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Online drop-in for parents/carers and professionals | CASS

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Online drop-in for parents/carers and professionals | CASS

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Online drop-in for parents/carers and professionals | CASS

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An online, open space led by parents and professionals for anyone wanting to find out more about autism.

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Leamington Spa In-person: Together with Autism Conference

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Eventbrite - Act for Autism presents Leamington Spa In-person: Together with Autism Conference - Saturday, 7 December 2024 at North Leamington School, Blackdown, England. Find event and ticket information.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Social Stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. The people who develop Social Stories are referred to as Authors, and they work on behalf of a child, adolescent, or adult with autism, the Audience.

Authors follow a defined process that begins with gathering information, discovering a topic that 'fits' the Audience, and the development of personalized text and illustration. Most frequently associated with short, simple Stories, there are also Social Articles for use with older or more advanced individuals. The Social Story Definition and ten defining characteristics (The Social Story Criteria) guide the development of every Story and result a patient, respectful, and unassuming quality that is the hallmark of the approach. It is that quality that distinguishes genuine Social Stories from social scripts, skill checklists, or 'social stories' that do not meet the current the definition.

What is a Social Story? presentation

There is only one definition for the term 'Social Story':

A Social Story accurately describes a context, skill, achievement, or concept according to 10 defining criteria. These criteria guide Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, "voice", content, and learning experience that is descriptive, meaningful, and physically, socially, and emotionally safe for the child, adolescent, or adult with autism.
Additional Social Story Information:
Where did Social Stories come from?
The History of Social Stories

Check your knowledge of Social Stories
The Social Story Quiz and Answers to The Social Story Quiz

Is THIS a Social Story?
It is NOT a Social Story if... An initial screening instrument

How the Social Story Criteria keep pace with experience and research
Social Stories 10.0 - 10.2 Comparison Chart

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What Is A Social Story? - Carol Gray - Social Stories

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Social Stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. The people who develop Social Stories are referred to as Authors, and they work on behalf of a child, adolescent, or adult with autism, the Audience.

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Autistic people are not always well supported during a bereavement. Misunderstandings about what people are expected to feel or how they are supposed to act when bereaved can complicate an already difficult time if not well understood.

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Autism West Midlands - A guide for parents & carers

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Autism West Midlands - A guide for parents & carers

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Just like any other child, an autistic child will need their grief to be recognised and understood and to be given opportunities to express how they feel. Because of the nature of their autism, an autistic child may not respond to the death of someone close to them in the same way as other children but this does not mean they are not grieving. This information covers some of the challenges bereaved autistic children may face, and ideas for what might help.

How autism may affect a child or young person

Due to differences in how they process information and understand and understand abstract ideas, autistic children may have specific problems in developing their own ideas about death and the rituals that surround it. Other difficulties they face may relate to:

Mindblindness

An autistic child may find it more difficult to see things from another's point of view. This may make it hard for them to understand other people's feelings and behaviours, including not realising that others can help.

Information processing

An autistic child may have difficulties in understanding the rituals surrounding a death and in understanding the implications of a death. For example, they may not understand that because someone has died, this means they will not be there at the weekend, to take them to school or to celebrate a birthday.

Language and communication

An autistic child may find it difficult to understand abstract concepts and, as with any bereaved child, it can help to use clear, specific, concrete language, avoiding phrases such as 'gone away' or 'lost', which can be confusing. Autistic children may also find it difficult to let you know how they are feeling and to ask for support.

Preoccupations

An autistic child's focus on specific things may increase or grow more intense due to anxiety.

Imagination, time perception and memory

These may lead to difficulty in understanding the impact of a death. For example, understanding changes to routines, anticipating how things might be in the future and understanding events that they have not experienced before.

As well as suffering the loss of the person that has died, autistic children can be further distressed by all the changes that might happen in their day-to-day lives as a result of the bereavement. Below are suggestions on how to help support an autistic child who is bereaved.

Preparing for loss in advance

If the death of someone close is expected, children or young people can be prepared in advance and in a gradual way. They may need to be prepared for visits to a hospice or hospital. It is particularly helpful if they can be told beforehand about any changes they might notice, for example in the ill person's appearance (how they might sound, look or feel to the touch) or in everyday activities and routines. You may also need to explain whether there will be medical equipment such as intravenous lines or a ventilator, and that this might be noisy.

Keep to normal daily routines as much as possible.

Use clear, concrete language, avoiding euphemisms and abstract ideas.

Explain any likely changes in routine in advance, giving details about who will be doing what and when.

Use pictures and photographs to explain what will happen and when and how. For example, pictures of the hospice, or of the taxi that will take them to school or to swimming from now on.

Use calendars or other visual aids, for example, to mark hospital visits, as well as significant positive events such as visits to the park.

It can be helpful to develop rituals to mark a death, such as lighting a candle when an animal dies. The same ritual can then be used when a person dies.

When a death has happened

When someone dies, a child may need help in understanding the idea of death as well as opportunities to express their grief.

Use simple, concrete language and avoid euphemisms such as 'lost', 'passed away' or 'gone to sleep'. You may need to explain what dead means in concrete terms. You might say: 'When someone is dead their body is no longer working and their heart has stopped. A dead body cannot move or feel anything, so there is no pain.'

Use lots of examples to explain that death is permanent and not reversible, in a way that is appropriate to the child's understanding:

When someone has died they can never come back to life again.

Where possible, use pictures and real objects. Try to use a biological approach that is practical, clear, and visual, with concrete examples. For example, comparing a dead fish with a live fish, or observing flowers wilting and dying, or talking about what dead means when they come across a dead bird, for example.

Answer the child's questions as they arise - which may mean answering the same questions repeatedly. Answer simply, and honestly, and at an appropriate level for the child's understanding. Give enough information to answer the child's question, but without adding a confusing amount of detail.

Prepare the child for ceremonies or rituals that will include them, by visiting the relevant places beforehand. It may help to use photographs and draw up an explanatory story using words and pictures to explain what will happen. Clearly explain what the child is expected to do and show what other people will be doing and saying, and what will be happening around them.

Help the child to learn how to recognise different feelings and emotions in themselves and others as well as learning appropriate ways of expressing their feelings. You can do this by using everyday situations and events to point out different emotions in other people (such as on TV programmes, in magazines and stories), by using consistent and simple language to label emotions from the child's own experiences and by using pictures. Using pictures is particularly helpful for autistic children, and a 'feelings thermometer' can help a child express the intensity of an emotion. You can do this by drawing a picture of a thermometer with a rating scale up the side. Encourage the child to show where they are on the scale to rate the strength of their anger/sadness/worry. Similarly, using a picture of a volcano to illustrate anger and how it sometimes 'boils over' can be helpful.Using a 'comic strip conversations' technique can help others understand what an autistic child is thinking and feeling and can provide the opportunity to discuss things that the child might otherwise find difficult. This can help identify misunderstandings and highlight emotions that have perhaps not been openly expressed, or that have shown in other ways.

