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Understanding Dyslexia Event - 02/07/2026

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Understanding Dyslexia Event - 02/07/2026

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Dyslexia and Literacy Event Flyer July 2026

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Community Autism Support Service CASS - Autism support across Coventry and Warwickshire

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If you live in Coventry or Warwickshire with a diagnosis of autism, or are awaiting a diagnosis, we may be able to help you, your parents or your carer.

You can start by calling the Navigation Team and ask about available support. Our team is made up of autistic individuals and those with lived experience, including parents or carers of autistic individuals.

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Home - Community Autism Support Service CASS

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Welcome to the Community Autism Support Service or CASS for Coventry and Warwickshire.

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An essential guide for all teenagers experiencing stress and burnout

Does any of this sound like you?
- Lacking in energy and feeling that your life has lost its sparkle
- Feeling like you can't ever quite relax
- Unable to sleep despite being exhausted all the time
- Finding that you don't really enjoy anything anymore, even things you used to love
- Feeling that everyone is irritating and no one understands
- Finding going to school really hard or not possible at all anymore

Then this book might help.

These are signs that you are experiencing burnout − your battery has taken a battering and you are running on empty. Many people think burnout only happens to adults, but it's something lots of teenagers experience too.

This book will help you to understand what burnout is, how you got there and what you can do to get back to a life you enjoy.

We've written it to help you work out if you might be burnt out, and if so, what you can do about it. It will help you identify some of the ways that you might be getting stuck when you're trying to get better. You'll get some ideas as to what is and isn't helping. And if you decide that you aren't really burnt out but you're heading that way, this book has some ideas to stop it from happening in the future.

Co-written by expert clinical psychologist Dr Naomi Fisher , who has helped many teenagers deal with the stresses and pressures of school and life, and by bestselling author and illustrator Eliza Fricker .

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The Teenager's Guide to Burnout: Finding the Road to Recovery

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Does any of this sound like you? - Lacking in energy and feeling that your life has lost its sparkle - Feeling like you can't ever quite relax - Unable to sleep despite being exhausted all the time - Finding that you don't really enjoy anything anymore, even things you used to love - Feeling ...

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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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Request an Education Health and Care (EHC) Needs Assessment – Warwickshire County Council

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Parent Carer contributions for Education Health and Care Needs Assessment (EHCNA)

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Parent Carer contributions for Education Health and Care Needs Assessment (EHCNA)

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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 Did I Do Wrong?”: An Accessible Guide to Preventing Traumatic Misunderstandings Between You and Your Autistic Loved One

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Buy “What Did I Do Wrong?”: An Accessible Guide to Preventing Traumatic Misunderstandings Between You and Your Autistic Loved One by Heidel, Jaime A (ISBN: 9798860945920) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Autism West Midlands | Supporting the Autistic Community

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We use our passion and expertise to enrich the lives of people on the autism spectrum and those who care for them.

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Make a donation

Donate to Daisy Chain (registered with the Fundraising Regulator) to help support our support for autistic and neurodivergent children, young people and adults.

How it all began

Daisy Chain was established s a community iniative in 2003 as the dream of its founder, Lesley Hanson, whose son Jacob was diagnosed as autistic at an early age.

Read Our Story

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We support and empower autistic and neurodivergent individuals through the provision of holistic person-centred services, whilst promoting training, wellbeing, inclusion and acceptance regionally and nationwide.

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Habitica is a free habit and productivity app that treats your real life like a game. Habitica can help you achieve your goals to become healthy and happy.

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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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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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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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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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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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A website about autism, for autistic young people - so that everyone can gain a better understanding of what autism actually is.

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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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Definition & Diagnosis

The definition commonly relied on is set out by the Diagnostic and Statistical Manual of Mental Disorders. These criteria are presented in shortened form and are for information only. Diagnosis can only be done by a medical professional.

Inattention

Six or more symptoms of inattention for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of inattention have been present for at least 6 months, and they are inappropriate for developmental level:

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.

Often has trouble holding attention on tasks or play activities.

Often does not seem to listen when spoken to directly.

