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Autistic people describe themselves and autism in different ways, so it is always best to ask the individual themselves what their preference is.Some people may not have the ability to communicate their preference in a way we can understand. If you can’t ask them, try asking someone who knows them well or use the language they use.

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A simple resource from Twinkl that parents can use to help their children feel positive about themselves and celebrate their ADHD.

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Bucks County Council's resource pack

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Information, support, childcare and things to do for families, children and young people aged from birth to 19 years (up to 25 years with a disability/additional need)

Get information, advice and guidance

Family Services Directory

local activities, organisations and things to do

Find things to do this Christmas

Christmas lights, grottos, activities and events in and around Buckinghamshire

Search our directory

Search for information and advice on our website

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Information, support, childcare and things to do for families, children and young people aged from birth to 19 years (up to 25 years with a disability/additional need) Get information, advice and guidance local activities, organisations and things to do Christmas lights, grottos, activities and events in and around Buckinghamshire Search our directory Search for information and advice on our website

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Special educational needs and disabilities (SEND Local Offer)

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Our local offer advice and support for children and young people aged 0 to 25 years

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A super video that explains ASD in a child friendly manner

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A super video that explains ASD in a child friendly manner

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Amazing Things Happen - by Alexander Amelines

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Further resources can be found on our Mental Health Padlet.

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Further resources can be found on our Mental Health Padlet.

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Advice with teenager with ADHD, advice for parent of child who has ADHD, advice for teachers working with children with ADHD.

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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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SLT Bucks - Buckinghamshire Healthcare NHS Trust

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Welcome to our Communication Carousel. Below you will find information about children's communication skills from 0 - 14 years +, covering all areas of speech, language and social communication development.

You will also find relevant activities and resources under each age and communication area. When identifying a child's level of communication development, you may need to look at the age range above and below the child (by clicking or swiping to the right or left). You will then find activities most appropriate to the child.

Guide

1. First select Parent, School or Early Years setting below.

2. Choose which area of communication you are interested in.

3. Tap to the right or left of the Communication Carousel to find the age range you need.

Last updated: 18 February, 2016

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Communication Carousel - SLT Bucks - Buckinghamshire Healthcare NHS Trust

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Welcome to our Communication Carousel. Below you will find information about children's communication skills from 0 - 14 years +, covering all areas of speech, language and social communication development. You will also find relevant activities and resources under each age and communication area. When identifying a child's level of communication development, you may need ...

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CAMHS - Child & Adolescent Mental Health Service

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CAMHS - Child & Adolescent Mental Health Service

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Direct support for our local area, including online referrals.

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Child and Adolescent Mental Health Service

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Coronavirus (COVID-19): We are not allowing visitors to any of our hospital or inpatient sites in order to protect our patients and staff who care for them from the spread of COVID-19 (coronavirus). This is with effect from Monday 23 March 2020 until further notice.

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Buckinghamshire | Child and Adolescent Mental Health Service

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Coronavirus (COVID-19): We are not allowing visitors to any of our hospital or inpatient sites in order to protect our patients and staff who care for them from the spread of COVID-19 (coronavirus). This is with effect from Monday 23 March 2020 until further notice.

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Local provider of our school training.

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This includes links to different services available to families in Bucks.

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Here you can find information about what is available in Buckinghamshire for children and young people aged 0 to 25 with special educational needs and disabilities (SEND).

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Learn about the Zones of Regulation a powerful framework and curriculum to help students develop emotional self-regulation and control.

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This section provides information to support children up to the age of 5 years with functional difficulties relating to their development.

This could include feeding, dressing and play.

This section provides information to support children of primary school age with functional difficulties relating to both their home and school needs.

This could include handwriting, concentrating in class, or difficulty with self care.

This section provides information to support young people from the age of 11 years with functional difficulties relating to school, home and leisure activities.

This could include difficulties with organisation, tool use, and co-ordinating movements.

This section provides information to other professionals working with children and young people regarding the services we offer.

This section is for families who have been referred to our service.

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Children and Young people OT Service Home

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This section provides information to support children up to the age of 5 years with functional difficulties relating to their development. This could include feeding, dressing and play. This section provides information to support children of primary school age with functional difficulties relating to both their home and school needs.

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A child can't be forced to see the non-resident parent but if there's a court order in place, the resident parent must follow the agreed arrangements.

It's really important that you ask your child and explore what's bothering them before you think about stopping contact with a parent or another family member.

Both parents should work towards helping the child feel safe and happy in their care. A child's feelings are important but contact should be encouraged as long as it does not place them at harm.

If a young person doesn't feel their voice is being heard, they can contact an advocacy service such as NYAS, which helps young people in England and Wales express their wishes.

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Divorce and separation can be hard, but it's important that your child gets the right support. Know your rights and get advice on helping your child.

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Talk Together - Parent Guide to Developing Talking Skills

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Talk Together - Parent Guide to Developing Talking Skills

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Does your child have attention deficit hyperactivity disorder? Learn what you can do to manage their behavior and deal with common ADHD challenges.

How to help your child with ADHD

Life with a child or teen with attention deficit hyperactivity disorder (ADHD or ADD) can be frustrating, even overwhelming. But as a parent you can help your child overcome daily challenges, channel their energy into positive arenas, and bring greater calm to your family. And the earlier and more consistently you address your child's problems, the greater chance they have for success in life.

Children with ADHD generally have deficits in executive function: the ability to think and plan ahead, organize, control impulses, and complete tasks. That means you need to take over as the executive, providing extra guidance while your child gradually acquires executive skills of their own.

Although the symptoms of ADHD can be nothing short of exasperating, it's important to remember that the child who is ignoring, annoying, or embarrassing you is not acting willfully. Kids with ADHD want to sit quietly; they want to make their rooms tidy and organized; they want to do everything their parent says to do-but they don't know how to make these things happen.

If you keep in mind that having ADHD is just as frustrating for your child, it will be a lot easier to respond in positive, supportive ways. With patience, compassion, and plenty of support, you can manage childhood ADHD while enjoying a stable, happy home.

ADHD and your family

Before you can successfully parent a child with ADHD, it's essential to understand the impact of your child's symptoms on the family as a whole. Children with ADHD exhibit a slew of behaviors that can disrupt family life. They often don't "hear" parental instructions, so they don't obey them. They're disorganized and easily distracted, keeping other family members waiting. Or they start projects and forget to finish them-let alone clean up after them. Children with impulsivity issues often interrupt conversations, demand attention at inappropriate times, and speak before they think, saying tactless or embarrassing things. It's often difficult to get them to bed and to sleep. Hyperactive children may tear around the house or even put themselves in physical danger.

Because of these behaviors, siblings of children with ADHD face a number of challenges. Their needs often get less attention than those of the child with ADHD. They may be rebuked more sharply when they err, and their successes may be less celebrated or taken for granted. They may be enlisted as assistant parents-and blamed if the sibling with ADHD misbehaves under their supervision. As a result, siblings may find their love for a brother or sister with ADHD mixed with jealousy and resentment.

The demands of monitoring a child with ADHD can be physically and mentally exhausting. Your child's inability to "listen" can lead to frustration and that frustration to anger-followed by guilt about being angry at your child. Your child's behavior can make you anxious and stressed. If there's a basic difference between your personality and that of your child with ADHD, their behavior can be especially difficult to accept.

In order to meet the challenges of raising a child with ADHD, you must to be able to master a combination of compassion and consistency. Living in a home that provides both love and structure is the best thing for a child or teenager who is learning to manage ADHD.

ADHD parenting tip 1: Stay positive and healthy yourself

As a parent, you set the stage for your child's emotional and physical health. You have control over many of the factors that can positively influence the symptoms of your child's disorder.

Maintain a positive attitude. Your best assets for helping your child meet the challenges of ADHD are your positive attitude and common sense. When you are calm and focused, you are more likely to be able to connect with your child, helping him or her to be calm and focused as well.

Keep things in perspective. Remember that your child's behavior is related to a disorder. Most of the time it is not intentional. Hold on to your sense of humor. What's embarrassing today may be a funny family story ten years from now.

Don't sweat the small stuff and be willing to make some compromises. One chore left undone isn't a big deal when your child has completed two others plus the day's homework. If you are a perfectionist, you will not only be constantly dissatisfied but also create impossible expectations for your child with ADHD.

Believe in your child. Think about or make a written list of everything that is positive, valuable, and unique about your child. Trust that your child can learn, change, mature, and succeed. Reaffirm this trust on a daily basis as you brush your teeth or make your coffee.

Self-care

As your child's role model and most important source of strength, it is vital that you live a healthy life. If you are overtired or have simply run out of patience, you risk losing sight of the structure and support you have so carefully set up for your child with ADHD.

Seek support. One of the most important things to remember in rearing a child with ADHD is that you don't have to do it alone. Talk to your child's doctors, therapists, and teachers. Join an organized support group for parents of children with ADHD. These groups offer a forum for giving and receiving advice, and provide a safe place to vent feelings and share experiences.

Take breaks. Friends and family can be wonderful about offering to babysit, but you may feel guilty about leaving your child, or leaving the volunteer with a child with ADHD. Next time, accept their offer and discuss honestly how best to handle your child.

Take care of yourself. Eat right, exercise, and find ways to reduce stress, whether it means taking a nightly bath or practicing morning meditation. If you do get sick, acknowledge it and get help.

Tip 2: Establish structure and stick to it

Children with ADHD are more likely to succeed in completing tasks when the tasks occur in predictable patterns and in predictable places. Your job is to create and sustain structure in your home, so that your child knows what to expect and what they are expected to do.

Tips for helping your child with ADHD stay focused and organized:

Follow a routine. It is important to set a time and a place for everything to help the child with ADHD understand and meet expectations. Establish simple and predictable rituals for meals, homework, play, and bed. Have your child lay out clothes for the next morning before going to bed, and make sure whatever he or she needs to take to school is in a special place, ready to grab.

Use clocks and timers. Consider placing clocks throughout the house, with a big one in your child's bedroom. Allow enough time for what your child needs to do, such as homework or getting ready in the morning. Use a timer for homework or transitional times, such as between finishing up play and getting ready for bed.

Simplify your child's schedule. It is good to avoid idle time, but a child with ADHD may become more distracted and "wound up" if there are many after-school activities. You may need to make adjustments to the child's after-school commitments based on the individual child's abilities and the demands of particular activities.

Create a quiet place. Make sure your child has a quiet, private space of their own. A porch or a bedroom work well, as long as it's not the same place as the child goes for a time-out.

Do your best to be neat and organized. Set up your home in an organized way. Make sure your child knows that everything has its place. Lead by example with neatness and organization as much as possible.

Avoid problems by keeping kids with ADHD busy!

For kids with ADHD, idle time may exacerbate their symptoms and create chaos in your home. It is important to keep a child with ADHD busy without piling on so many things that the child becomes overwhelmed.