Keeping memories alive

When someone important to a child or young person dies, memories are an important part of the grief process. The person may be physically gone from the child's life, but the emotional bond will still be there. This is particularly true when a parent or main carer dies. Memories help any child to construct a sense of who it is they are grieving for and why. All memories have a part to play, whether of happy times or times that were not so good.

A piece of fabric, from an item of clothing worn by the person who has died, carried in a pocket or made into a cushion, can be comforting.

Similarly, smelling the favourite perfume or aftershave of the dead person on a hanky can be reassuring.

Putting together a memory box of physical reminders, chosen by the child. This can help give some insight into factors and events that are key to the relationship with the dead person. Try to include something relating to all five senses. A memory box, therefore, might include pictures of the person and pictures of things that person enjoyed, a small object that belonged to the person, a piece of fabric that is associated with that person (that may have a particular 'feel' to it), a memory stick with a playlist of music that the person enjoyed or videos of them, and something that reminds the child of the smell of that person (such as perfume, aftershave, toothpaste or deodorant).

Listening to audio tapes of the voice or favourite music of the dead person may be familiar and comforting.

Using photographs can help to create a timeline to spark off memories of significant events, and then build a life story of the person.

Visit our page: How we can support you for more on our services.

You can also call our Helpline 0800 02 888 40 , email , or use Live Chat on our website.

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Short films delivered by our support practitioners giving guidance on a range of bereavement topics. Read more

A list of books and resources relating to grief and bereavement and what may help. Read more

Watch short films and read experiences of bereaved families and how support has helped them. Read more

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charity bereavement child death grief loss baby stillbirth miscarriage suicide young people

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Ways of recognising and understanding the grief of a bereaved autistic child and providing support.

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Bereavement - Resources to help autistic people understand and cope with tragedy and grief.

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Bereavement - Resources to help autistic people understand and cope with tragedy and grief.

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Psychologists suggest the following resources to help autistic people understand and cope with tragedy and grief.
For more information and resources, contact the Autism Speaks Autism Response Team: English: 888-288-4762 or help@autismspeaks.org En Español: 888-772-9050 or ayuda@autismspeaks.org
Please ensure Javascript is enabled for purposes of website accessibility

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Grief and Bereavement Resources | Autism Speaks

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Autism Speaks provides suggestions from psychologists and resources about helping people with autism understand and respond to tragedy and grief.

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This section looks at the subject of bereavement, how it can affect autistic people and what we can do to help

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Education | Flourish at the farm | Alternative Provision Warwickshire England

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Alternative provision based in Warwickshire. School holiday camps for children aged 7-14. Outdoor practical learning.

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TikTok Creators | Autistic Girls Network

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Here is just a small sample of TikTok accounts we think you might find interesting or useful. More will be added frequently.

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'Shades of Enid Blyton and Harry Potter and a fresh, wonderful magic of its very own. Twists, turns, friends, animals and a brilliant autistic heroine called Alice Tonks. Set in a boarding school by the sea!'

-- Nicola Penfold, author of Where the World Turns Wild

'A fabulous boarding school mystery with disappearing animals, twists and turns, and an amazing autistic protagonist.'

-- Rashmi Sirdeshpande, author of Dosh

'This is a beautiful book with the charm of goldfinches and the empathy and colours of chameleons and I really loved it... I can't wait to see Alice out in the world, doing her magic!'

-- Zillah Bethell, author of A Whisper of Horses

'Exciting, deftly plotted and full of surprises, this fantastic tale of Alice and her friends - both animal and human! - will sweep you away.'

-- Sinéad O'Hart, author of The Eye of the North

'Everyone says stories have heart but The Extraordinary Adventures of Alice Tonks has heart, soul and so much spirit.'

-- Lindsay Galvin, author of Darwin's Dragons

'A boarding school adventure like Malory Towers . But... everyday drama of the school is shot through with magical events. And the protagonist of the story has a disability. A disabled figure in a fantasy is in itself something of a rarity. The skill with which Kenny draws together these diverse threads is truly impressive, making a book not easily to be forgotten. '

― Books for Keeps, 5* review

'A tale of friendship with an autistic protagonist, by an autistic author, this promises to be a great new series.'

'Witty dialogue seasons the page-turning plot... Autistic author Kenny draws Alice's experiences candidly and with nuance, while a self-accepting protagonist, clever conundrums, and an abundance of personality-packed talking animals give this boarding school mystery a classic feel.'

'I absolutely loved it! An instant classic, in my opinion. Boarding school + animals + magic? Yes, please!... An autistic girl getting to be the hero in her own thrilling adventure, unravelling a mystery and not having to change or be a different person to fit in. That's a lot of ticked boxes. Young readers are going to find a firm favourite in this story, with the promise of more Tonks excitement to come!'

'A charming adventure, filled with the kind of magic I wished for as a child, with an autistic protagonist. A great addition to the magical school stories shelf, absolutely chock full with animals.'

'A sumptuous middle grade mystery that will intrigue and enchant animal lovers of all ages. I LOVED IT. Can't wait for the next instalment in the series!'

-- Jessica Scott-Whyte, author of The Asparagus Bunch

'I LOVED it - with a main character you'll root for, it's the perfect mix of classic boarding school mystery with VERY high stake surprises.'

-- Perdita Cargill, author of Diary of an Accidental Witch

'An exciting fantasy mystery... Alice and her friends illustrate many ways of being special and show how being different can be a good thing... Alice's adventures will appeal to fans of animals and magical boarding schools, and to anyone who has ever felt different.'

'An original, entertain, deftly scripted, and thoroughly 'kid friendly' story about finding your voice, friendship, and unlikely heroes... a fun read with a critically important underlying message with subtle reference to autism.' Midwest Book Review

'This is an outstanding debut novel by an autistic author... You could describe this book as Malory Towers with animals and it will hook you from page one.'

-- Books for Keeps '10 of the Best School Stories' selected by Rebecca Butler

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The Extraordinary Adventures of Alice Tonks: Longlisted for the Adrien Prize, 2022: 1

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The Extraordinary Adventures of Alice Tonks: Longlisted for the Adrien Prize, 2022: 1 : Kenny, Emily: Amazon.co.uk: Books

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I've finally got round to reading this and finished it in one sitting - I couldn't put it down! I think that reading about a child with autism from that child's perspective is really important; there were times at the beginning of the book, when we first met Alex, where I did think he was coming across as rude just like his family did, but because the story is told from Alex's perspective I could see how this wasn't the case and it really helped me to empathise with him. The bond between Alex and Kevin is so special, and I love how everything came together. This book is a must-read for dog lovers, and it's made me really want to go to a dog show again!

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Paws : Foster, Kate: Amazon.co.uk: Books

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Including an adapted PSHE curriculum, this is a straightforward guide to educating autistic children on the issues that matter most to them. It covers all essential areas of wellbeing, including communication, identity, self-regulation and triggers, safety, and physical and mental health, and offers the reader strategies to help the autistic girls in their lives enhance and develop these.