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).

Often has trouble organising tasks and activities.

Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).

Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

Is often easily distracted

Is often forgetful in daily activities.

Hyperactivity and Impulsivity

Six or more symptoms of hyperactivity-impulsivity for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for the person's developmental level:

Often fidgets with or taps hands or feet, or squirms in seat.

Often leaves seat in situations when remaining seated is expected.

Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless).

Often unable to play or take part in leisure activities quietly.

Is often "on the go" acting as if "driven by a motor".

Often talks excessively.

Often blurts out an answer before a question has been completed.

Often has trouble waiting their turn.

Often interrupts or intrudes on others (e.g. butts into conversations or game)

In addition, the following conditions must be met:

Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.

Several symptoms are present in two or more settings, (such as at home, school or work; with friends or relatives; in other activities).

There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.

The symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.

Diagnosing ADHD in Adults

ADHD often lasts into adulthood. To diagnose ADHD in adults and adolescents age 17 years or older, only 5 symptoms are needed instead of the 6 needed for younger children. Symptoms might look different at older ages. For example, in adults, hyperactivity may appear as extreme restlessness or wearing others out with their activity. If you are an adult looking for indications that you might have ADHD you can take the WHO screener survey here.

Presentation:

There is a persistent thought from some parts of the general population that ADHD requires some form of hyper-activity. This is not the case. Based on the above criteria there are three kinds (presentations) of ADHD that can occur. Because symptoms can change over time, the presentation may change over time as well

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What is dyslexia? - British Dyslexia Association

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Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is…

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

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ADDitude is required reading for anyone touched by ADHD - plain & simple.

The nation's leading source of important news, expert advice, and judgment-free understanding for families and adults living with attention deficit disorder, ADDitude is your voice and your advocate.

Click the most recent cover below to read articles from that issue.
Subscribe to read every issue of ADDitude.

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The nation's leading source of important news, expert advice, and judgment-free understanding for families and adults living with attention deficit disorder, ADDitude is your voice and your advocate. Click the most recent cover below to read articles from that issue. Subscribe to read every issue of ADDitude.

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add adhd "attention deficit" focus "jessica mccabe"

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Have ADHD? Know someone with ADHD? Want to learn more? You're in the right place! Most weeks I post a new video with tips, tricks and insights into the ADHD brain. This channel is my ADHD toolbox -- a place to keep all the strategies I've learned about having and living with ADHD.

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What is ADHD?

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration.

Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go. Some people with ADHD do not experience hyperactivity; this used to be called attention deficit disorder (ADD), though the term in no longer used officially.

ADHD is not a mental illness or a learning disability, though children and young people with ADHD may also have other conditions or experience mental health problems.

Living with ADHD can be very challenging, for children and young people as well as for their parents and carers. But the right diagnosis, treatment and support can make a big difference to a child's learning, life skills and relationships, as well as making family life easier. There is also lots you can do as a parent/carer to help your child manage the things they find difficult.

What are the most common symptoms of ADHD?

A child with ADHD may be:

easily distracted, finding it difficult to start or finish tasks

often unable to concentrate

often restless or fidgety

very talkative, often interrupting or blurting things out

impulsive, acting before considering consequences, prone to taking risks

easily angry or frustrated, struggling to deal with emotions

finding making or maintaining friendships difficult

disorganised, for instance often losing things or being late

lacking awareness of time

Every child or young person with ADHD is individual and they may not display all of these behaviours. And many of these traits and behaviours are typical in younger children, or can follow a traumatic experience - they don't necessarily mean your child has ADHD.

Age and gender can also affect how someone with ADHD behaves. This can make it harder to spot signs of ADHD, particularly in girls, who are more likely to be undiagnosed or wrongly diagnosed with other conditions.

Typically the symptoms of ADHD develop in early childhood and they may become particularly noticeable at times of significant change, such as starting or changing school.

What to do if you think your child might have ADHD

If your child frequently experiences some of these symptoms and it's affecting their day-to-day life, discuss your concerns with your child's GP. Before doing this, talk to your child's teacher and the school special educational needs co-ordinator (SENCO) about what they have noticed.