Sign your child up for a sport, art class, or music. At home, organize simple activities that fill up your child's time. These can be tasks like helping you cook, playing a board game with a sibling, or drawing a picture. Try not to over-rely on the television or computer/video games as time-fillers. Unfortunately, TV and video games are increasingly violent in nature and may only increase your child's symptoms of ADHD.

Tip 3: Encourage movement and sleep

Children with ADHD often have energy to burn. Organized sports and other physical activities can help them get their energy out in healthy ways and focus their attention on specific movements and skills. The benefits of physical activity are endless: it improves concentration, decreases depression and anxiety, and promotes brain growth. Most importantly for children with attention deficits, however, is the fact that exercise leads to better sleep, which in turn can also reduce the symptoms of ADHD.

Find a sport that your child will enjoy and that suits their strengths. For example, sports such as softball that involve a lot of "down time" are not the best fit for children with attention problems. Individual or team sports like basketball and hockey that require constant motion are better options. Children with ADHD may also benefit from training in martial arts (such as tae kwon do) or yoga, which enhance mental control as they work out the body.

The benefits of "green time" in kids with attention deficit disorder

Research shows that children with ADHD benefit from spending time in nature. Kids experience a greater reduction of symptoms of ADHD when they play in a park full of grass and trees than on a concrete playground. Take note of this promising and simple approach to managing ADHD. Even in cities, most families have access to parks and other natural settings. Join your children in this "green time"-you'll also get a much-deserved breath of fresh air for yourself.

ADHD and sleep

Insufficient sleep can make anyone less attentive, but it can be highly detrimental for children with ADHD. Kids with ADHD need at least as much sleep as their unaffected peers, but tend not to get what they need. Their attention problems can lead to overstimulation and trouble falling asleep. A consistent, early bedtime is the most helpful strategy to combat this problem, but it may not completely solve it.

Help your child get better rest by trying out one or more of the following strategies:

Decrease television time and increase your child's activities and exercise levels during the day.

Eliminate caffeine from your child's diet.

Create a buffer time to lower down the activity level for an hour or so before bedtime. Find quieter activities such as coloring, reading or playing quietly.

Spend ten minutes cuddling with your child. This will build a sense of love and security as well as provide a time to calm down.

Use lavender or other aromas in your child's room. The scent may help to calm your child.

Use relaxation tapes as background noise for your child when falling asleep. There are many varieties available including nature sounds and calming music. Children with ADHD often find "white noise" to be calming. You can create white noise by putting a radio on static or running an electric fan.

Tip 4: Set clear expectations and rules

Children with ADHD need consistent rules that they can understand and follow. Make the rules of behavior for the family simple and clear. Write down the rules and hang them up in a place where your child can easily read them.

Children with ADHD respond particularly well to organized systems of rewards and consequences. It's important to explain what will happen when the rules are obeyed and when they are broken. Finally, stick to your system: follow through each and every time with a reward or a consequence.

As you establish these consistent structures, keep in mind that children with ADHD often receive criticism. Be on the lookout for good behavior-and praise it. Praise is especially important for children who have ADHD because they typically get so little of it. These children receive correction, remediation, and complaints about their behavior-but little positive reinforcement.

A smile, positive comment, or other reward from you can improve the attention, concentration and impulse control of your child with ADHD. Do your best to focus on giving positive praise for appropriate behavior and task completion, while giving as few negative responses as possible to inappropriate behavior or poor task performance. Reward your child for small achievements that you might take for granted in another child.

Using Rewards and Consequences

Reward your child with privileges, praise, or activities, rather than with food or toys.

Change rewards frequently. Kids with ADHD get bored if the reward is always the same.

Make a chart with points or stars awarded for good behavior, so your child has a visual reminder of their successes.

Immediate rewards work better than the promise of a future reward, but small rewards leading to a big one can also work.

Always follow through with a reward.

Consequences

Consequences should be spelled out in advance and occur immediately after your child has misbehaved.

Try time-outs and the removal of privileges as consequences for misbehavior.

Remove your child from situations and environments that trigger inappropriate behavior.

When your child misbehaves, ask what he or she could have done instead. Then have your child demonstrate it.

Always follow through with a consequence.

Tip 5: Help your child eat right

Diet is not a direct cause of attention deficit disorder, but food can and does affect your child's mental state, which in turn seems to affect behavior. Monitoring and modifying what, when, and how much your child eats can help decrease the symptoms of ADHD.

All children benefit from fresh foods, regular meal times, and staying away from junk food. These tenets are especially true for children with ADHD, whose impulsiveness and distractedness can lead to missed meals, disordered eating, and overeating.

Children with ADHD are notorious for not eating regularly. Without parental guidance, these children might not eat for hours and then binge on whatever is around. The result of this pattern can be devastating to the child's physical and emotional health.

Prevent unhealthy eating habits by scheduling regular nutritious meals or snacks for your child no more than three hours apart. Physically, a child with ADHD needs a regular intake of healthy food; mentally, meal times are a necessary break and a scheduled rhythm to the day.

Get rid of the junk foods in your home.

Put fatty and sugary foods off-limits when eating out.

Turn off television shows riddled with junk-food ads.

Give your child a daily vitamin-and-mineral supplement.

Tip 6: Teach your child how to make friends

Children with ADHD often have difficulty with simple social interactions. They may struggle with reading social cues, talk too much, interrupt frequently, or come off as aggressive or "too intense." Their relative emotional immaturity can make them stand out among children their own age, and make them targets for unfriendly teasing.

Don't forget, though, that many kids with ADHD are exceptionally intelligent and creative and will eventually figure out for themselves how to get along with others and spot people who aren't appropriate as friends. Moreover, personality traits that might exasperate parents and teachers may come across to peers as funny and charming.

Helping a child with ADHD improve social skills

It's hard for children with ADHD to learn social skills and social rules. You can help your child with ADHD become a better listener, learn to read people's faces and body language, and interact more smoothly in groups.

Speak gently but honestly with your child about their challenges and how to make changes.

Role-play various social scenarios with your child. Trade roles often and try to make it fun.

Be careful to select playmates for your child with similar language and physical skills.

Invite only one or two friends at a time at first. Watch them closely while they play and have a zero-tolerance policy for hitting, pushing and yelling.

Make time and space for your child to play, and reward good play behaviors often.

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Life with a child or teen with attention deficit hyperactivity disorder (ADHD or ADD) can be frustrating, even overwhelming. But as a parent you can help your child overcome daily challenges, channel their energy into positive arenas, and bring greater calm to your family.

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Viewing this page on your device?
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I use small photos to illustrate the information and activities that I share, and you will have a much better experience on this website if you can view the images.

Use these simple Visual Memory Activities to help develop the memory skills that your child needs for reading and writing!

These visual perception activities are intended to encourage your child's normal visual perceptual development.
If you suspect your child has visual perceptual delays, please seek a professional opinion.

What Is Visual Memory And Why Is It Important?

The ability to recall or remember the visual details of what you have seen is known as visual memory.

Remembering faces, sight words, and the appearance of a building you have only seen once, are all examples of using visual memory skills.

The ability to is particularly dependent on visual memory skills. learn sight words

Children with poor visual memory skills may struggle to:

recognize numbers and letters

remember sight words

copy work from the board or a book, as they struggle to remember what they saw on the board and have to keep checking back

It is therefore really important for children to have lots of opportunities to develop their visual memory skills, and the activities on this page are suitable for preschool age and older.

V isual memory activities can often be seamlessly adapted to demand visual sequential memory skills as well, so I link to my visual sequential memory page as well, to show you how to do this.

Playing Concentration/Memory Games

You can use any sets of matching cards to play Concentration Game or Memory Game.

Cards with bright, clear, uncluttered pictures are the easiest ones to start with.The idea is that you turn the cards face down, mix them up. Then each player takes a turn turning over two cards at a time. When you get a matching pair, you can keep them.

The memory aspect comes in when you remember where the matching card is that someone turned over earlier.

Upgrade to "busy" cards, cards with only small variations between pictures, or cards with abstract designs for older children or kids who need more of a challenge.

You can adapt this activity to boost visual sequential memory skills too!

Playing Kim's Game

Make sure your child knows the names of all the objects you will use in Kim's Game. You can adapt the game according to the age and ability of your child by altering the number of objects shown and/or the time given to look at them!

If your child struggles with verbal skills, then have a duplicate set of items, with some additional objects, on the side, and your child can point out the ones seen on the tray. So if you have 4 objects on the tray, have the same four on the side, with 4 or 5 extra objects to muddy the waters a little :-)

These are the basic steps for playing Kim's Game:

2) Remove the cover and let your child take a look at the tray for a few seconds (5-10 seconds depending on the age of the child and the number of items).

Try to discourage your child from saying the names of the objects out loud, as this can trigger an auditory memory response instead of visual memory.

3) Cover the tray again and ask your child to name the objects that were on the tray.

Variations on Kim's Game

Instead of asking your child to name the objects seen, secretly take away one object, uncover the tray again and ask your child to tell you what object was removed.

This is harder when the objects on the tray have been rearranged as well (you can rearrange the objects under cover of the cloth!).

Using more objects adds to the difficulty...and it also gives you the option of taking away 2 or 3 objects and asking your child what is missing.
Find out how to adapt Kim's Game to also work on visual sequential memory skills...

Kids Who Struggle To Remember Numbers and Letters

I have often worked with children who had a hard time remembering what numbers looked like, even though they had a good grasp of number concepts and could count correctly.

An occupational therapist is able to assess children to try and understand why they may be struggling with school skills. So if you are at all concerned about your child's memory skills, please seek a professional opinion.

Visual Memory Activities and Games

You may already have some old fashioned Memory games or Concentration games at home. but if you don't, matching cards make great games to improve visual memory.

Matching card games are readily available in many toy departments, but I have looked some out on Amazon for your convenience. These are my affiliate links to these products - I will earn a small commission if you purchase something through my links, which helps to support my free website. However, you are under no obligation to purchase anything!

There are also a few printable downloads that I used for visual memory activities with my own kids as well as in a therapy setting. Click on the images to view more details!

Thank you for visiting my site, and I hope you find these visual memory activities helpful for your child!

Why not sign up for my free, occasional newsletter, to keep in touch with new pages and resources when they become available?

If this page was helpful, please share it with your friends!

Related Pages

If you want more information on visual perception and some additional activity ideas, then visit these pages on my site:

Do You Want Easily Accessible Activities and Information?
Try My OT Mom E-Books!

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CAMHS stands for Child and Adolescent Mental Health Services.

CAMHS is the name for the NHS services that assess and treat young people with emotional, behavioural or mental health difficulties.

CAMHS support covers depression, problems with food and eating, self-harm, abuse, violence or anger, bipolar disorder, schizophrenia and anxiety, among other difficulties.

There are local NHS CAMHS services around the UK, with teams made up of nurses, therapists, psychologists, child and adolescent psychiatrists (medical doctors specialising in mental health), support workers and social workers, as well as other professionals.

The first step to getting help from CAMHS is usually that you will be referred for a CAMHS assessment. This referral can come from your parents/carers, a teacher, GP, or yourself if you are old enough (depending on where you live).