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Supporting Spectacular Girls: A Practical Guide to Developing Autistic Girls' Wellbeing and Self-Esteem

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Buy Supporting Spectacular Girls: A Practical Guide to Developing Autistic Girls' Wellbeing and Self-Esteem by Clarke, Helen (ISBN: 9781787755482) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Seeing is believing. We have witnessed more transformative life changing connections than we could ever list. Learning is always advanced when our emotions are ignited and our ponies are masters at lifting us way above the ordinary and making us laugh, love and breathe.

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What does it mean to be Neurodivergent?

Neurodiversity refers to the natural variation of human neurological functioning.

Being neurodiverse means having a unique way of experiencing the world, processing information, and interacting with others.

Overall, being neurodiverse is a natural aspect of human diversity, and recognising and celebrating neurodiversity can lead to greater inclusion, acceptance, and understanding of all individuals.

What does it mean to be Neurodivergent Affirming?

Neurodivergent affirming refers to the recognition, acceptance, and celebration of the diversity of neurological differences, strengths, and experiences.

It involves listening to the experiences and perspectives of neurodivergent individuals, respecting their autonomy and unique ways of processing information, and accommodating their needs in social, educational, and professional settings.

What Would it Mean to have an Inclusive Diversity Affirming Society?

Having an inclusive diversity affirming society is important for many reasons.

Here are some key reasons:

Promotes social justice: An inclusive diversity affirming society promotes social justice by creating a fair and equitable society where all individuals are valued and have equal access to opportunities and resources.

Reduces discrimination: An inclusive diversity affirming society reduces discrimination and bias by promoting understanding, respect, and acceptance of all individuals regardless of their race, ethnicity, gender, sexual orientation, religion, or ability status.

Fosters creativity and innovation: An inclusive diversity affirming society fosters creativity and innovation by embracing diverse perspectives and experiences, which can lead to new ideas and solutions to complex problems.

Enhances learning: An inclusive diversity affirming society enhances learning by creating a safe and supportive environment for all individuals to learn and grow, regardless of their background or ability status.

Improves health and well-being: An inclusive diversity affirming society improves health and well-being by reducing stress, isolation, and discrimination, and promoting social connectedness and a sense of belonging.

Overall, an inclusive diversity affirming society is essential for creating a world where all individuals can thrive and reach their full potential, and where diversity is celebrated as a strength rather than a source of division or discrimination.

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Are you Neurodivergent Affirming? - Child Therapy Service

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Neurodivergent affirming refers to the recognition, acceptance, and celebration of the diversity of neurological differences, strengths, and experiences.

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4 times as many boys are diagnosed autistic as girls. This is not an accurate picture.

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

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

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

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

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We are a small registered charity working to support, educate, and bring change. Here you will find lots of resources.

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Book an appointment with the SENCO / Assistant SENCO

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Book an appointment with the SENCO / Assistant SENCO

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My name is Siena Castellon. I am an autism and neurodiversity advocate who believes that people who think differently and see the world differently have a lot to offer to society. I am autistic, dyslexic, dyspraxic and have ADHD.

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I'm disabled and I make videos about my life with autism and ADHD I share my thoughts, ideas and tips on life as a proud neurodivergent adult. I live with my husband Mr Purple, our three children, our cat Katsu and Coco my adorable autism service dog. Please subscribe to my channel.

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I See Things Differently: A First Look At  Autism - (for younger children)

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I See Things Differently: A First Look At  Autism - (for younger children)

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This reassuring picture book explains autism in simple terms. It explores how children with autism might feel and suggest ways for other children to consider this child's feelings. The questions surrounding this condition are made accessible and approachable. This book is written largely from the...

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Understanding My Child's Sensory Signals

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Understanding My Child's Sensory Signals

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Select Your Cookie Preferences

We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

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Understanding Your Child's Sensory Signals: A Practical Daily Use Handbook for Parents and Teachers

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Sensory tools and strategies made simple for home, school, and in the community! Handbook includes over 210 of the most common sensory signals and cues your child may be giving you. PLUS BONUS CONTENT...Sensory in a Nutshell! Just a little bit more, but not too much to overwhelm you. This practic...

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Develop a new understanding of neurodivergence with this thoughtful exploration of the human mind from a bestselling author and psychologist.

From ADHD and dyslexia to autism, the number of diagnosis categories listed by the American Psychiatric Association has tripled in the last fifty years. With so many people affected, it is time to revisit our perceptions of people with disabilities.

Bestselling author, psychologist, and educator Thomas Armstrong illuminates a new understanding of neuropsychological disorders. He argues that if they are a part of the natural diversity of the human brain, they cannot simply be defined as illnesses. Armstrong explores the evolutionary advantages, special skills, and other positive dimensions of these conditions.

A manifesto as well as a keenly intelligent look at "disability," The Power of Neurodiversity is a must for parents, teachers, and anyone who is looking to learn more about neurodivergence.

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The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain

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The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain (Audio Download): Thomas Armstrong PhD, Mike Lenz, Hachette Books: Amazon.co.uk: Books

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Its tough living in a world that wasnt built with autism in mind, but when Im tattooing or being creative Im lost in my own world.

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Charl Davies, autistic woman and tattoo artist

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Girls & Autism - Flying under the radar (www.nasen.org.uk)

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Girls & Autism - Flying under the radar (www.nasen.org.uk)

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Get involved - have your say - Warwickshire County Council

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Warwickshire County Council provide a range of public services across the Warwickshire area.

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Child Autism UK helping children

Child Autism UK helps children with autism achieve their potential. We provide services to enable children to overcome difficulties with communication, learning and life skills and give families the techniques and strategies to cope with autism through the use of evidence-based strategies. Child Autism UK also provides training for families, schools and professionals working with young children.

Autism, according to the NHS Information Centre, is estimated to affect around 1% of the UK population. That's 700,000 people who live with the condition. Autism is a lifelong condition but the difficulties autistic people in life can be significantly managed through support at an early age. Skill and coping strategies learned as children have lifetime relevance and can make an enormous difference to their ability when they become autistic adults to make the most of their lives.

Is my child autistic?

Often the first contact between a family and Child Autism UK is when a family is struggling to come to terms with any distress their child may be experiencing and any behaviours they may have. Child Autism UK provides a helpline that can provide parents in this situation with valuable advice. We offer information to help them make informed decisions about their next steps.

How do we get a diagnosis for autism?

Assistance available for the families of autistic children depends on the diagnosis of the child and how the child is being affected by the condition. The diagnosis process and the Education and Healthcare (EHC) Plan process are significant hurdles. Child Autism UK provides advice and support to families facing the processes on which funding for the treatment of the condition depends. We can also provide a limited number of Bursaries to families unhappy with their final EHC Plan (subject to meeting eligibility criteria).

What support is available for autism?

There is a range of support that can be put in place to help your child overcome obstacles they are experiencing. Child Autism UK promotes early behavioural intervention based on strategies from Applied Behaviour Analysis (ABA). This ensures children learn life skills and coping mechanisms that will equip them for life within education and adult life. ABA used within a properly designed programme at an early age can help transform the lives of autistic children and their families.