The GP may want to refer your child for assessment, as ADHD can only be diagnosed by a specialist such as a child and adolescent psychiatrist or paediatrician.

Sometimes parents are reluctant to pursue assessment. They may be worried about 'labelling' their child or about stigma, or they may prefer to watch and wait. These feelings are normal. But parents and young people who do seek diagnosis can find it helps them access the right support; understand and manage challenges; and identify individual strengths.

We have more information about getting support from the GP, CAMHS or school in our guide.

ADHD diagnosis, support and treatment

ADHD assessment is usually done through the specialist Children and Young People's Mental Health Services, commonly referred to as CAMHS.

Diagnosis is most commonly made in childhood, and in the majority of cases, symptoms affecting daily life continue into adulthood.

There is no single, definitive test for ADHD. Specialists will base clinical diagnosis on a combination of observations of your child; discussions and questionnaires (with you and your child); and information from your child's school.

They will consider how long the symptoms have been present; their impact on your child's daily life; and whether they might be due to another condition. The NHS states that approximately 60-80% of children with ADHD have at least one other condition (such as autism, dyslexia, dyspraxia, anxiety or behaviour problems), and your child may be given more than one diagnosis.

Support and treatment options

You and your child should be offered support and advice to help manage ADHD in their day-to-day life.

ADHD can also be treated with medication and/or therapies. These should be discussed with you when your child is diagnosed, and are set out in the National Institute for Health and Care Excellence (NICE) guidelines on ADHD.

ADHD can be treated with therapies such as cognitive behavioural therapy (CBT). For more information about therapy, see our parent guide to counselling and therapy.

There are a number of types of medication. These are not a cure for ADHD, and many children do not take them, but they can help manage some of the symptoms. Medication must be prescribed and overseen by a specialist.

You may also be offered ADHD -focussed parent training. This does not mean your parenting is somehow wrong. It is designed to provide support and specific strategies and skills to help you and your child thrive.

Jack is still perennially late, disorganised and impulsive; but he's also energetic, original and creative. The medication is helping him make the most of all of that.

What you can do to support your child with ADHD

Be explicit and consistent about unacceptable behaviour, such as violence. Set appropriate consequences and follow them through, but try to stay calm in the moment to avoid escalation. Dealing with challenging behaviour can be very hard, and our parent guide has helpful advice.

Plan the day so your child knows what to expect. Maintaining regular sleep patterns, physical activity and mealtimes can help your child. Some people find dietary change and/or certain supplements helpful. But the NHS states that there is no clinical evidence for this, and medical advice should be sought first. Our young person's guide has helpful advice on sleep problems.

The impact of ADHD on your child's mental health

Any child or young person can struggle with their mental health and wellbeing, whether or not they have ADHD. This might be caused by things like family change, bullying, exam stress or a traumatic event.

But having ADHD may also mean your child has extra challenges - such as social difficulties, struggling to manage their emotions or getting into trouble at school - that leave them more vulnerable to low self-esteem, anxiety or depression.

Children and young people with ADHD frequently have other developmental or mental health conditions and it is important to ensure they have the appropriate support for these.

As a parent there is a lot you can do to support your child with their wellbeing and mental health:

encourage your child to talk about how they are feeling with you. Our starting a conversation guide has ideas for keeping communication open

if you feel your child may have a mental health problem or another condition alongside ADHD, discuss your concerns with their GP or ADHD specialist.

Working with school if your child has ADHD

ADHD is a special education need (SEN), and it may be referred to as a specific learning difference (SpLD). Your child is entitled to appropriate support to help them thrive socially and educationally. This could include potential adjustments in certain situations, such as extra time or rest breaks for exams, movement breaks in lessons, written instructions for tasks and a seating plan that minimises distractions.

Discuss the diagnosis and needs with the school's SENCO, taking a list of your concerns and background information to the meeting.

Your child may be entitled to an education, health and care plan (EHC plan) which details the support they need and how it will be provided. (The National Autistic Society has helpful information about EHC plans.)