If you're being supported by social care, a youth offending team, or a service at your school, they might also be able to refer you.

It's important to tell the person referring you as much as you can so you can get the help you need.

Most local CAMHS teams have a website where you can look up how to get access to their service.

After you have been referred, you will be put on a waiting list for an initial appointment (often known as an 'assessment'). This may sound scary, but it's normally just a chat so the CAMHS team can get to know you a bit and see how they can help.

At this appointment, you will normally meet one or two members of the CAMHS team. If you're under 16 years old, your parent(s) or carer(s) will usually be invited to join for part of this meeting.

This appointment will generally take place at a CAMHS clinic. But, in some circumstances, they may meet with you at your school or home. They will discuss with you the best place to meet before your appointment.

When you meet, the team will ask you questions to understand what you are struggling with and to get a better idea of what support you need.

Here are some common questions the CAMHS team may ask in an assessment:

What has brought you to CAMHS?

How long have you experienced the problem that has brought you to CAMHS?

What would you like to change in your life?

What might help tackle the problems you are experiencing?

How have you been feeling recently?

Try to be as open and honest as possible at your first appointment. These people are not mind readers and if you lie, you will not receive the best treatment plan for you to get better.

Hannah

At the end of the session, the team will talk to you about what happens next and what support they think you might need. You can also ask any questions you may have.

They may talk about your 'treatment' - this just means what you'll do together to help you get better.

If you would feel more comfortable having a parent or carer in the room with you during your assessment, that's fine. You can also see the team by yourself if you would prefer, though staff may expect a parent to be present for part of the meeting.

Also, if you or your parent/carer is not confident speaking English, CAMHS can provide an interpreter to help. Just let them know if this is the case.

It's important at your CAMHS assessment to try and be as honest as possible, as this will help the team assessing you understand how to support you.

Here are some things that are helpful for you to tell them:

when your problems started

what you'd like to change

if there's a pattern in the problems (keeping a diary or log book before your assessment can be really helpful to show this)

any difficulties in school or with friends

any general health problems, either now or in the past

any big family events or issues like divorce or bereavement

any recent or past trauma, e.g. emotional, sexual or physical abuse

other services you've had help from, like social care, hospital or private treatments

Going to CAMHS is a massive step and you should be so proud of yourself in acknowledging you need support.

Have a look at our medication pages for more information.

I was convinced that moving to adult services was the end of the world. BUT here I am, two years down the line, and I can tell you that I survived and that it was okay.

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CAMHS stands for Child and Adolescent Mental Health Services. CAMHS is the name for the NHS services that assess and treat young people with emotional, behavioural or mental health difficulties. CAMHS support covers depression, problems with food and eating, self-harm, abuse, violence or anger, bipolar disorder, schizophrenia and anxiety, among other difficulties.

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Recommended Reading

Books that answer your questions
Books with links can be bought in our online shop - please buy via our shop to support the Dyspraxia Foundation with your purchases.

ISBN 1-84310-347-8

A dyspraxic guide to breaking free: a practical guide written by a teenager with dyspraxia. Packed with down to earth advice on a wide range of issues including body language, puberty, health and hygiene, family life and social skills. http://dyspraxiafoundation.org.uk/shopping/product/books/caged-in-chaos-a-dyspraxia-guide-to-breaking-free/

ISBN 978 1 84310 601 2

This book is unique in that if focuses entirely on encouraging physical fitness through play and social activities rather than on exercises. Full of ideas to get young people out and about doing physical activities for fun. http://dyspraxiafoundation.org.uk/shopping/product/books/cant-play-wont-play/
Co-ordination Difficulties- Practical Ways Forward - by Michele Lee http://dyspraxiafoundation.org.uk/shopping/product/books/co-ordination-difficulties-practical-ways-forward/
ISBN 1-84312-258-8
http://dyspraxiafoundation.org.uk/shopping/product/books/developmental-coordination-disorder/
Co-ordination difficulties can affect every aspect of a child's life. Action plans to help teachers and teaching staff to respond immediately and effectively to pupils who are encountering difficulties.

ISBN 1-84310-090-8Hints and tips for the activities of daily living. This booklet answers commonly asked questions about DCD is full of information to aid parents, carers and professionals.

Developmental Dyspraxia 2nd edition - by Madeleine Portwood
http://dyspraxiafoundation.org.uk/shopping/product/books/developmental-dyspraxia-2nd-edition/ Discover Yourself- by Gill Dixon - A Dyspraxia Foundation publication http://dyspraxiafoundation.org.uk/shopping/product/books/discover-yourself/
ISBN 1-85346-573-9

Gives information on the neurological basis of dyspraxia; strategies for identification, diagnosis and assessment; details of how to set up and monitor programmes of activities to develop perceptual and motor skills, and support to develop self-esteem and educational achievement.

A book for children with dyspraxia. Aimed at 7 - 10 year olds with dyspraxia, this book has been illustrated by children.

Dyspraxia - Developmental Co-ordination Disorder by Amanda Kirby
ISBN 0-285-63512-3
Explains causes, symptoms and diagnostic procedures in straightforward terms. The book has chapters on parents' and the family's reactions and positive ways to cope; and on the problems faced by teenagers and adults who have dyspraxia.
http://dyspraxiafoundation.org.uk/shopping/product/books/dyspraxia-developmental-co-ordination-disorder/
How to Succeed in College and University with Specific Learning Difficulties- A guide for Students, Educators and Parents - by Amanda Kirby
Dyspraxia in the Early Years 2nd Edition- by Christine Macintyre I
SBN 978-0-415-47684-3
Practical ideas for nursery, infant and classrooms and coping at home.
http://dyspraxiafoundation.org.uk/shopping/product/books/dyspraxia-in-the-early-years-2nd-edition/

Getting Extra Help - An Advisory Centre for Education Publication
Revised edition. A step-by-step guide to the Code of Practice and hints and tips to help parents through the statementing process. http://dyspraxiafoundation.org.uk/shopping/product/books/getting-extra-help-advisory-centre-for-education/

How to increase the potential of students with DCD (Dyspraxia) in Secondary School - by Lois Addy
ISBN 978-1085503-553-9
This highly accessible book provides readers with an insight into how DCD (Dyspraxia) may affect students at Key Stages 3 and 4 and offers a wide range of practical strategies for supporting them and increasing their potential.
http://dyspraxiafoundation.org.uk/shopping/product/books/how-to-increase-the-potential-of-students-with-dcd-dyspraxia-in-secondary-school/

ISBN 978-0-28564-243-0
For any adult with specific learning difficulties going to college or university can be a challenge. From study skills, to budgeting, from cooking to relationships, Amanda Kirby identifies routes to success in both education and socially. http://dyspraxiafoundation.org.uk/shopping/product/books/how-to-succeed-in-college-and-university-a-guide-for-students-educators-and-parents/

Making Inclusion Work for Children with Dyspraxia - by Gill Dixon & Lois Addy
ISBN 0-415-31489-5
How parents, teachers and health professionals can make a difference to a child's ability to succeed in the classroom. A unique insight and understanding of dyspraxia. http://dyspraxiafoundation.org.uk/shopping/product/books/making-inclusion-work-for-children-with-dyspraxia/

My Life; Hopes and Dreams; Adventures
A collection of poems and short stories written by people aged up to 25, demonstrating the fantastic creativity that is often hidden inside people with dyspraxia. http://dyspraxiafoundation.org.uk/shopping/product/books/my-life-hopes-and-dreams-adventures/

ISBN 13 978 1 85503 386 3
A tried-and-tested programme designed specifically for children aged 8-13, whose handwriting is slow, illegible or lacking in fluency
http://dyspraxiafoundation.org.uk/shopping/product/books/speed-up/

ISBN 1-84310-178-5
A common sense approach this book gives a series of practical ideas on how individuals can tackle these difficulties. An essential resource for the adolescence and parents, teachers and therapists.
http://dyspraxiafoundation.org.uk/shopping/product/books/the-adolescent-with-developmental-co-ordination-disorder-dcd/

Write from the Start - by Ion Teodorescu and Lois M Addy
ISBN 1-85503-245-7 Teodorescu Perceptuo-Motor Programme. Developing fine motor and perceptual skills for effective handwriting; an approach that gently guides the child through the various stages to lay the foundation for a fluent, accurate hand. (2 A4 books with over 250 pages and teacher's handbook) http://dyspraxiafoundation.org.uk/shopping/product/books/write-from-the-start/
http://dyspraxiafoundation.org.uk/shopping/product/books/new-very-late-diagnosis-of-asperger-syndrome-autumn-spectrum-disorder/
Working with Dyspraxia - a Hidden Asset Dyspraxia Foundation
A Dyspraxia Foundation Guide for Employers This innovative Employers Guide, developed to support a series of workshops funded by the Adult and Community Learning Fund was produced by professionals with extensive experience of supporting adults with neurodiverse conditions in the workplace and incorporates feedback from workshop participants. This comprehensive book covers HR issues, routes to help and an explanation of differences. This book is a vital resource for employees and employers.
http://dyspraxiafoundation.org.uk/shopping/product/books/new-working-with-dyspraxia-a-hidden-asset/
Vera McLuckie hates school. Mainly because she struggles with stuff the other kids find easy. Oh, and because she keeps getting into trouble for doing what she is really good at - daydreaming. So when Vera gets the chance to show just how extraordinary she is, will she dare take on the coolest, smartest girl in the whole of Acorn Bank Primary?
100 Ideas for supporting pupils with dyspraxia and DCD - by Amanda Kirby & Lynne Peters
ISBN 978-0-8264-9440-5
A book written to give ideas and tips for supporting children and young people with developmental coordination disorder (DCD) and dyspraxia
http://dyspraxiafoundation.org.uk/shopping/product/books/100-ideas-for-supporting-pupils-with-dyspraxia-and-dcd/
Dyspraxia - The Foundations NB: Kindle Edition available from Amazon only https://www.amazon.co.uk/DYSPRAXIA-Foundations-Gill-Dixon-ebook/dp/B00TA4ZYUS/ref=pd_sim_351_9?_encoding=UTF8&psc=1&refRID=JZ1PVQ779ABS49R0ECXV - by Gill Dixon
ISBN 978-1084905-433-1

How seeking a diagnosis in Adulthood can change your life.
NB: Kindle Edition available from Amazon only https://www.amazon.co.uk/Dyspraxia-Dyspraxic-Non-Dyspraxic-Foundation-Publication-ebook/dp/B0189FKPL6/ref=sr_1_1?s=digital-text&ie=UTF8&qid=1487670809&sr=1-1&keywords=adult+in+a+non+dyspraxic+world
This book discusses the process, the pros and cons and the after effects of receiving an autism diagnosis in adulthood. Combining practical guidance with advice from personal experience alongside interviews with specialists in the field, the book discusses common reactions to a diagnosis, if and when to disclose to family, friends and employers, how to seek appropriate support and how to use the self-knowledge gained through diagnosis to live well in the future.