Child Autism UK

Child Autism UK has been providing services in the UK for over 25 years. Under our previous name 'Peach', we were instrumental in establishing ABA in the UK. We have a very dedicated team that continues to provide excellent services, and information and advice to parents. We want every autistic child to reach their potential. We really value partnerships working with families, schools, other professionals and ABA practitioners.

Child Autism UK has been involved in setting standards and ethical practises in the UK for many years and the CEO and Clinical Manager are involved through the UK Society for Behaviour Analysis. The UK-SBA sets standards and ensures ethical and values-led practise of Behaviour Analysis here in the UK. Their register of practitioners is accredited by the Professional Standards Authority (PSA) and all Child Autism Staff are registrants.

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Support, advice and services for autistic children - Child Autism UK - releasing potential

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Peach offers early intervention for young children with autism and is the leading UK provider of EIBI / ABA (Applied Behavioural Analysis) services and support.

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Dr Naomi Fisher - Clinical Psychologist, Author and Speaker.

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Dr Naomi Fisher - Clinical Psychologist, Author and Speaker.

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Dr Naomi Fisher. 19,206 likes · 6,595 talking about this. Dr Naomi Fisher is a clinical psychologist, author and speaker. This page is not clinical advice.

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DESCRIPTION.
Rugby Autism Network’s closed chat group. Also known as ‘RAN Chat’.
Our group is for parents and main carers of those on the spectrum, with or without a diagnosis. ADMISSION.
Due to the…

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We have a monthly support group for parents who have children with additional needs SEND). This is usually on the 2nd Monday of the Month and is a peer led group. Everyone is welcome even if their child does not yet have a diagnosis.

You can also join our Southam SEND facebook group for more support.

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We have a monthly support group for parents who have children with additional needs SEND). This is usually on the 2nd Monday of the Month and is a peer led group. Everyone is welcome even if their child does not yet have a diagnosis. You can also join our Southam SEND facebook group for more support.

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The Community Autism Support Service (CCASS)

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The Community Autism Support Service (CCASS)

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Positive, affirming support for neurodiverse families

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Our online courses give neurodivergent young people, a nd their families, the knowledge they need to build confidence and manage stresses.

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🌈 Affirming and positive 💜

Neurodiversity affirming

Nurtures your child's unique strengths

Supported by neurodivergent facilitators and peer

​

👋🏼 Accessible and Affordable 💲

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No waiting lists, affordable and easy to book

Free places available for low income families

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👨‍👩‍👦 Support that works for the whole family 👨‍👩‍👧

Convenient evening sessions, from the comfort of home

Young people participate however work best for them

Additional parent support sessions included

Parents looking for support for a young person

Education or healthcare professionals working with young neurodivergent people

Organisations or individuals looking to partner

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Wellness support for neurodivergent young people. We're on a mission to give neurodivergent young people the tailored support they need to embrace their strengths and face their challenges as they journey into adulthood. We work with clinical experts and neurodivergent people to create solutions that work for neurodivergent brains.

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NeuroTribes: The Legacy of Autism and How to Think Smarter About People Who Think Differently

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Sincerely, Your Autistic Child: What People on the Autism Spectrum Wish Their Parents Knew About Growing Up, Acceptance, and Identity

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Sets out our plans to change the special educational needs and disabilities (SEND) and alternative provision system in England.

Details

The plan explains what we'll do to make sure more children and young people with SEND or in alternative provision get the support they need.

It follows the SEND and alternative provision green paper which we consulted on in March 2022. The plan includes:

our responses to the feedback we received

the improvements we'll make as a result of the feedback

the proposals we're going to test and review

The roadmap summarises the actions we'll take to improve the SEND and alternative provision system in England that are set out in the improvement plan.

The full improvement plan in British Sign Language with audio is also available.

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SEND and alternative provision improvement plan

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Sets out our plans to change the special educational needs and disabilities (SEND) and alternative provision system in England.

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An award winning Special Educational Needs & Disabilities

(SEND) Consultancy providing advocacy and training

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Hello, we are SUNSHINE SUPPORT
An award winning Special Educational Needs & Disabilities (SEND) Consultancy based in England and Wales.
We empower and advocate for parents, carers
and professionals who support children and young
people with SEND.

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In this series, autistic people share their experiences of mental health and loneliness.

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Accessing a EHC Needs Assessment via Warks. SENDAR

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Accessing a EHC Needs Assessment via Warks. SENDAR

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Special educational needs and disabilities (SEND) - reference documents - Warwickshire County Council

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The SEND Code of Practice 2015 introduced Education, Health and Care Plans for learners with SEND. The documents required to support the needs assessment process are available here. Please send EHC Needs Assessment referral paperwork to sen@warwickshire.gov.uk.

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What is Include Autism?

Our young people have not always had an inclusive experience at youth groups. In fact, some only felt included when they joined our Youth Council.​ This needs to change.​ Autistic young people have an equal right to attend the youth groups that their non-autistic peers do.

The Include Autism toolkit was based on how the Ambitious about Autism Youth Council creates an inclusive, physical, communicative and respectful environment for autistic young people. The toolkit was developed to ensure that other autistic young people can access this type of environment in youth groups in their local areas. Find out more about how and why Include Autism was created by reading the project overview presentation.

Our young people recorded what they achieved during the project in a behind-the-scenes report showing how an idea became a tangible resource.

Include Autism was funded by the Comic Relief Sustainability Fund.

Include Autism toolkit

We want the Include Autism Toolkit to be as useful to as many people as possible. It opens with information about autism and then splits into resources for youth group leaders, parents/carers and autistic young people.

You can download the full toolkit or one specific section, all of which are provided below. The toolkit is editable so you can fill in sections with your own information.

Additional Include Autism tools, resources and templates

As part of the Include Autism Toolkit, our young people created resources that can be used over and over again, to make and maintain supportive and inclusive youth group environments. You can download the individual resources below.

Include Autism workshops

Alongside the toolkit, we are also delivering workshops to young people and youth professionals who work with autistic young people in youth settings.

Workshops have been delivered to:

The Mix, the UK's leading digital support service for young people, by young people.

Wandsworth Youth Council, a youth council for young people aged 11-19.

The Quakers and staff that run their children and young people programmes.

The Scouts North London Division.

British Youth Council.

London Councils.

You can find out more about the Include Autism workshops by getting in touch with the participation team.

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What is Include Autism? Our young people have not always had an inclusive experience at youth groups. In fact, some only felt included when they joined our Youth Council.​ This needs to change.​ Autistic young people have an equal right to attend the youth groups that their non-autistic peers do.

