any food that isn't white, there are tactics that can help your picky eater. See what strategies experts at specially designed fussy eater clinics, as well as kids' book authors, have to help even the most reluctant children try new foods, plus their special tactics for kids with sensory issues.

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A document provided by a member of the SSS team during a training session

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Encouraging better behaviour recorded webinar

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Encouraging better behaviour recorded webinar

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Webinar recording

This webinar was held on Tuesday, 20 July 2021

Encouraging better behaviour in children: webinar

It's good for children to learn how to behave well. Behaving well helps children get along with others, make friends, and learn at preschool and school. This is all essential to children's healthy development.

Also, when children behave well, your family life is likely to be calmer and more harmonious - and that's good for everyone!

Positive behaviour management can make it easier for your child to behave well. Positive behaviour management starts with understanding why your child behaves in particular ways and working out how to respond positively and constructively. This will help you encourage better behaviour and combat difficult behaviour over time.

This webinar explains how to get started with positive behaviour management. It looks at:

why difficult behaviour happens

how to decrease difficult behaviour

how to increase the behaviour that works in your family

how to react to difficult behaviour so it's less likely to happen next time.

In the webinar, you'll be able to ask questions, share experiences, and hear other parents' experiences and ideas.

Presented by: Tony Gates

Tony Gates is a registered psychologist with expertise in child development and education. He has worked with parents facing challenges like difficult behaviour, childhood anxiety and depression, childhood anger management, autism spectrum disorder, intellectual disability and family relationships. Tony is a dad, and works at the Parenting Research Centre to improve supports for parents.

When: Tuesday 20 July 2021, 7 pm AEST

Duration: 40 minutes, followed by a 20-minute question and answer session

Registrations for this webinar course have now closed. Interested in attending our other parenting webinars? Subscribe to receive alerts for upcoming online events.

I've signed up: what happens next?

A few minutes after you sign up, you'll receive a confirmation email with a link that gives you access to the webinar. You'll be able to access the webinar 30 minutes before the start time. We'll also send you a reminder email the day before the webinar.

We'll send you a link to the recording a few days after the webinar.

About this webinar

This webinar offers free, live advice from a trusted parenting expert. It offers support without the need for appointments or fees and is delivered in real time to the comfort of your home. It's also a chance to hear from other parents facing challenges like yours.

This webinar was developed by the Parenting Research Centre in collaboration with Australian experts, brought to you by raisingchildren.net.au, and funded by the Victorian Department of Health and Human Services.

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Encouraging better behaviour in children: webinar

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This webinar was held on Tuesday, 20 July 2021 It's good for children to learn how to behave well. Behaving well helps children get along with others, make friends, and learn at preschool and school. This is all essential to children's healthy development.

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Teaching and supporting pupils with ADHD

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Teaching and supporting pupils with ADHD

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Zones of Regulation Parent guidance Sept 21

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TheraPee - Bed Wetting Solutions, Bedwetting Treatment, TheraPee

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TheraPee - an advanced bedwetting alarm in combination with an online bedwetting program. The best bedwetting solution available on the market.

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ERIC's online shop stocks over 200 continence products to help your child overcome or manage their bowel or bladder problem. All proceeds from shop purchases support our vital services including our freephone helpline. For any online shop product enquiries and after sales support, please email orders@eric.org.uk or call our sales co-ordinator on 0117 301 2101.

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Website recommended by NHS SALT therapist 

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Website recommended by NHS SALT therapist 

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The Balanced System Pathway has been developed by Better Communication CIC as part of the Department for Education-funded Early Outcomes Fund.

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How to Teach a Tiger to Write; Understanding and supporting an autistic learner with PDA

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Jack told me he couldn't write because he was a tiger. He said tigers have no thumbs and long claws so they can't hold the pencil. Before I had the ' Understanding PDA' training, I would have gotten cross or told him not to be silly.

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SCOPE family support for those on a pathway

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SCOPE family support for those on a pathway

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Navigate: emotional support for parents | Disability charity Scope UK

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Navigate, Scope's online emotional support service for parents of disabled children around diagnosis.

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Resilience Programs for Kids, Teens, Parents, Schools, & Professionals

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Resilience Programs for Kids, Teens, Parents, Schools, & Professionals

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Programs for Resilience for Kids, Parents & Professionals | GoZen!

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Browse the full catalog of resilience programs for kids and teens to learn or teach skills to deal with anxiety. Choose the best program for your needs!

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Collection: Swimwear

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Kes-Vir Youth Disposable Liners (5 Pack)

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UP360 Resusable Incontinence Swimsters

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Kushies Freestyle Swimmers for Adults

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Disposable Swimsters

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Kushies Freestyle Swimmers for Children - Blue

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Swim Unitard

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Splash About Mens Incontinence Jammers Swim Shorts - Navy/Jade

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Konfidence Youth Swim Jacket

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Konfidence Original Buoyancy Swim Vest

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Konfidence Swimming Ear Band Aquaband

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Kushies Freestyle Swimmers for Children - Pink

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HiLINE Girls Tankini Incontinence Swimsuits

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HiLINE Ladies Tankini Incontinence Swimsuits

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Kes-Vir Girls Halterneck ECO Incontinence Swimsuit

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Kes-Vir Ladies Cross Back Tankini Swimsuit Top - Purple

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Fledglings is part of the national charity, Contact. We are a non-profit shop offering products for special needs children, such as sensory toys, learning resources, swimming, incontinence, bibs and clothing.

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Multiple dates available

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understanding autism with dr. burgess tickets

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Eventbrite - Understanding Autism with Dr. Burgess - Thursday, December 2, 2021 | Thursday, December 7, 2023 - Find event and ticket information.

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Mr ST's Stammer Support Group - ALL ages! (separate sessions for age group)

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Mr ST's Stammer Support Group - ALL ages! (separate sessions for age group)

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Dates over the year

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mr st's stammer support group - all ages! (separate sessions for age group)

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mr st's stammer support group - all ages! (separate sessions for age group) tickets

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Mr ST's Stammer Support Group - ALL ages! (separate sessions for age group)

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Eventbrite - Mr ST's Stammer Support Group presents Mr ST's Stammer Support Group - ALL ages! (separate sessions for age group) - Wednesday, 17 February 2021 | Sunday, 10 November 2024 - Find event and ticket information.