Vera McLuckie and the Daydream Club - by Jane Evans
ISBN 978-1-909320-64-2A delightful children's book illustrated by Ruth Mutch
Toolkit for parents/carers of school-aged children with dyspraxia/DCD NB: Kindle Edition available from Amazon only https://www.amazon.co.uk/Toolkit-parents-school-aged-children-dyspraxia-ebook/dp/B01MT8YVE2/ref=sr_1_1?s=digital-text&ie=UTF8&qid=1487669741&sr=1-1&keywords=parents+toolkit+dyspraxia - Dyspraxia Foundation
A lovely story in itself that most children will relate to, dealing as it does with lack of self-belief, peer pressure and the bullying that goes along with not necessarily being the most popular kid in class. Whilst not named in the book explicitly, the three main characters exhibit dyspraxic, dyslexic and autistic (Asperger's Syndrome) tendencies respectively. So the story can be used by parents and teachers as a catalyst for discussing what it is like to have a learning difficulty. In schools, teachers can use the book on a one-to-one, group or class basis to help raise awareness and improve well-being.
http://dyspraxiafoundation.org.uk/shopping/product/books/vera-mcluckie-and-the-daydream-club-by-jane-evans/

A comprehensive introduction to dyspraxia with quick and easy e- links to relevant information on the Dyspraxia Foundation website. The book covers, diagnosis, what dyspraxia is and isn't, its impact, movement difficulties, family issues, visual learning difficulties, support strategies and more. This is an excellent and inexpensive book for those starting out on their journey with dyspraxia, but equally is excellent additional information for anyone interested in the condition, with prior knowledge, or who supports someone with the condition. It avoids complicated jargon and is a really accessible book which can be read as a whole or dipped into as needs arise. It is the only book to date with a detailed chapter on visual learning difficulties written by an expert in the field.

The books author, Gill Dixon lives with three family members with the condition who are diagnosed from mild to severe. She is also a nurse and a teacher and so offers a unique perspective with a foot in health, education and as someone directly affected by the condition. Gill has written two other books on dyspraxia and is currently Chair of the Education Panel and Trustee of the Dyspraxia Foundation. All proceeds from this book will go directly to the Charity in a bid to help it continue its excellent work. A welcome addition to any bookshelf and it will enable the reader to appreciate that dyspraxia is very much more than just a motor difficulty. It is a complex and subtle condition that impacts on every aspect of a person's life.

Dyspraxia: Dyspraxic Adults Surviving in a Non-Dyspraxic World - A Dyspraxia Foundation Adult Support Group Publication

This book, written by and for adults with dyspraxia offers a wealth of information and practical strategies to address the daily challenges experienced by adults with dyspraxia in all areas of life. Previously considered a disorder of childhood, dyspraxia (a form of developmental coordination disorder) is now recognised to affect individuals across the lifespan. Despite this, awareness and understanding of dyspraxia in adulthood is limited. To address this gap in knowledge the editors of this book, who both have dyspraxia, set up an on-line discussion group for adult dyspraxics to share their experiences and coping strategies. Their aim was to write a book that focused on the issues that matter to adult dyspraxics, share coping strategies and provide reassurance to other adult dyspraxics that they are not alone in experiencing life as they do. Many individuals have contributed to the development of this book, providing real-life examples of challenges and strategies. Their quotes are used throughout the book. Chapters include being diagnosed as an adult, over-lapping conditions, the social and medical models of disability, emotional well-being, communication skills, numeracy and handwriting. As well as highlighting recurring struggles, the book also draws attention to positive aspects of the condition. This book is essential reading for adults with dyspraxia, whether diagnosed in childhood or as an adult, to family members who want to develop a better understanding of the condition, and anyone else who is interested professionally, personally or academically in dyspraxia in adulthood.

The book is dedicated to the life of Mary Colley (1953-2010), mentor and advocate for adult dyspraxics and former member and Trustee of the Dyspraxia Foundation.

This toolkit was developed by the Dyspraxia Foundation for parents/carers of young people with dyspraxia (also known as developmental coordination disorder - DCD), a condition that affects gross and fine motor coordination in children and adults and that can also affect speech, organisational and planning skills, memory and perception. The toolkit offers a wealth of information and practical suggestions to help parents address the daily challenges experienced by children with dyspraxia/DCD at home, at school and in their leisure activities. The techniques and tools included in this toolkit will help parents/carers build their child's independence and resilience, ensuring they can reach their potential in all areas of life. Chapters include information about dyspraxia/DCD; accessing professional help; how parents/carers can help at home; working in partnership with schools; supporting your child's wellbeing; and supporting your child's participation in social and leisure activities. This toolkit is essential reading for parents/carers of children who have dyspraxia/DCD, for parents/carers of children who are waiting for an assessment, and for parents/carers who are concerned about their child's motor/organisational development and who want to do something 'while they wait' for professional assessment or support.

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Books that answer your questions Books with links can be bought in our online shop - please buy via our shop to support the Dyspraxia Foundation with your purchases. ISBN 1-84310-347-8 A dyspraxic guide to breaking free: a practical guide written by a teenager with dyspraxia.

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Scan this on mobiles and tablets to quickly open this web page.

Hit the Button is an interactive maths game with quick fire questions on number bonds, times tables, doubling and halving, multiples, division facts and square numbers. The games, which are against the clock, challenge and develop mental maths skills. An untimed, practise mode is available in our Hit the Button app along with lots more extra features.

The activities can be matched to appropriate mathematical ability. Regular use of Hit the Button can help students to sharpen their recall of vital number facts in a fun way and learning multiplication tables need not be boring.

AGE

6-11 Years

SUBJECTS

Maths Times Tables Division Number Bonds Doubles Halves Square Numbers

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Hit the Button - Quick fire maths practise for 6-11 year olds

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Quick fire questions on number bonds, doubles, halves, times tables, division facts and square numbers against the clock. Superb!

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Free Online Courses & Workshops for Parents

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Free Online Courses & Workshops for Parents

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The Family Learning team run a variety of free courses and workshops in schools and family centres across Buckinghamshire, as well as online. Family Learning is provided by Buckinghamshire Adult Learning.

Our courses are designed to help parents understand how they can best support their children throughout their Early Years and at school.

In Family Centres we offer a range of Early Years courses and workshops for parents and their children up to the age of five years. These include, among others, Fun with Stories, Play and Learn Together, Story Explorers, Let's Get Crafty and Little Music Makers.

In schools we offer courses that cover all aspects of English, Maths, Science, Crafts, Cooking, Supporting your Child's Wellbeing and Internet Safety. All our courses are designed to give parents more confidence in supporting their children at home, making learning fun and understanding new teaching methods used in schools.

Our courses are fun, practical and parents who start one course with us often choose to come onto more. Parents attending our courses are also encouraged and supported to start developing their own skills so that those who are thinking about returning to learning, or those who are looking to boost their skills in preparation for returning to work feel ready to take the next step to achieving these goals.

Our courses are targeted at adults who do not have 5 GCSEs at 9 to 4 (or equivalent) and run in a range of Primary Schools and Family Centres across Buckinghamshire.

Our other courses include cookery, play and language, literacy and numeracy. Many courses offer accreditation.

For more information, please contact us.

Courses for parents of children under five - Karen Hayward

Courses for parents of children in school - Kathryn Holmes

Health, cookery and well-being courses - Mandy van Reysen

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The Family Learning team run a variety of free courses and workshops in schools and family centres across Buckinghamshire, as well as online. Family Learning is provided by Buckinghamshire Adult Learning. Our courses are designed to help parents understand how they can best support their children throughout their Early Years and at school.

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Learning to identify and regulate emotions is a big job, especially for little kids. These skills are essential for students to master in order to be successful in school and in life. Fortunately there are plenty of Zones of Regulation activities and games to help teach them how to manage their emotions.

What are the Zones of Regulation?

Zones of Regulation, a curriculum developed by Leah Kuypers, an OT and autism resource specialist, helps kids understand and learn to manage their emotions. Rooted in cognitive behavioral therapy, it is a framework that uses four colors-blue, green, yellow, and red-to help students identify their feelings and levels of alertness. The curriculum also provides strategies to support emotional regulation. Teaching students how to read their bodies' signals, detect triggers, read social context, and consider how their behaviors impact those around them leads to improved emotional control, sensory regulation, self-awareness, and problem-solving skills.

To learn more about the Zones of Regulation, check out this unit by The Calming Corner, these resources from He's Extraordinary, and this slideshow from the Montana CEC.

What is emotional regulation?

According to Psychology Today, emotional regulation is the ability to control your emotions and not let them drive your actions. For students, starting with emotional regulation is truly starting at the beginning of SEL skills. Before kids can listen, have empathy, or follow directions, they have to be able to manage their emotions.

Emotional regulation means being able to identify feelings, respond without overreacting, and manage changes in the environment. In addition, emotional regulation means controlling impulses, being able to calm down, and handling emotions in a healthy way. To learn more, check out What Is Emotional Regulation?

The 4 Zones of Regulation and What They Mean

The Zones of Regulation provides an easy way to think and talk about how we feel on the inside and sorts emotions, all of which are expected in life, into four colored zones.

The Blue Zone represents sad, bored, tired, or sick.

The Red Zone represents overjoyed, panicked, angry, or terrified.

The Yellow Zone is worried, frustrated, silly, or excited.

The Green Zone is happy, focused, proud, and calm.

Zones of Regulation Activities

To help you integrate this helpful information into your classroom, here are 23 engaging Zones of Regulation activities to support the emotional growth of your students.

1. Identify feelings by giving them a color

Being able to recognize emotions is important. This color wheel will help kids start to identify their emotions by associating them with different colors. Once they have a grasp on what emotions feel like, students can begin to learn strategies to deal with them. Check out these Zones of Regulation activities that incorporate this emotion wheel.

2. Play a round of Monster Feelings Match-Up

Identifying and labeling feelings in oneself and others is a life skill that takes lots and lots of practice. One of kids' favorite Zones of Regulation activities is Monster Feelings Match-Up. This fun game teaches kids how to identify their feelings and manage their emotions and also fosters their conversation skills.

3. Go on an emotions scavenger hunt

A super-fun activity to help students identify feelings by using emojis and their power of observation. Recently updated for at-home learners as well as whole-class Zoom lessons, check out the full lesson plan. Best for grades K-6.

4. Make cootie catchers

You know kids are going to make cootie catchers anyway, so why not make a version that helps kids review and understand the Zones of Regulation? Each color-coded corner teaches students the feelings and coping skills that go along with each zone. Best for grades 3 and up.

5. Play the Emotions Sorting Game

Linking Zones of Regulation activities to fun experiences helps kids make connections. For example, this simple Emotions Sorting Game inspired by Disney-Pixar's Inside Out helps kids learn and explore emotions. The game is a printable download available from Mom Endeavors.