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Family Information Service (FIS)

We provide information, advice and one-to-one support for families with children and young people aged 0 to 25 across Warwickshire on issues including:

family relationships

finance

housing

parenting support

special educational needs and disabilities (SEND)

childcare

health and wellbeing

Contact FIS
Child Friendly Warwickshire

Child Friendly Warwickshire celebrates all the positive things happening which make this county the best it can be for children and young people to grow up and learn. Every contribution counts. Find out how you can make a difference.
More about Child Friendly Warwickshire

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Children and families - Warwickshire County Council

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We provide information, advice and one-to-one support for families with children and young people aged 0 to 25 across Warwickshire on issues including: family relationships finance housing parenting support special educational needs and disabilities (SEND) childcare health and wellbeing Contact FIS Child Friendly Warwickshire celebrates all the positive things happening which make this county the best it can be for children and young people to grow up and learn.

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Your Child is Not Broken: Parent Your Neurodivergent Child Without Losing Your Marbles

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Can't Not Won't: A Story About A Child Who Couldn't Go To School

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Buy Can't Not Won't: A Story About A Child Who Couldn't Go To School Illustrated by Fricker, Eliza (ISBN: 9781839975202) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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The Spectrum Girl's Survival Guide: How to Grow Up Awesome and Autistic

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Buy The Spectrum Girl's Survival Guide: How to Grow Up Awesome and Autistic Illustrated by Siena Castellon, Temple Grandin (ISBN: 9781787751835) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Nurturing Your Autistic Young Person: A Parent's Handbook to Supporting Newly Diagnosed Teens and Pre-Teens

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Ideas on how to create a sensory toolbox for your child, to help support them with their sensory needs

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This article first appeared on harkla.co.
SENSORY INTEGRATION

Sensory Integration is the process your central nervous system goes through when it takes in information from your body's senses, processes that information, and then responds accordingly. Our bodies take information in through eight different sensory systems: auditory (sound/hearing), olfactory (smell), gustatory (taste), tactile (touch), vestibular (movement), proprioception (input from muscles and joints), and interoception (internal sensors indicating physiological conditions).

When we look at how to support children with sensory processing dysfunction, it is important to assess your home environment and offer sensory "tools" that provide your child with the necessary sensory activities/input to help keep them regulated throughout the day. These sensory tools can be used as part of a "sensory diet" of activities done proactively, and reactively.

WHAT IS A SENSORY TOOL BOX?

A sensory tool box is a collection of sensory strategies that will be your go-to source for sensory activities at home or at school to help your child with sensory regulation. The contents of the sensory tool box will vary depending on your child's needs, but it's important that whatever you choose targets some of the major sensory systems: vestibular, proprioceptive, tactile, auditory, olfactory, visual, gustatory, interoception. Multi-purpose sensory tools will allow for more flexibility of the activities you can do while still containing them all in one "box!"

TOP 10 HOME SENSORY TOOL BOX IDEAS

Spinning

You'll notice I didn't tell you what to buy for this activity - there are many options that are perfect for your sensory box, but it honestly depends on what works best in your home. If you're lucky enough to have a free doorway or ceiling bolt to hang a swing, that's ideal. Check out our indoor hanging pod swing! But if have to rely on smaller options for your sensory tool kit, look into a sit-n-spin, dizzy disc, or a Bilibo. Spinning provides rotational vestibular input that a lot of kids need to reorganize! It's usually best to keep the rhythm and speed of the spinning predictable, and remember to change directions (good rule of thumb is 10 revolutions in each direction). Follow up all of this movement with our next go-to sensory tool!

Scooter Board

A four-wheeled scooter board can be used in a multitude of ways. By including this tool in your sensory break box, you are allowing for proprioceptive and vestibular sensory input opportunities while building core strength and challenging balance skills. For some great scooter board activities, check out this great Therapy Fun Zone list!

Body sock

A body sock is a lycra pillowcase that serves a few sensory purposes when your child crawls inside. When your child is overstimulated, the body sock can provide a sensory deprivation or quiet personal space to help him calm down. Because the lycra fabric is super stretchy, kids can push and pull the fabric with resistance in any direction, which provides added proprioceptive input to their muscles and joints! You can use a body sock in more active ways as well - check out this link for more fun ideas.

Vibration

Deep vibration provides deep touch proprioceptive input to the entire body. The heavier or larger the massager, the more the sensory input! This is a great way for a child to self-administer deep touch input if they are at the age where they like to be in control! Use the vibration massager on a pillow or crash pad for some secondary input when your child is underneath.

Exercise Ball

One of the versatile favorites (but requires adult supervision) is an exercise ball. Bounce them on it and sing a song, roll them over it on their bellies to put together a puzzle, roll upside-down to pick up blocks, squish them underneath to make a kid sandwich, or pushing it through a tunnel! If you have a hippity hop, kids can jump themselves too! The possibilities for proprioceptive and vestibular activities are endless.

Weighted Object - For times when your child needs extra proprioceptive input to calm down, have a weighted blanket or lap pad in your tool box. Check out the weighted blankets we have on Harkla.

Fidget

Tactile fidgets have been all the craze lately but if you have attention or sensory issues, they aren't just a passing fad. Fidgets keep the hands occupied in repetitive motor movements that can involve spinning, squeezing, pushing, pulling, clicking (you get the point!). The repetition of these small movements has a calming effect so they're great to add to your sensory box for seated meal times, on-the-go trips, or anxiety producing outings like the dentist/haircut/doctor.

Oral input

Many sensory-based occupational therapists can attest to the importance of oral sensory input. There are many professional courses and books dedicated to the integration of the mouth and the suck, swallow, breathe sequence with children who have sensory processing dysfunction. Chewing, sucking, and blowing are all motor movements that, especially when used safely in conjunction with other sensory activities, can play a key role in regulation. Consider adding chewy toys, whistles, thick straws, crunchy or chewy foods, and/or bubbles to your sensory box. For some great ideas and more information on oral sensory input, check out this link.

Music

While there are therapeutic listening programs out there that serve their own purposes, we're talking about music of another kind for your sensory tool box. Sometimes just hearing some tunes with a good beat are enough to get you up and moving! Jump, clap, run, twirl, or bounce to the beat of a song that makes your child happy. Use the duration of an entire song as a way to keep track of how often you are engaging in activity: jump for a whole song - you'll be working on sustained endurance and sensory input! For a calming effect, try headphones with predictable, softer music. If you don't have an iPod or CD player handy, you can always sing your way through!

Visuals

The ultimate goal of a sensory tool box is to empower kids to develop a repertoire of activities that they can do independently in order to self-regulate. Be sure to include visuals of your child's favorite yoga poses, core exercises, or sensory activity ideas to take some of the guesswork out of what to do!

GETTING STARTED

Now that you've got your sensory tool box assembled and ready to go, consult your child's occupational therapist for a sensory diet schedule so you can be proactive in meeting his sensory needs. The more consistently you include these sensory tools in your home environment, the more likely it is that you will get ahead of any sensory meltdowns and your child will become increasingly independent in seeking out what he needs in the moment!

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This article first appeared on harkla.co. Sensory Integration is the process your central nervous system goes through when it takes in information from your body's senses, processes that information, and then responds accordingly. Our bodies take information in through eight different sensory systems: auditory (sound/hearing), olfactory (smell), gustatory (taste), tactile (touch), vestibular (movement), proprioception (input from muscles and joints), and interoception (internal sensors indicating physiological conditions).