Good communication between you and school can be really helpful in ensuring your child thrives in education and meets their potential. Our parent guide to support has more advice on talking to school or college.

ADHD in teenagers and beyond

If your child is a teenager or young person, their needs and the support you give may well be different from when they were younger. They may like to read our young person's guide to ADHD and mental health. But there are still many ways you can help.

Looking after your own wellbeing

Parenting a child with ADHD can sometimes be isolating, upsetting or exhausting. Sometimes parents feel judged or blamed by others (unjustifiably as parenting does not cause ADHD). It is entirely understandable if you are finding things difficult.

It's important to recognise the impact the situation is having on you, and think about ways you can take care of yourself - including getting support from other people so that you can take some time off. It's okay to ask for help when you need it, and to share your worries with someone you trust. We have advice on looking after yourself as well as your child.

Our son's challenging behaviour with ADHD had an enormous impact on the whole family, as we and his brothers bore the brunt of his anger.

Where to get further support

If you would to speak to a professional adviser or find out more about how you can support your child, these organisations can help.
While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

This page was reviewed in March 2022. It was created with parents and carers with lived experience of supporting their child or young person with ADHD. We will next review the page in 2025. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.
Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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ADHD Support For Your Child | Parents Advice Guide

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If your child is struggling to manage their ADHD, read our tips on what you can do to support them, how to get a diagnosis and where to find help.

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YoungMinds | Mental Health Charity For Children And Young People

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

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NatureDoc Clinic | Lucinda Miller | Naturopath

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Lucinda Miller MH MRNI MGNI - A Naturopath Iridologist & Herbalist specialising in Functional Medicine, Lucinda uses lab testing & gentle, natural solutions

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

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Claire Brinkley - External Autism Specialist

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Claire Brinkley - External Autism Specialist

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https://autismspecialist.co.uk/

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RCOTSS-IP

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Dr Rachel Coles - Educational Psychologist

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Dr Rachel Coles - Educational Psychologist

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Golden Thread Psychology | Educational Psychology Services | Warwickshire, UK

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Golden Thread Psychology | Educational Psychology Services | Warwickshire, UK

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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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Kooth provides free, safe and anonymous mental health and wellbeing service, providing online counselling and support for children and young people aged 10 to 25 years old in Sunderland.

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Mrs Vic Shearsby - Connection Hub Manager

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Mrs Vic Shearsby - Connection Hub Manager

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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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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

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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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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
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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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Neurodiversity Specialist - Online Parent Meetings

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Neurodiversity Specialist - Online Parent Meetings

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Autism Specialist Parent Meeting Flyer Nov 2024

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

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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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JARGON BUSTER - Warwickshire Parent Carer Voice

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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:

1. 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.

2. 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.

3. 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.

4. 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.

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

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Buy Your Child is Not Broken: Parent Your Neurodivergent Child Without Losing Your Marbles Main Market by Mavir, Heidi (ISBN: 9781035030576) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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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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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

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👋🏼 Accessible and Affordable 💲

No formal diagnosis needed to join

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

University students interested in becoming peer facilitators

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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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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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Our dedicated sleep service is here to help.

Alongside our Sleep Tips booklet and relevant guides, we also offer one-to-one support. This involves completing an application form for your child and two weeks' worth of sleep diaries which we'll send out to you as long as you come under our criteria for support.

If you need one-to-one support and are a parent/carer or a professional referring a family with their consent to having sleep support, please click the button below to contact the sleep service.

If you have a question or query about our services please email us at [email protected].

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Sleep tips Our Sleep Tips booklet introduces and explains different techniques for you to try that may improve your child's sleep. It covers ten main topics including bedtime routines, daytime napping, comfort objects and moving bedtime backwards or forwards. It gives lots of illustrated hints and tips for putting the...

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

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NeuroTribes: The Legacy of Autism and How to Think Smarter About People Who Think Differently : Steve Silberman: Amazon.co.uk: Books

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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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Buy How to Be Autistic by Charlotte Amelia Poe (ISBN: 9781912408320) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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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.