6. Make a calm-down sandwich

When students get angry or frustrated, they can use this coping strategy to help calm themselves down. Ask them to brainstorm six things that make them happy or feel calm inside. Then, have them write down their strategies on each piece of a calm-down sandwich.

7. Play Behavior Bingo

Distinguish between awesome actions (like showing respect and encouraging others) and bummer behavior (like using hurtful words or goofing off during work time) with this fun version of bingo. Five awesome actions in a row = BINGO! Great for small groups or the whole class, grades 1-4.

8. Practice impulse control with this version of Candy Land

Games are the best way for kids to learn without even realizing they're learning! These custom-made cards go along with the standard version of Candy Land and help kids learn impulse-control skills. Best for grades K-3.

9. Make emotion-regulation spinners

This fun activity is a great addition to your calm-down corner. Students can pick strategies that work for them to get into the green zone and back on track. Best for grades K-5.

10. Play a round of What Zone Would I Be In if ...?

This free activity includes 30 cards with hypothetical situations, plus a page for sorting the cards into the zones. Read the cards and let students decide which zone they feel they would be in if this happened to them. You can ask questions about why they feel that way to encourage discussion.

11. Teach the Zones of Regulation with this fun song

This catchy tune by the fun crew at BlackBerry Jam Kids teaches kids all about the different emotions in the Zones of Regulation and strategies to get back into the "green zone."

12. Create a sensory break center in your classroom

Provide students with a safe place to take a break when they need to regulate their emotions. Include resources for strategies that will help them manage. For a free copy of the poster shown and tons of great ideas for what to include in the space, check out The Dynamic Duo. Best for grades K-8.

13. Stock your sensory break center with strategy cards

These awesome break cards tap into a favorite set of characters: Pokemon! Each card helps students identify which "zone" they are in and strategies for managing the emotions they are feeling. Available as a PowerPoint, Google Slideshow, and also a printable PDF. Includes four cards for each of the four zones.

Source: Social CJ

14. Empower students with these contingency maps

Throughout the school day, students make behavior choices (for better or worse). Use these picture maps to help students understand the consequences of making different choices. They are very effective because they illustrate the results of both desired and undesired behaviors in a concrete way. Best for students in K-5.

15. Role-play with task cards

Role-play is a great activity for helping students rehearse acceptable behaviors. These task cards help students build emotional self-control by rehearsing responses to different scenarios that may trigger strong emotions. Best for grades 4-7.

16. Build emotional toolboxes

What can students do to regulate their emotions when they veer away from the green zone? This toolbox of activities includes a handy flip-book that's chock-full of ideas. Each tab covers a different zone and gives students strategies to regain control. Best for students in K-3.

17. Encourage self-regulation with these desk nameplates

Post these interactive nameplates on students' desks to help them self-regulate their emotions and feelings by paying attention to what zone they are in. Throughout the day, students self-monitor their emotional state by sliding a paper clip along the zone boxes on the left. If students are in the yellow, blue, or red zone, they can use one of the strategies in their toolbox to help them get back to green. Each student's toolbox will vary, depending on which strategies work best for them. Best for grades K-5.

18. Share resources with families

Meltdowns and emotional regulation impact the entire family. Share this blog with families to help them develop strategies with their kids at home. Full of helpful tips and valuable information, this is a great resource to help support calmer, happier kids.

19. Display information about the zones front and center

Keeping the information students need front and center will help them begin to recognize which "zone" they are in and help them learn to regulate their behavior.

20. Help students identify what anger feels like

Use this free printable to go through each of the anger cues with your students, and if they feel that the statement is true for them when they're angry, have them color the word bubble red. Also get the When I Feel Sad printable at the link.

21. Create a Zones resource folder

Fold legal-size file folders to create a pocket on the bottom. Trim off the edges and use hot glue to turn the large pocket into four sections (red, yellow, green, and blue). Color and label the sections based on the Zones. Have students label craft sticks with either emotions or coping strategies to insert into the correct pockets.

22. Use a feelings thermometer

To help kids understand the intensity of an emotion they are feeling, create a feelings thermometer. Draw the outline of a thermometer, then divide it into three sections. Label each section. For example, use slightly angry, really angry, super angry. Talk about each section and label each with what it looks like and strategies for things to do.

23. Practice self-control with bubbles

This is a really fun activity to talk about self-control with kids, and it's harder than it looks! Label a special bottle of bubbles "Self-Control Bubbles" and gather kids in a circle. For the first round, blow bubbles and allow students to pop, touch, chase, and catch the bubbles to their heart's desire (within control). However, for the second round, tell the students that they are going to practice using self-control. Bubbles will be all around them, but the students must use their self-control strategies and not touch or chase the bubbles. Afterward, talk with kids about how it felt and how they managed to control their impulses.

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23 Zones of Regulation Activities To Help Kids Manage Their Emotions

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These Zones of Regulation activities teach students to identify and manage their behavior and regulate their emotions.

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If your child is routinely waking in the night, it is important that they learn to self-settle rather than seeking a parent or joining a parent's bed. This can be difficult to enforce, and may be emotionally challenging - both for child and parent - but parents should remain firm and assertive.

If your child leaves their bed and seeks you out at night-time, you should try not to engage them in conversation, but lead them quietly and immediately back to bed. This may need to be repeated several times each night, but it is important that your child learns that they will receive the same response from you each time.

If your child is anxious, the use of a night light, cuddly toy or baby monitor may help them to feel safe and to learn to self-settle.

Praising your child in the morning for staying in bed at night can help reinforce good behaviour - this can be aided by the use of a reward chart or stickers, with a small token prize when a certain number of stickers/rewards have been won.

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Sleep hygiene in children and young people

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This information sheet from Great Ormond Street Hospital (GOSH) explains about sleep hygiene. The lead-up and routine around your child's bedtime is referred to as 'sleep hygiene'. Having good sleep hygiene can help your child both to settle to sleep and

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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Anna Freud National Centre for Children and Families

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Anna Freud National Centre for Children and Families

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Excellent parental advice about supporting young people.

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These children and adults can struggle to think of ideas and to organise themselves. This is just how their brain is wired. Becoming frustrated or annoyed yourself, doesn't help their brain to be more organised. So, they need your patience. Individuals with dyspraxia typically need more support at the start, but once they have learnt the activity they are successful. So, build in this time. With the extra support for planning they really can fly.

Tip 2 - With dyspraxia you must remember planning

Planning is very important to remember when you are helping a child or adult with dyspraxia. Make sure where possible you give physical demonstrations of what you're doing rather than just saying what you want done. When children and adults have dyspraxia often they can't figure out how to do things so if you show them this is a big help.

Parents and teachers can be very good at setting activities up to ensure that their children are successful. Sometimes, this means that they innately do the planning for their children. This is understandable as they don't want the child to fail. And, sometimes they are short of time themselves.

When there is time and the child is calm, it is important to have the expectation that the child does start to plan. Sometimes, it can help if the adult talks through their steps out aloud. This helps the child to understand that the adult is thinking about many things. Also, playing 'what if' games can be a nice way to come up with an idea, especially if these can be done through play.

Strategy 3 - Make sure you support ideation

Ideation is often the forgotten part of dyspraxia. When children have difficulties with ideation, they often struggle to get started. They are often the ones that follow rather than lead. This is because following is much easier for them than coming up with the idea. So, for these individuals it is important that they are given extra opportunities, and more encouragement, to think about ideas.

Sometimes you need to really look out for children who struggle with ideation as they are great followers. So, they can easily be missed as they watch others and copy. However, they will struggle when put into situations where they need to think of the idea. This could be for creative writing, art or even self-occupying their time. They might mask their difficulties in larger groups, especially if they have a lot of siblings around them! So keep an eye out.

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How to Help Children with Dyspraxia - 8 Support Strategies - by GriffinOT

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These children and adults can struggle to think of ideas and to organise themselves. This is just how their brain is wired. Becoming frustrated or annoyed yourself, doesn't help their brain to be more organised. So, they need your patience. Individuals with dyspraxia typically need more support at the start, but once they have learnt the activity they are successful.

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Pictoral Resources for Supporting Maths Understanding

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Pictoral Resources for Supporting Maths Understanding

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Independent Advice Service

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Buckinghamshire Special Educational Needs and Disability Information, Advice and Support (SENDIAS) service (formerly Parent Partnership).

All local authorities, by law, have to provide children and young people with SEN or disabilities, and their parents, with information, advice and support. Buckinghamshire SENDIAS Service is the information, advice and support service here. Our service is free, confidential, impartial and at arm's length from Buckinghamshire Council.

We offer accurate and up to date resources and information about the law on special educational needs and disability, covering:

education, health and social care

national and local policy

the Local Offer

your rights and choices

your opportunities to participate

where you can find help and advice

how you can access this support.

Sometimes information alone is not enough. You may want help to gather information, make sense of it and apply it to your own situation. We call this advice and we offer this service by email, on the telephone, face to face and through work with groups or in training.

We can also offer more intensive support if you need it. This can include helping with letters, attending meetings with you or supporting you in discussions with the local authority, school or other setting. We work closely with the Independent Support team, who can offer you help with Education, Health and Care Plans.

Legal principles

Buckinghamshire SENDIAS Service is a statutory service provided by Buckinghamshire Council in response to the Children and Families Act 2014:

Local authorities must arrange for children with SEN or disabilities for whom they are responsible, and their parents, and young people with SEN or disabilities for whom they are responsible. To be provided with information and advice about matters relating to their SEN or disabilities, including matters relating to health and social care.

SEND Code of Practice 2014, DfE

Section 19 of the Children and Families Act 2014 makes clear that local authorities, in carrying out their functions under the Act in relation to disabled children and young people and those with special educational needs (SEN), must have regard to:

theviews, wishes and feelingsof the child or young person, and the child's parents

the importance of the child or young person, and the child's parents,participatingas fully as possible indecisions, and being provided with theinformation and supportnecessary to enable participation in those decisions

the need to support the child or young person, and the child's parents, in order to facilitate thedevelopmentof the child or young person and to help them achieve the best possible educational and otheroutcomes, preparing them effectively for adulthood

SEND Code of Practice 2014
What is a disability?

You're disabled under the Equality Act 2010 if you have a physical or mental impairment that has a 'substantial' and 'long-term' negative effect on your ability to do normal daily activities.

What is a special educational need?

Children and young people with SEN all have learning difficulties or disabilities that make it harder for them to learn than most children and young people of the same age. These children and young people may need extra or different help from that given to others.