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Visual supports are a communication tool that can be used with autistic people

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Learn more about creating effective visual schedules for kids from Meg Proctor, Occupational Therapist and owner of Learn Play Thrive!

This post and infographic outline a few concrete steps to help you make a schedule that will be meaningful for your child. Remember that no matter how you design your schedule, you will have to spend a few weeks teaching the child how to use it.

After that, if you've designed visual schedules your child understands, you should see the transition battles start to melt away.

What type of visual schedule should you use?

Here are the types of schedules you can choose from:

1 || Object Schedules

For most toddlers and many older kids who are very concrete thinkers, it's best to use actual objects rather than pictures for the schedule. Try to pick an object that the child will use wherever they are going and give them the same object each time they go to that location.

For instance, each time your child needs to go to have a snack, hand them the empty sippy cup. Once they arrive at the snack table, you fill it with their drink. Or each time the child is going to the homework table, hand them a crayon, and teach them to walk over and color in one picture that you have already taped to their desk. Now they are in place and ready to work!

2 || Photograph Schedules

Some kids are able to understand pictures only if they are photographs of the exact activity or location. Try taking a clear, simple photograph without a lot of distractions in it.

You'll know your child is ready to use photographs on a schedule if they can consistently identify real life objects that match to pictures of the same objects.

3 || Drawing or Icon Schedules

This is where many of us start when we are making a schedule: clipart, Boardmaker pictures, or cartoons. These may be the easiest type of picture to find, but they are the hardest to understand!

If your child consistently shows that they understand that cartoon pictures or icons represent real items, and can match items to these types of pictures, they may be able to use a symbolic picture schedule.

4 || Schedules With Pictures and Words

For kids who are learning to read but read slowly, guess words incorrectly, or get frustrated trying to make sense of written language, it's best to pair the words with a picture.

Learning to use a schedule is not the right time to work on reading. You want the schedule to be easily understood by your child. It's best to keep reading instruction times separate from transition times.

5 || Written Schedules

For kids who are strong readers, a written schedule may be your best bet.

How Do Kids Use Visual Schedules?

So you've got your schedule! Now what do you do with it? The answer to this depends you your child's interests, learning style, and attention span. Here are a few options:

Take the schedule to a new location

Many kids get distracted as the move from the schedule to the new location, or simply aren't motivated to go the the place the schedule directs them to.

For kids who get distracted, taking the object or picture with them to the location where they are transitioning may help remind them where they are going. If they get off track, you can show them the object or picture in their hands to remind them where they were heading.

Using an object (like the child who colored with the crayon) or matching a picture from the schedule to a picture that is located where they are transitioning can also help with motivation. If your child loves matching pictures or wants everything to be in its place, they may benefit from this approach.

Move picture to "finished"

Some kids don't need to carry the picture with them but aren't quite ready to use a checklist. For these kids, moving the picture into a "finished" pocket can be meaningful and satisfying.

Marking or checking off a list

Many kids with written or written/picture schedules can check or mark through items on their list. It seems counter-intuitive to many of us, but a great approach is: 1) check the schedule 2) mark it off 3) go to the new location.

How long should the visual schedule be?

Others can't process the whole day at once and need a two-part schedule (maybe representing the morning and then the afternoon), or even one schedule item at a time. No matter what type of schedule you have, you can use any length! I've seen full day object schedules, and single-item written schedules. It all depends on what works for the child.

How can you work on flexibility?

Similarly, we want to teach our kids to use their schedule as a place they can rely on to tell them where to go, not a rigid memorized routine that cannot change.

I like to have families and teachers help kids practice this by:

1 || Making easy changes to preferred activities with lots of notice. "Look, this afternoon, we aren't going to do homework because we're going to the park!"

2 || Making easy changes to preferred activities with less notice. "Okay I'm going to make a change! Instead of chores we are going to play board games."

3 || Eventually move towards making changes to neutral or non-preferred activities with less and less notice. That way when there's a surprise fire drill during recess, or when swimming is canceled for the thunderstorm, your child will be ready.

Always try to show your child the changes on the schedule. It's best not to try to "sneak" changes behind their backs because that doesn't help kids learn flexibility, rather It can make them feel stressed because the schedule has become unreliable.

While your child is watching, you can pull off a picture card and put on another one, or mark through an item with a pencil or dry-erase marker.

Other Tips for Using a Visual Schedule

When making a new schedule, don't get caught up in making it perfect. In fact, I always recommend that families and teachers make the first draft "quick and dirty" in case they need to tweak it.

1 || Once you've put tons of time into personalizing and laminating a schedule, it can be hard to want to change anything!

2 || Expect to spend some time teaching the schedule. Just because your child doesn't understand it right away doesn't mean you haven't made the right choices. But if you aren't seeing any progress after a couple of weeks, don't be afraid to try something different.

Looking for More Help With Autism Interventions?

Check out Meg's free masterclass to learn her favorite autism strategies most OTs aren't using. She'll also go deep into the latest research on how kids on the spectrum learn.

The Self-Regulation Handbook from The Inspired Treehouse includes tons of options for creating visual schedules and other visual prompts for kids!

And don't miss the self-paced Therapist Informed Classroom Course (also from The Inspired Treehouse), which is packed with quick tips and evidence-based strategies to support diverse learning styles and needs.

Other helpful links...

Learn more about why visual schedules can be helpful for kids.

Check out some of our best tips for waiting and walking in line at school.

These circle time tips and strategies are always great ideas to have in your back pocket!

And, if you have a kiddo who can't sit still - these circle time ideas are perfect.

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How to Make a Visual Schedule - The Inspired Treehouse

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Learn how to make an effective and meaningful visual schedule that will help to keep transitions smooth and easy!

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Surviving School on The Autistic Spectrum 

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Surviving School on The Autistic Spectrum 

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Surviving School On The Autistic Spectrum | Blog

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Polly, 17, explains her journey to a diagnosis of autism and shares tips for how to look after your mental health at school if you are autistic.

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Ambitious Youth Network - Ambitious about Autism

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Ambitious Youth Network - Ambitious about Autism

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Ambitious about Autism is the national charity for autistic children and young people. We stand with autistic children, young people and their families to champion rights, campaign for change and create opportunities.

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Introduction to autism - amazing things happen

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Introduction to autism - amazing things happen

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Amazing Things Happen - by Alexander Amelines

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Autism Parenting Magazine - For you and your child

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Get access to the latest autism, solutions, therapies, real life stories and news. Get your FREE ISSUE of Autism Parenting Magazine by visiting our site.

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Young people explain about Autism (Ambitious about Autism)

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Young people explain about Autism (Ambitious about Autism)

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Young people explain autism | Ambitious about Autism

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JARGON BUSTER - Warwickshire Parent Carer Voice

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Warwickshire Graduated approach for Neurodivergent pupils

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The 3 c pathway has made all the difference to my relationship with my child, thanks you act for Autism.

I think this training should be compulsory for all professionals and organisations who come in contact with children and adults with autism. thank you I loved the way you did activities aswell

Excellent workshop. I could be trained/coached by Tessa and Jayne all day long. They are both very engaging and makes you want to listen

Tessa and Jane have been absolutely brilliant. Their passion towards improving experiences for children with Autism is inspiring in itself and from the beginning you feel their passion and wealth of knowledge. Whilst working in challenging times with it all being virtual, it was still extremely helpful saving and I will definitely be recommending to people. Thank you so much.

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Home | Act for Autism | Supporting & empowering people involved with autism

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The 3 c pathway has made all the difference to my relationship with my child, thanks you act for Autism. I think this training should be compulsory for all professionals and organisations who come in contact with children and adults with autism. thank you I loved the way you did activities aswell Excellent workshop.

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Getting an autism assessment is important for several reasons. An autism diagnosis will provide you with important information about your child's development and behaviour and could enable you to unlock further support to meet their needs.

Even if you're not sure about whether your child is autistic, going through the assessment process may help you to better understand and cater for your child's needs.

How do I request an autism assessment?

You will need to have a conversation with your GP or health visitor in order to request a referral for a paediatric assessment. The professional you speak to will want to know what is causing you concern and will evaluate whether your child needs an assessment.

To help you collect your family history and evidence of your concerns, we have created an observational diary in our parent toolkit which you can use to track and record your child's development.

What will happen at the assessment?

Exactly how the assessment is carried out depends on your local authority. In its autism guidelines, the National Institute of Clinical Excellence (NICE) says that every local area should have a multi-disciplinary team who will carry out the autism diagnostic assessment. This team might include a paediatrician, an educational psychologist, a child psychiatrist or a speech and language therapist (SaLT), for example.

Further information about these different roles can be found in our parent toolkit.

In some areas the assessment might involve the GP or health visitor coming to visit your child at home or at their nursery, or you may be invited to a 'screening playgroup'. Alternatively you might be referred directly for a diagnosis appointment normally at a clinic, a health centre or a child development centre.

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Getting an autism assessment is important for several reasons. An autism diagnosis will provide you with important information about your child's development and behaviour and could enable you to unlock further support to meet their needs. Even if you're not sure about whether your child is autistic, going through the assessment process may help you to better understand and cater for your child's needs.

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Autism affects the way a person communicates and how they experience the world around them. It is considered a spectrum condition. While autistic people share some similar characteristics, they are also all different from each other. The autism spectrum isn't linear from high to low but varies, just as one person might vary from another.

Some autistic people are able to live relatively independent lives but others may face additional challenges. Some autistic people have learning disabilities, which means their support needs are different.

Watch young people explain what it's really like being autistic and how you can support autistic people.

How does autism affect people?

Autism is a hidden or invisible disability. You can't see if someone is autistic just by looking at them and some people might not have been diagnosed when you meet them. There are some behaviours and ways of communication that an autistic person may use but these aren't universal as every autistic person is different.

The characteristics of autism vary from one person to another, but there are four main areas of difference.

Social interaction

Autistic people may find socialising and social interactions difficult. There are lots of unwritten rules that we use when talking to someone else, and these rules aren't always the same. Autistic people can find these rules difficult to remember or confusing because they aren't always applied in the same way. This means autistic people often find it difficult to understand other people's intentions and express their own feelings.

Social interactions can often be tiring for autistic people and difficulties 'reading' other people can lead to loneliness and isolation. Autistic people don't lack the skills to interact with other people, they simply need more information and support to socialise with others.

Social imagination

Autistic people can find it harder to understand abstract concepts. For example, they can struggle to understand another person's point of view - or if they know it in theory, they may still struggle to imagine what it might be.

Differences in social imagination can make it harder for autistic people to cope with new, unfamiliar or unexpected situations. As a result many autistic people like to know what is going to happen in advance and have set routines for the activities they do. They can also have routines and repetition around things they like such as clothes, food, hobbies and conversations.

Many autistic people also have intense and highly focused interests from an early age. These interests and hobbies often provide them with lots of enjoyment and can be a huge source of joy.

Social communication

When you talk to another person, you listen to what they are saying, look at the actions they make with their face and body and think of what to say in response. Autistic people find it a lot harder to interpret both spoken language and body language, which can make communication more difficult. There are so many aspects of communication to take in at once, it can sometimes be too much for an autistic person to process all of this information and also respond.

Some autistic people have little or no speech or delayed language development - or they communicate in a different way - using pictures, sounds or gestures for example. This doesn't mean that they don't understand what is being said, often an autistic person can take in more information than they give out, this creates a disparity in what someone understands and what they communicate.

Autistic people can take instructions very literally and struggle to understand things like sarcasm or irony.

Sensory differences

Autistic people process sensory information differently and this can impact how they interact with the environment and their ability to interact with other people.

An autistic person can be 'under' or 'over' sensitive in any of the senses - including sight, hearing and balance. This means sounds, lights, touch and smells can be painful or very uncomfortable.

To reduce discomfort, some autistic people may wear sunglasses indoors or wear ear defenders - or prefer not to be touched or only eat specific foods.

Further information and support

The Ambitious about Autism Youth Council Members describe what it's like to be autistic in their own words.

Read our top tips for communicating effectively with autistic people.
The National Autistic Society Contact, the charity for families with disabled children The Council for Disabled Children

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Autism affects the way a person communicates and how they experience the world around them. It is considered a spectrum condition. While autistic people share some similar characteristics, they are also all different from each other. The autism spectrum isn't linear from high to low but varies, just as one person might vary from another.

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An organisation that helps people on the autistic spectrum and the people around them, founded by autistic author Alis Rowe

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Rugby Autism Network - Supporting Families to Enjoy Quality Time

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Rugby Autism Network is a registered charity. We aim to support families to enjoy more quality time together by providing support, training and events.

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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(IPSEA) Independent Provider of Special Education Advice

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When should a local authority carry out an EHC needs assessment?

If a local authority (" LA ") is requested to carry out an EHC needs assessment by a parent, young person, school or college, they must consider:

whether the child or young person has or may have special educational needs ("SEN"); and

whether they may need special educational provision to be made through an EHC plan.

If the answer to both of these questions is yes, they must carry out an EHC needs assessment.

This test is set out in the law (section 36(8) of the Children and Families Act 2014). This means these are the only questions the LA should be asking when considering whether or not to carry out an EHC needs assessment.

The SEN and Disability Code of Practice, which is statutory guidance issued by the government, contains further detail on what LAs should consider. At paragraph 9.14 the Code states that " the local authority should consider whether there is evidence that despite the early years provider, school or post-16 institution having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress". The LA should pay particular attention to:

evidence of the child or young person's academic attainment (or developmental milestones in younger children) and rate of progress;

information about the nature, extent and context of the child or young person's SEN;

evidence of the action already taken by the school or other setting;

evidence that where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided;

evidence of the child or young person's physical, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these by other agencies.

When should I request an education, health and care ("EHC") needs assessment?