How we help

directing children, young people and parents to other and additional sources of advice, information and support that may be available locally or nationally

Individual casework and representation for those who need it, which may include:

support in attending meetings, contributing to assessments and reviews and participating in decisions about outcomes for the child or young person

directing children, young people, parents and those who support and work with them to additional support services where needed

Help when things go wrong, which includes:

supporting children, young people and parents in arranging or attending early disagreement resolution meetings

supporting children, young people and parents in managing mediation, appeals to the First-tier Tribunal (Special Educational Needs and Disability), exclusions and complaints on matters related to SEN and disability

making children, young people and parents aware of the local authority's services. For resolving disagreements and for mediation, and on the routes of appeal and complaint on matters related to SEN and disability

Provision of advice through individual casework and through work with parent carer support groups, local SEN youth forums or disability groups, or training events

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SEND Information Advice and Support Service | Buckinghamshire Council

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Buckinghamshire Special Educational Needs and Disability Information, Advice and Support (SENDIAS) service (formerly Parent Partnership). All local authorities, by law, have to provide children and young people with SEN or disabilities, and their parents, with information, advice and support. Buckinghamshire SENDIAS Service is the information, advice and support service here.

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Special Education and Inclusive Learning

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150 Sensory LEarning Ideas for home-schooling or remote learning EYFS or SEND pupils

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NCMH (National Centre for Mental Health)

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SLCN Survival Guide 3 - What to do if your child refuses to do reading and writing at home

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What is developmental language disorder?

If you are a Speech & Language Therapist, please sign up or log in to access the full version of this content.

There has been ongoing debate about the most appropriate terminology to use for children that have difficulties with expressive and/or receptive language skills that impact on everyday life, for example, difficulties producing or understanding complex sentences, or learning new words. Until recently the terms 'Specific Language Impairment', 'language disorder' and 'developmental language impairment' were used.

In 2016 an international group of 57 experts (the CATALISE panel) reached consensus on the criteria used for children's language difficulties (Bishop et al, 2016b).

The panel agreed on the term 'Language Disorder' to refer to children with language difficulties that create obstacles to communication or learning in everyday life and is associated with poor prognosis. 'Developmental Language Disorder' was the agreed term for when the language disorder is not associated with a known condition such as autism spectrum disorder, brain injury, genetic conditions such as Down's syndrome and sensorineural hearing loss.

On these RCSLT web pages, the term 'specific language impairment' will be used when referring to articles and resources that use the term in their title.

How can Speech and Language Therapy help with DLD?

Speech and language therapy can help people with DLD to develop their language abilities to their maximum potential. SLTs will teach strategies to the child and those around them to reduce the impact of their communication difficulties and support them to access education and social activities.

Input by an SLT may include:

Identifying, assessing and diagnosing the communication difficulties.

Developing and delivering strategies and programmes of therapy to support a child with DLD.

Supporting schools to integrate strategies into the classroom in order to maximise children's language learning and use.

Helping others e.g. teachers and parents in their use of communication techniques and communication friendly classrooms.

Raising awareness, educating and training professionals in identifying and working with children with DLD.

Supporting parents with what to expect following their child's DLD diagnosis.

What to expect from Speech and Language Therapy

Assessment

An SLT will carry out comprehensive assessments in order to identify language development and areas of difficulty for the individual. They will assess how this impacts on:

Communication

Educational outcomes

Social participation

Well-being

Ongoing therapy

Once a child has received a DLD diagnosis, the SLT will work with the child and parents/carers to identify the child's communication and personal goals. They will then develop some strategies and programmes of therapy to support the child to achieve their goals if appropriate.

An SLT may regularly monitor the progress of the child and if necessary they will make changes to the management of therapy. They will support the child in each stage in development and particularly at transition points e.g. from home to nursery, from primary school to secondary school and from secondary school to further education.

As DLD is a lifelong condition, people may access speech and language therapy services at different times during their life if appropriate.

Resources

Organisations

Afasic - organisation which seeks to raise awareness and to create better services and provision for children and young people with language disorder. It has specific divisions for Northern Ireland, Scotland and Wales.

ICAN - is a charity whose mission is that no child should be left out or left behind because of a difficulty speaking or understanding. Their vision is a world where all children have the communication skills they need to fulfil their potential.

NAPLIC - National Association of Professionals concerned with Language Impairment in Children (NAPLIC) is an association for all professionals concerned with children who have speech, language and communication needs (SLCN).

The Communication Trust - coalition of over 50 not-for-profit organisations that work together to support everyone who works with children and young people in England to support their speech, language and communication.

RADLD - a campaign created to raise awareness of developmental language disorder.

Related topics

For related topics please see:

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Clinical information on developmental language disorder | RCSLT

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If you are a Speech & Language Therapist, please sign up or log in to access the full version of this content. There has been ongoing debate about the most appropriate terminology to use for children that have difficulties with expressive and/or receptive language skills that impact on everyday life, for example, difficulties producing or understanding complex sentences, or learning new words.

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The Zones of Regulation program is a self-regulation tool to help kids identify, address, and use strategies to achieve self-control and emotional regulation in a non-judgmental and safe way. All of us can use zones of regulation activities to monitor, maintain, and change our level of regulation. Here, you will find zones of regulation activities and tips to work on self-regulation of emotions through fun and interactive activities. These are DIY Zones activities that you can make as part of your occupational therapy treatment and can be used over and over again!

Using interactive zones of regulation activities can be helpful for kids who struggle with self-regulation.

Zones of Regulation Activities

Activities to support emotional regulation and coping skills can come in many forms. In this resource, you will find specific activities to add to a zones of regulation toolbox, so that monitoring and maintaining a functional level of regulation is possible in any situation. There are zones of regulation posters, worksheets, self-regulation checks, zones of regulation games, and even cootie catchers. All of these regulation tools are strategies to help kids become more aware of their self in order to function. Let's break it down further...

What is self-regulation?

Well, let's break it down. "Self" means you or me. "Regulation" means the process of being in control or to have management. So, add these two terms together and you get "self-regulation". Self-regulation means you or me being in control and having management of ourselves.

Self-regulation is a skill that many children have a difficult time learning and achieving without help. In a given day, a child (and an adult) encounters multiple situations and circumstances that require an awareness of self and others as well as the ability to have or gain self-control.

Generally speaking, a child should achieve an optimal level of self-awareness and mindfulness to identify their inner feelings and emotions and be ready to regulate themselves when the time comes. They need to learn strategies and techniques that work for them to assist them in leaving a less optimal level in order to get back to a "ready-to-go" level of regulation.

Here are more mindfulness activities that kids can use in their Zones of Regulation Toolbox.

Self-regulation CurriculA

There are many different programs that offer self-regulation curriculum. These are regulation programs and interventions that can assist a child (and adult) to learn the skills necessary to achieve emotional regulation fit for every situation, circumstance, and environment.

Amazon affiliate links are included below.

Many programs, curriculum or interventions are created by occupational therapy professionals e.g., Zones of Regulation, The Alert Program, Test Drive, The Sensory Connection, and a new program called, The Regulation Rocket.

One of the common self-regulation programs is the Zones of Regulation.

The Zones of Regulation program is what most of our children use in their schools and homes. This program helps kiddos to identify, address and use strategies to achieve good self-control and emotional regulation in a non-judgmental and safe way. Using the zones helps to take the focus off of the child as being "good" or "bad" and places the focus on obtaining control to get back to the "green zone."

The self-regulation program teachers children and their parents or teachers how to recognize the relationship between emotions, feelings, and their internal "state of being" with the behaviors and actions that we see. This relationship impacts attention, learning, and emotions. When students understand the connection between their arousal states and their ability to self-regulate, they can identify different zones or levels which they are currently in at any given time. They can then use regulation tools or strategies to impact their arousal so they can appropriately and efficiently respond to the demands of a given task.

What is regulation?

Self-regulation is the ability to attain, maintain, and change one's arousal level, emotions, and behaviors. This ability to self-control relies on impulse control, working memory, and generally speaking, the ability to keep oneself "in check". The ability to experience feelings and desires and make decisions based on those concepts requires motivation, willpower, higher level thinking.

It requires the ability to self-monitor our thoughts, actions, feelings, internal body processes (interoception), and then make choices. These decisions can sometimes occur in a moment. For some, this instantaneous decision-making can lead to poor regulation.

Self-regulation can refer to emotional regulation or behavioral regulation. Self-reflection of feelings, emotions, and our response to situations is the ability to use emotional regulation.

Emotional regulation can look like a bad decision based on inner thoughts, or being in a grumpy mood and as a result being mean to a friend. Emotional regulation has to do with inner decisions related to emotions and moods.

Behavioral regulation refers to decisions related to actions and what we say, do, or think in response to inner thoughts and desires.

I think we can all say that one time or another we had something that we were expected to do but we really did NOT want to do. Maybe that was mow the lawn when we really wanted to watch a movie inside. Maybe we wanted to sleep in when we actually had to get up for an early meeting. These would be examples of behavioral regulation. Knowing that those tasks needed to be done and making the decision to do them rather than giving into impulses is a form of self-regulation.

We have a few blog posts here on the website that explain self-regulation in greater detail. This article on using the Mightier program for self-regulation shows how to use the application and game to help a child identify their feelings and utilize coping strategies that impact those various emotional regulation changes. The games adjust to challenge the child as they become more proficient in coping strategies.

In this self-regulation craft and activity, we used a lion and a lamb concept to bring the abstract meaning of regulation to a concrete place of learning and exploration, by helping kids to see that self regulation strategies can make a huge difference in paying attention and learning in the classroom or completing tasks that need to be done at home.

In this article, we covered the connection between executive functioning skills and emotional regulation.

What are the zones of regulation

Well, in brief summation, the Zones of Regulation program is a curriculum or framework created by an occupational therapist, Leah Kuypers, which is designed to help a child navigate their sometimes confusing emotions. The curriculum helps a child to achieve self-regulation and emotional control by gaining skills in self-control and problem-solving based on targeted zones that are identified with colors.

These zones help a child recognize, categorize, and communicate their feelings or emotions based on a specific zone. This makes the program an effective and fluid tool for a child to understand, learn, and achieve without feeling judged or different.

Let's quickly review the zones so you can have a better understanding of the reason behind my fun tool creations. I designed these tools for individual children to help them better understand and navigate their emotions while identifying strategies that help them shift from a less desirable zone to a more calm and focused zone, which is better for participating and learning at school, home, church, and in therapy.

What do the Colors in the Zones of Regulation Program Mean?

The Red Zone is an extremely heightened state of alertness with intense emotions and is typically viewed as the child being "out-of-control."

Red zone behaviors might include:

Anger

Rage

Out of control

Mad

"Hands on" physical reactions

Terror

Extreme feelings

Feel "ready to explode"

Devastation

Red Zone Activities may include:

The Yellow Zone is entering a heightened state of alertness and elevated emotions typically viewed as heading toward the red zone, but the child still has some control.

Examples of Yellow Zone behaviors include:

Yellow Zone Activities may include:

Stretching

Yoga

Enjoy nature

Drink a glass of water

Listen to music

Write in a journal

Activities listed under the other zones

The Green Zone is the optimal level of alertness and is typically viewed as the child being "good to go" and ready for leaning and social interactions.

Examples of the Green Zone behaviors include:

Green Zone Activities may include:

Write in a journal

List out accomplishments

Help someone

Reach out to a friend

Activities listed under the other zones

The Blue Zone is a low level of alertness typically viewed as the child running slow.

Examples of Blue Zone responses include:

Blue Zone Activities may include:

Talk to someone

Rest

Build a puzzle

Read a book

Color or draw

Think about positive mindset strategies

Activities listed under the other zones

Fun Zones of Regulation Activities

What is the best part about the fun tools I created? YOU can create them and use them with most any regulation program based on the programs framework.

One of the key pieces to the Zones of Regulation is the point that there is no one "right" zone to be in. It's OK to be in the red zone or the yellow zone. We all have fluctuations of moods and behaviors. The part that is important for us as advocates for children is to offer strategies to help kids understand and identify their feelings and emotions. It's important for kids to understand how their reactions impact others, particularly when they are not able to manage their emotional or behavioral response.

All of the Zones of Regulation activities that are listed above can be interchanged, and used as able to help move from one zone to another. Each child will be different in the zones strategies that works for them.

The resources in the Sensory Lifestyle Handbook really go into detail on this concept, in using movement and sensory tools as regulation strategies and coping tools to help kids function, within their daily functional tasks. For example, it is possible to incorporate regulating activities within the classroom, home tasks like self-care or chores, and the community. Check out the Sensory Lifestyle Handbook for more information on this concept.

Look at the fun tools I created and take the general structure and design to build essential tools to go with whatever program you may be utilizing in therapy, the classroom, or at home.

1. Zones Pocket Play for Emotions and Coping Strategies

In this zones activity, kids can make the tools they need to work on self-regulation. Have kiddos fold file folders to create a pocket on the bottom. Trim off the edges. Use hot glue to turn the large pocket into four sections (red, yellow, green, and blue). Color and label the sections based on zones. Have kiddos label craft sticks with either emotions or coping strategies and insert into the correct pockets.

This Zones Pocket Play for Emotions and Coping Strategies Folders can be used in the home or classroom.

2. Zone Check-In Tube

Have kiddos paint or wrap colored tape around paper towel tubes according to the zone colors. If painting, wait to dry. Follow up with kiddos writing emotion words or even drawing emotion facial expressions onto the matching tube color. Place a hair band onto the tube to roll up and down as needed to perform check-ins with children throughout the day.

3. Zone Check-In Frame

Hot glue colored craft sticks according to zone colors (red, yellow, green and blue) to create a square frame and then have child write the zone title on one side and zone emotion words on the other side OR have child write zone emotion words on one side and coping strategies on the other side. Place a clothespin onto the frame to clip as needed to perform check-ins with children throughout the day. This tool can also be used to teach and review while learning the program zones as well.

4. Zone Grab Bag Game

Have kiddos create an emotion identification grab bag game. This can be done in differentiated ways:

* Draw emotional expressions as faces on matching color dot stickers and place on bottle caps (for younger children).
* Simply draw emotional facial expressions on bottle caps directly with a black marker (for older children).
* Draw emotional facial expressions on plastic spoons with matching colored markers (for younger children).
* Draw emotional facial expressions on plastic spoons with a black marker (for older children).

Once these are created, toss only the caps or only the spoons into a grab bag or simply toss them all into one bag.

When children grab a cap or spoon from the bag, they decide which colored mat they belong on to identify the correct emotion and zone.

4. Zones of Regulation Craft

Use this Lion and lamb self- regulation craft to identify emotions and talk about "lamb" emotions and responses and "lion" emotions and responses.

5. Make a Coping Skills Toolbox

Identifying coping strategies that work for each individual can make all the difference in having a set of "go to" regulation strategies when the need presents itself. This massive list of coping strategies for kids are perfect for filling a coping skills toolbox. Write them out on slips of paper, add them to a flip book, make them into coping skills Popsicle sticks, or add them to a coping strategies bulletin board. Kids can go through the various calming and alerting activities and use them to self-regulate.

6. Make a Zones of Regulation Chart

Use a file folder or slide a paper into a page protector to create a Zones of Regulation chart using movement activities in the classroom. Kids can mark off their zone and pick from a coping mechanism to help them get to a zone in which they can learn and pay attention.

7. Keep a Self-Reflection Journal

Using a printed journal like our Self-Reflection Journal or the Impulse Control Journal can help kids identify more about themselves, become more self-aware, while reflecting on their day and week. They can write down their actions, emotions, and responses and then look back at what worked and what didn't work. By using a written journal, children can describe good and poor choices that they've made and then write out tools that they can try next time. Journaling is a conversation tool to use when talking about what works and what doesn't work for a child with a variety of needs.

The Impulse Control Journal takes self-reflection a step further by working on the impulses that impact behavioral regulation or emotional regulation and the actions that we see. This tool is effective in helping kids and teens to identify emotions, reactions, responses, and learning strategies to change their regulation through self-awareness. Kids can choose strategies independently and see progress by working through the Impulse Control Journal pages.

8. Identify emotions through Play

The first step of self-regulation is the ability to identify emotions. Social emotional learning begins with naming emotions, matching emotion names to faces and body language. When kids identify emotions, they can begin to develop empathy for others but also become more self-aware of their own emotions, the things that impact those feelings, and how they respond. Some ways to identify emotions through play include:

Using play to identify emotions can be done in so many pretend play activities.

Use pictures or video modeling to help kids identify emotions and label the terms.

Act out emotions with toys and name the emotions that the toys are demonstrating.

9. Explore self regulation skills

When kids explore self regulation skills by experimenting with sensory input, kids can identify the terms that their body feels when they are exposed to that sensory input. If done during a calm time, when the child is at high alert and concentration, they are able to fully experience the input without distraction. Kids can then create a zones toolbox using the self-regulation skills that work for them.

Try these self regulation skills exploration with kids:

Try a variety of sensory foods and ask the child to identify how their mouth feels with each food. Does the food taste salty, sweet, chewy, crunchy, or sour? How does their mouth feel after trying each food? Awake, sleepy, happy, calm, alert? Ask the child to put a name to each food. Mark these down on a chart and use this as a regulation tool.

Try different types of movement using Sensory Diet Cards. Kids can try the sensory activity and identify how their body feels. Mark it down and add those calming or alerting activities to their regulation toolbox.

Self Regulation in the Classroom

Self regulation in the classroom can impact learning, attention, focus, and student interaction.

Now that you know some zones of regulation activities, you can use them in the classroom or learning environment. Whether that be in the traditional school setting, in homeschooling, or in remote learning settings, the Zones of Regulation is effective to foster learning.

Go ahead and make these fun and easy Zones of Regulation tools to help your kiddos learn emotional regulation and self-control to help them succeed in their daily lives so they can feel good and remain cool. Kiddos will enjoy the interactive components and you'll see learning and regulation evolve! They can be used at home or in the school environment.

In the learning environment, kids can identify how characters of a book or reading assignment feel.

Help students identify emotions in magazines or online.

Identify specific tasks that the characters could do to get to a zone that would help them in the situation they are in. This can be a great group activity for students.

Come up with group or small group coping tools that students can use as a brain break or movement break.

Have students make a DIY quiet fidget tool that they can keep in their pencil pouch or desk.

Explore these sensory strategies for school and come up with regulation activities that work for the learning situation.

Add movement to learning. These monthly movement activities can work for many themes. These heavy work activity cards can be used in the classroom or with various learning themes.

There are so many options for zones of regulation activities for kids. What would you add to this list?

This post was written in part, by The OT Toolbox contributor, Regina Allen. Read about Regina in her Contributor Author Spotlight.

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Zones of Regulation Activities - The OT Toolbox

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The Zones of Regulation program is a self-regulation tool to help kids identify, address, and use strategies to achieve self-control and emotional regulation in a non-judgmental and safe way. All of us can use zones of regulation activities to monitor, maintain, and change our level of regulation.

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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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This programme (Stories That Never Stand Still) was initiated and funded by Takeda, and developed with support from Edelman and Studio Anorak. You are holding in your hands a copy of “Stories That Never Stand Still”, a book celebrating what’s amazing and annoying, fun and funny, incredibly inspiring…

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Sign up for a FREE monthly SEND newsletter here
This list was last updated - 04/05/2020

Announcements

Contents

Speech sound resources

Language resources

Understanding and using - 'except', 'unless', 'but not', 'if' - Game - 1 | Game - 2

Understanding and using concepts 'Same' and 'different' - Language link

Describing items using categories, what they're used for, or labeling features of them - Language link

Speech and language activity resources and information

Or, download each board separately below:
Credit: Do-It solutions
Occupational Therapy (OT) resources and information

Visuals and visual timetable resources

AAC resources

Free communication boards - and instructions

Signing resources

Signing Hands - Signed stories On Mon-Fri 10.30am join Signing Hands, on | YouTube or Zoom for some daily fun

Visual impairment resources

Literacy resources - Dyslexia and learning difficulties

Reader Pen - A pen scanner for those with reading difficulties - that reads text out aloud in English/Spanish/French - Free 14 day trial - Sign up here

CrickerSoft - Reading and writing software for all abilities - Free during this period

Phonic reading games for all children, including those who cannot read or have dyslexia. Email: trugs@readsuccessfully.com for 20% off using cv2020 -

Free Phonics resources for children with SEND - Ann Sullivan (you might be asked to create a free account to access the resources)

Maths/numeracy resources

Down Syndrome resources

ADHD, autism

Foetal Alcohol Syndrome

Learning activities and resources for a range of additional needs

Life skills

First News- a newspaper for young people to get them thinking and talking about current affairs in a non-threatening way

Fun, engaging, online & offline activities

Rocket kids club - Everyone can watch and be part of our Rocket Kids Club Shows broadcasting live every Friday

Virtual Tours - Virtual online tours - including zoos, landmarks in foreign countries, etc.

Aquarium - Georgia aquarium allowing you to tour under the sea

Movement and exercise

Fine motor: Kim Griffrin, Occupational Therapist - Daily fine motor activities families can follow along to at 11am on Facebook - the videos will also be available on Griffin OT-YouTube

Concentration and behaviour resources

Simple, positive behaviour support resource. Plus a resource to help improve motivation in structured tasks - No experience required, includes simple, step-by-step instructions and resources for those who:

struggle with impulsivity

display negative reactions to rules and routines

struggle to regulate their emotions during structured and unstructured tasks

who require a high level of adult support within structured tasks for attention, engagement and to complete tasks.

FREE weekly webinars from on managing behaviour/stress/autism among other topics. Email admin@studio3.org to book & to find out what's coming up this week.

The challenging behaviour foundation - info on 'Restrictions on Contact with Family' and FAQs 'Coronavirus and the Law' both in collaboration with a Barrister to help with guidance throughout the coming weeks

Anxiety, emotions and coping with change
Credit: Julie Rayner, Irish Psychotherapy association Download PDF

Video/visual breathing exercise to calm stress -YouTube

Information for parents, carers, and schools

FREE weekly webinars from on managing behaviour/stress/autism among other topics. Email admin@studio3.org to book & to find out what's coming up this week.