If a child or young person has a learning difficulty or a disability which is holding them back at school or college, and the parents of the child or the young person (or the young person themselves) believe that the school or college is not able to provide the help and support which is needed, then a request should be made to the Local Authority (" LA ") for an EHC needs assessment.

You can do this at any time.

You can only ask for an EHC needs assessment if the child or young person has, or may have, SEN - it does not apply where there are only health or social care needs. Remember that under the law, a child has SEN if they have a learning difficulty or a disability which calls for special educational provision. You can read more about the definition of SEN here.

For children under 16, the parent makes the request. This includes children from age 0 to 5, where parents should make a request if they believe that the child will need extra help at nursery or when they start school.

In the case of a young person (over 16 and up to 25), they can make the request themselves. If the young person is not able to understand, remember or communicate decisions about the educational support they need, their parent or carer can make the request on a young person's behalf. There is more information about how the law applies to young people here .

Should I speak to the school or college first?

Yes - it will be helpful to speak to the school or college about your worries before writing to the LA. You should speak to the relevant class or subject teacher, the school SENCO or the person at the college responsible for SEN provision, and the head teacher or the principal.

What if the school or college offers to write on my behalf?

Anyone acting on behalf of a school or post-16 institution is able to write and request an EHC needs assessment. However, if you make the request yourself you can be sure that the request has definitely been made. If the school or college is willing, you could ask them to write a letter which supports your own application.

How should I make the request?

You should make a written request and keep a copy of your letter. Your letter should set out why you believe your child has or may have special educational needs, and why you believe they may need special educational provision to be made through an EHC Plan. You can use as a template for your request.

Who should I write to?

The LA's website should set out clearly how a request can be made. If it is not clear, you should write to the most senior person at the LA, usually called the Director of Education or Head of Children's Services. You can find out the name and contact details of the most senior officer on the LA's website, by calling the LA or by asking at the school or college.

When should I hear back?

The LA must reply within six weeks (this is required by regulation 4(1) of the Special Educational Needs and Disability Regulations 2014). They should always reply to you as a parent or young person - even where the request was made by the school or college.

We have model letters which you can use to ask for information from the school and LA which may help you evidence that the test for an EHC needs assessment is met. If you did not have this information when you made your request, you could submit any helpful evidence you obtain before the LA's decision is due and ask the LA to consider it.

Make a note of the six week deadline for the LA's reply. If they do not respond in time, you can use our model letter to complain to the LA .

What will the LA's response say?

If the LA agrees to carry out an assessment, various people will need to be approached for advice. The page on what an EHC assessment involves has more information.

If the LA refuses to carry out an assessment, you have the right to appeal against this decision. The letter should explain that there is a right to appeal to the First-tier Tribunal (Special Educational Needs and Disability), and should contain details of a mediation service for you to contact. You can find more information on how to appeal here .

If you haven't been able to find the answer to your question on this page, see our .
Making a request for an EHC needs assessment Complaining if the LA does not respond

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When should a local authority carry out an EHC needs assessment? If a local authority (“LA”) is requested to carry out an EHC needs assessment by a parent, young person, school or college, they must consider: whether the child or young person has or may have special educational needs (“SEN”); and whether they may need special educational provision to be made through an EHC plan.

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IPSEA offers free and independent legally based information, advice and support to help get the right education for children and young people with all kinds of special educational needs and disabilities (SEND).

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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An independent, parent carer led organisation for everyone with a child or children with special educational needs and/or disabilities aged 0 -25.

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WPCV is an independent, parent carer led organisation for everyone with a child or children with special educational needs and/or disabilities aged 0 -25 .

We make sure that parent carer voices are heard and acted upon. By working with Education, Health and Social Care decision makers we make sure parent carers are involved when designing services for our children/young people and their families.

Add your voice to other Warwickshire parent carers by joining us. We have a steering group of parents who lead this work, we listen to the views of our parents to make sure we know what is important to them and use this to guide our work.
Let's make sure that we are all heard, listened to and our voices shape the services we all use.

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WPCV is an independent, parent carer led organisation for everyone with a child or children with special educational needs and/or disabilities aged 0 -25 . We make sure that parent carer voices are heard and acted upon.

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Information for young people - Warwickshire County Council

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Warwickshire County Council provide a range of public services across the Warwickshire area.

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Dimensions Tool - Free online tool providing personalised information to support an individual's well-being and mental health.

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Dimensions Tool - Free online tool providing personalised information to support an individual's well-being and mental health.

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Transitions - starting a new school or college

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Transitions - starting a new school or college

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Transitions - starting a new school or college – Warwickshire County Council

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Starting at a new nursery, school or college can be a worrying time for children, young people and their families. Regardless of whether a child or young person has a special educational need or disability (SEND), some children and young people take changes in their stride, whilst others will need s…

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Special Educational Needs and Disabilities Information Advice and Support Service or SENDIASS provides free impartial, confidential and accurate information, advice and support about education, health and social care for children, young people and their parents on matters relating to special educati…

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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SEND Local Offer - Warwickshire County Council

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Warwickshire County Council provide a range of public services across the Warwickshire area.

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Information & Advice for Neurodivergent People and their Families eBooklet

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Information & Advice for Neurodivergent People and their Families eBooklet

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Information and Advice for Neurodivergent People and their Families Booklet (suitable for mobile phones)

Printable versions of Section 2 of the eBooklet are available below.

Coventry and Warwickshire Community Support for Neurodivergent People and their Families

Coventry and Warwickshire Local Authority and Education Services- Child.

Coventry and Warwickshire Local Health Services - Child
Coventry and Warwickshire Local Authority, Education and Health Services- Adult
When the next version of the booklet is released, there will be a printable version of section 3 available. If you want to print some / all of the current booklet, then the mobile phone version of the booklet will give the best printed results.

Flyer to promote the Information and Advice for Neurodivergent People and their Families Booklet

This booklet aims to bring together the different information and advice offers across Coventry and Warwickshire. It has been co-produced, bringing together professionals from different organisations, neurodivergent people and their families. It provides useful information about services and support available for those who are diagnosed or who self-identify as neurodivergent and those who care and support them.

This is version one of the booklet, we would welcome any feedback to enhance the booklet. Please send any comments to disabilitiescommissioning@warwickshire.gov.uk

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Information and Advice for Neurodivergent People and their Families Booklet (suitable for mobile phones) Printable versions of Section 2 of the eBooklet are available below. Coventry and Warwickshire Community Support for Neurodivergent People and their Families Coventry and Warwickshire Local Authority and Education Services- Child.

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Welcome - Mrs Karen Belcher - Autism Lead (Southam College)

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Welcome - Mrs Karen Belcher - Autism Lead (Southam College)

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Students may be supported by Karen Belcher through 1:1 sessions’, group interventions, individual 'check-ins and remote monitoring before a block of work by Claire Brinkley. Claire and Karen meet weekly to discuss students and appropriate resources/interventions.
belcher.k@stowevalley.com
coombe-perry.l@stowevalley.com (SEND Administrator)