Adaily SEND Q&A session to answer any questions in the Education Matters group on FaceBook (UK) - Simpson Millar

Educational Adviser, Gareth Morewood shares well wishes and useful resources on behalf of the entire S3 community during this uncertain time period: Audio recording here

Sharing notice

The links in this list to the Speech Link and Language link website are all Copywritten to, Speech Link Multimedia Ltd

They do not give permission to: Upload the files to other websites/file sharing facility / Sell the files or printed versions of the files / Email the files or post them on social media

They do give permission to:Download and print the files for your own use/email or post a link to the files only

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FREE Speech and language, OT, and many other SEND resources for families and schools

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Sign up for a FREE monthly SEND newsletter here This list was last updated - 04/05/2020 Announcements An inclusive skills/child-led curriculum for young people with additional needs and for those who might be struggling to engage with work at home - free for families.

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Resources for parents supporting an anxious child.

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Supporting Children with Dyslexia. Supporting Children with Dyslexia Strategies for Parents/Carers. +. Language and Learning Support Service. 1 Language & Learning Support Service – 01273 336887. Supporting Children with Dyslexia. Introduction……………………………………………………………………………………………………………………………………3 How C…

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Parenting Tips for Speech and Language Difficulties

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Parenting Tips for Speech and Language Difficulties

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From the provider of our interventions

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Welcome to the Parent Portal, our award-winning speech and language support website for parents, carers and families.

At Speech and Language Link, we understand that supporting your child's language learning, alongside everything else that life demands from you, can be challenging. The Parent Portal provides ideas and advice, information and activities for developing your child's understanding, talking and listening in a way that works for all of your family.

How to use the site? Visit the development tab to help you work out what the next steps are for your child's learning and then go to the stage-appropriate activities section. You don't always need to create a special time for working on listening and talking, use our everyday activities turn many routine tasks into support activities.

Our speech and language therapists have devised support videos for you. Check out the 'Can I have your attention please?' series to help get your child in the right frame of mind for learning and access super fun games and ideas to encourage a range of language skills.

Our activities are designed to fit around normal family life and by implementing some of them every day you can make a real difference to your child's language development.

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Supporting Parents and Carers who support children with SLCN - Speech and Language resources, information and activities

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From the NSPCC

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How to support a child with depression or anxiety

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Recognise the signs of anxiety and depression in children and get advice on how you can best support a child who needs your help. How to support a child with childhood depression or anxiety.

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Support4Send Leaflet about Education, Health and Care Plans

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Support4Send Leaflet about Education, Health and Care Plans

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The EBSNA (also known as EBSA) toolkit provides guidance and resources for professionals working in or with schools. It should be used to develop an understanding of what leads children and young people to feel that they must avoid school.

The toolkit provides practical guidance on decision-making as well as detailed guidance on:

preventative strategies

assessing needs

intervention planning.

It should be used in partnership with children, young people and their parents/carers to ensure that reintegration planning is informed and collaborative.

If you have any questions relating to the toolkit email EBSA@buckinghamshire.gov.uk

The Buckinghamshire Family Information Service also has EBSNA guidance for parents and carers.

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Toolkit for Emotionally Based School Non-Attendance

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Toolkit for Emotionally Based School Non-Attendance

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Find activities and organisations near you | Family information service | Buckinghamshire Council

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Service directory from the Buckinghamshire Family Information Service

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0:00 / 1:21•Watch full video

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ADHD and What I Would Tell #MyYoungerSelf | Michael Phelps

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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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0:00 / 2:13•Watch full video

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Speech and Language Activities for Parents and Teachers 

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Speech and Language Activities for Parents and Teachers 

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Herefordshire and Worcestershire Health and Care NHS Trust

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Herefordshire and Worcestershire Health and Care NHS Trust

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Resources for Children's Speech and Language

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Children's Speech and Language resources to download

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Inference Cards

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Games

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Listening and Attention

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Speech and Language Speech and Language Therapy Resources

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Speech and Language Speech and Language Therapy Resources

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Herefordshire and Worcestershire Health and Care NHS Trust

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Herefordshire and Worcestershire Health and Care NHS Trust

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Resources for Children's Speech and Language

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Children's Speech and Language resources to download

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Speech and Language and Occupational Therapy Tips for a Home 

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Speech and Language and Occupational Therapy Tips for a Home 

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From the NCSE - National Council for Special Education

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Map of Speech, Language & Communication Needs

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Map of Speech, Language & Communication Needs

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Parents Guide to Speech & Language Needs

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Parents Guide to Speech & Language Needs

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Listen Up - Parent Guide to Developing Communication Skills

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Listen Up - Parent Guide to Developing Communication Skills

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What is articulation (pronunciation and talking)?

Articulation (pronunciation and talking) is the ability to physically move the tongue, lips, teeth and jaw to produce sequences of speech sounds, which make up words and sentences.

Why is articulation (pronunciation and talking) important?

Articulation is important to be able to produce sounds, words and sentences which are clear and can be easily understood and interpreted by others in order to be able to express basic needs and wants, right through to being able to engage in complex conversations.

Depending on the extent of the difficulties, unclear speech can impact significantly on how well a child can interact with adults and their peers and can affect the development of language and social skills. A child who is having difficulties being understood can become frustrated and angry which may lead to behavioural issues. Articulation is also important in literacy skills such as reading and spelling out of words.

What are the building blocks necessary to develop articulation (pronunciation and talking)?

Attention and concentration: Sustained effort, listening and doing activities without distraction and being able to hold that effort long enough to get the task done (e.g. being able to attend to speech and sounds long enough to be able to process the information).

Hearing: For detection of speech sounds.

Good middle ear functioning most of the time (e.g. a child with on-going ear infections, 'glue ear' or colds which block the ears may have fluctuating hearing levels which can affect speech).

Process speech sounds, identify and hear differences between sounds.

Muscle coordination: The ability to move and coordinate the muscles involved in producing sounds (e.g. diaphragm, lips, tongue, vocal cords, jaw and palate).

Understanding that sounds convey meaning.

How can you tell if my child has problem with articulation (pronunciation and talking)?

If a child has difficulties with articulation they might:

Become overly frustrated when communicating with others.

Produce speech that is difficult to understand even for familiar listeners.

Have difficulty linking together more than one or two sounds.

Tend to use only vowel sounds (very open mouthed noises).

Produce speech that is unclear alongside dribbling and messy eating skills.

Produces speech that is less clear than other children of the same age.

Produce an interdental lisp (e.g. tongue protruding between the teeth when saying a /s/ or /z/ sound) if over the ages of 3.5 - 4 years.

Be school aged and still having difficulty saying several sounds.

What other problems can occur when a child has articulation (pronunciation and talking) difficulties?

When a child has articulation difficulties, they might also have difficulties with:

Social skills: Unclear articulation can impact the ability to engage in reciprocal interaction with others (either verbally or non-verbally), to compromise with others, and be able to recognize and follow social norms.

Expressive (using) language: Using language through speech, sign or alternative forms of communication to communicate wants, needs, thoughts and ideas. The child may reduce the length of their sentences or use familiar words to help with being understood.

Self confidence: A child's belief in their ability to perform a task.

Fluency: The smoothness or flow with which sounds, syllables, words and phrases are produced when talking.

Independence: The child may be "clingy" or always want a parent/carer to be around to translate or help with their communication.

Behaviour: A child may become overly frustrated due to not being understood.

Reading and spelling which rely on sounding out the words.

What can be done to improve articulation (pronunciation and talking)?

Play: For the young child, engage in play where you model and use lots of different sounds while playing (e.g. saying "ch ch ch" as the train passes by, "baa" goes the sheep).

Talk to your child often throughout the day to model correct pronunciation of words.

Reduce background noise: Turn off background noise in the home (e.g. television, radio, music) when engaging with your child to minimise distractions.

Look at the child when they are speaking and encourage them to look at you so that they can imitate how to say words or sounds correctly.

Read to the child.

Listen and respond to the child's message (not the exact pronunciation of the words).

Repeat the child's sentences if their speech is not clear (e.g. child: "Dat my deen tar." adult: "Yes, that's your green car."). By repeating what your child has said you are producing a good language model and you are also showing that you have listened to what the child has said.

Show: Ask the child to show you what they are talking about if you don't understand what they have said. Ask for ONE repetition and try to have a guess. Don't be afraid of saying you can't understand what the child has said.

What activities can help improve articulation (pronunciation and talking)?

Naming items together when completing tasks such as looking at a book, in the car, looking outside, while playing and during shopping.

Copying facial expressions in the mirror (e.g. smiling, kissing, licking lips).

Playing something together that the child really enjoys and throughout the game model words with which they are having difficulty.

Modeling and using different sounds during interactions and in play (e.g. "s" is the snake sound, "sh" the baby is sleeping).

Listening to and identifying sounds in words (e.g. "shoe" starts with the "sh" sound).

Correcting: If a child says a word incorrectly, model the correct production back to them but there is no need to make them say it again (e.g. child: "Look at the tat". adult: "Yes, it's a cat" and then continue with the conversation). This helps to provide a subtle, positive correction by modelling the correct response rather than highlighting that the child has said it incorrectly.

Why should I seek therapy if I notice difficulties with articulation (pronunciation and talking)?

Therapeutic intervention to help a child with articulation difficulties is important to:

Improve a child's ability to produce clearer speech.

Improve a child's ability to be understood by others.

Improve a child's ability to engage positively with other children and adults.

Facilitate a child's interactions with familiar (e.g. family members, peers) and unfamiliar individuals.

Reduce frustration in a child who struggles with getting their message across.

Improve spelling and/or writing.

If left treated what can difficulties with articulation (pronunciation and talking) lead to?

When children have difficulties with articulation, they might also have difficulties with:

Forming friendships and engaging in positive social interactions with peers.

Completing higher level education tasks.

Being understood during interactions such as when meeting new people, playing with friends or talking to the teacher.

Developing literacy skills such as reading and writing.

What type of therapy is recommended for articulation (pronunciation and talking) difficulties?

If your child has difficulties with articulation, it is recommended they consult a Speech Therapist.

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Articulation (Pronunciation and Talking) - Kid Sense Child Development

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Speech Pathology helps a child with articulation to ensure they are able to express their needs and wants as well as engage in more complex conversations.

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Teaching Pronouns - Speech Therapy | "He", "She", "They"

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Buy Now Teaching Pronouns in Speech Therapy Teaching pronouns in speech therapy is a common target because children with language delays often have difficulty with using the correct pronouns in conversation, especially the "he" and "she" pronouns. Some children call everyone "he" or everyone

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Phonics Blending Song CVC Words and More

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Super for teaching prepositions

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Specialist therapies - Oak National Academy

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Free online specialist therapy video lessons and resources

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

(BDA Definition)

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Dyscalculia - British Dyslexia Association

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What is Dyscalculia? Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with...

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Website

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Free Text to Speech Online with Realistic AI Voices

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Convert text into ultra-realistic audio. Have any text read aloud with AI Voices. AI text reader for pdfs, books, documents, and webpages.

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Find out more about dyslexia here, where you will find expert articles and videos.