# data[].attributes.headline
Fun with Food (not to be confused with the outdated ‘Food is Fun’ programme)

# data[].attributes.subject
Fun with Food (not to be confused with the outdated ‘Food is Fun’ programme)

# data[].attributes.body
simply some messy play ideas- nothing forced, just exploration if the students so desire

# data[].attributes.body
For organising/storing schedule pictures - will you do them alphabetically, or in order of relevance/how often they are used?

# data[].attributes.attachment_link.title
Double Sided 80 Pocket Rotating Jewellery Holder with Clear PVC for Closet, 360° Hanger Necklace Organiser for Earrings Bracelets Rings, Grey(Black)

# data[].attributes.attachment_link.description
Double Sided 80 Pocket Rotating Jewellery Holder with Clear PVC for Closet, 360° Hanger Necklace Organiser for Earrings Bracelets Rings, Grey(Black) : Amazon.ie: Home & Kitchen

# data[].attributes.headline
List of books to promote neurodiversity 

# data[].attributes.subject
List of books to promote neurodiversity 

# data[].attributes.body
Some ideas to start

# data[].attributes.attachment_link.title
Opening a new autism class - some ideas to begin with

# data[].attributes.attachment_link.title
Growing Friendships_ A Comic for Autistic Children

# data[].attributes.body
Widget online, Boardmaker

# data[].attributes.body
Sylvia Angel - also Circle Time course

# data[].attributes.body
To communicate, we need:

Means

Reasons

Opportunities

# data[].attributes.attachment_link.provider_name
Resource Library - Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.title
The means, reasons and opportunities model of communication - Resource Library - Sheffield Children’s NHS Foundation Trust

# data[].attributes.attachment_link.description
Introduction People with a learning disability may communicate in a range of different ways. Some people use spoken language, some people may communicate in other ways, such as signing, objects, pictures, facial expressions, or body language. Often, it is a combination of all of these. Lots of people with a learning disability find it harder… Continue Reading The means, reasons and opportunities model of communication

# data[].attributes.body
1. How can I support you to understand what's going on around you?

2. How can I support you to communicate with us?

From 'The Everyday Autism Handbook for Schools' by Claire Droney and Annelies Verbiest

# data[].attributes.headline
What a teacher/SNA can do in any activity

# data[].attributes.subject
What a teacher/SNA can do in any activity

# data[].attributes.body
Lots of practical ideas here

# data[].attributes.headline
All day long, all day strong strategies (e.g. basic strategies are key)

# data[].attributes.subject
All day long, all day strong strategies (e.g. basic strategies are key)

# data[].attributes.attachment_link.title
10_All Day Long, All Day Strong Strategy Worksheet

# data[].attributes.headline
Sensory 'Day at the Beach' considerations

# data[].attributes.subject
Sensory 'Day at the Beach' considerations

# data[].attributes.headline
Themes for Junior Class- thematic approach 

# data[].attributes.subject
Themes for Junior Class- thematic approach 

# data[].attributes.attachment_link.title
Themes for the year used in the Junior Special Class

# data[].attributes.headline
Introduction to planning for special education 

# data[].attributes.subject
Introduction to planning for special education 

# data[].attributes.body
prioritising

# data[].attributes.headline
Inspectorate report on special classes (November 2025)

# data[].attributes.subject
Inspectorate report on special classes (November 2025)

# data[].attributes.headline
Things to consider when opening an autism class

# data[].attributes.subject
Things to consider when opening an autism class

# data[].attributes.body
Long-term planning - what's realistic?

School Support Plan (SSP)

Short-term planning (2 weekly's or notes in daily planner, thematic planning)

# data[].attributes.body
From Tendril Theory - mentioned in MCA Podcast on SPACE recently (May 2026)

# data[].attributes.headline
Autistic pupils' experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland

# data[].attributes.subject
Autistic pupils' experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland

# data[].attributes.headline
Growing up autistic - sharing autistic children's experiences and insights - Sinéad Mullally, Kieran Rose ...

# data[].attributes.subject
Growing up autistic - sharing autistic children's experiences and insights - Sinéad Mullally, Kieran Rose ...

# data[].attributes.headline
AFSchools research project - primary and post primary student voices

# data[].attributes.subject
AFSchools research project - primary and post primary student voices

# data[].attributes.headline
Autistic children's wellbeing at school - a systematic review

# data[].attributes.subject
Autistic children's wellbeing at school - a systematic review

# data[].attributes.headline
Anxiety amongst autistic students - in special schools - refs SPACE Framework - teacher perspectives

# data[].attributes.subject
Anxiety amongst autistic students - in special schools - refs SPACE Framework - teacher perspectives

# data[].attributes.headline
What do autistic and non-autistic parents value about their autistic children and what characterises positive parenting relationships?

# data[].attributes.subject
What do autistic and non-autistic parents value about their autistic children and what characterises positive parenting relationships?

# data[].attributes.headline
Sensory-processing informed autism practice for child-centred therapists

# data[].attributes.subject
Sensory-processing informed autism practice for child-centred therapists

# data[].attributes.body
Really interesting on interoception and also on why we should no longer 'label the child's emotions' as they are happening (because we could be wrong). Also some good sensory quotes from autistic researchers

# data[].attributes.headline
Social skills and RSE for autistic students (2024)

# data[].attributes.subject
Social skills and RSE for autistic students (2024)

# data[].attributes.attachment_link.title
Social Skills and Relationship and Sexuality Education for Autistic Students.

# data[].attributes.attachment_link.description
It is well documented in research that cognitive development age does not correlate with chronological age and therefore autistic students should be prepared for sexual relationships regardless of their developmental age. For this reason, the current research examined the teaching of social skills to prepare autistic students for relationship and sexuality education (RSE). It gained the views of autistic students, parents of autistic students and teachers of autistic students. Although not in the original plan autistic adults were included in the study. This was a qualitative study that used interviews to gain the viewpoint of parents and teachers and autistic adults and a diamond ranking exercise to gain the views of autistic students. Braun and Clarke (2020) thematic analysis was used to analyse the data. It would appear that teachers do not know when and where to start and what to teach, parents are hoping that school will teach RSE and the students are reporting that they do not have the skills to access RSE. The data suggested that schools are not helping autistic students develop social skills to prepare them to access the RSE curriculum. The data also suggests that schools are not aware of the importance of foundations skills and that teachers are not confident in teaching “that stuff” while parents are waiting for their child to ask questions. Therefore, it would appear that there is a ‘wing and a prayer’ attitude when it comes to preparing autistic individuals for relationships and particularly sexual relationships.

# data[].attributes.headline
Supporting a good life for autistic children

# data[].attributes.subject
Supporting a good life for autistic children

# data[].attributes.body
Could be interesting

# data[].attributes.body
Supporting autistic students in mainstream schools - Dr Karen Guldberg - hot off the press

# data[].attributes.headline
Byrne & Delimata (2023) 'Exploring the School Experiences of Autistic Children & Young People'

# data[].attributes.subject
Byrne & Delimata (2023) 'Exploring the School Experiences of Autistic Children & Young People'

# data[].attributes.body
Outlines how many young people and their parents feel about school - plus their recommendations to help make school life better

# data[].attributes.headline
Home-school communication quick tick list page

# data[].attributes.subject
Home-school communication quick tick list page

# data[].attributes.body
Send home daily, adapt the school day to suit the needs of the student e.g. have a Plan B day if she hasn't eaten or slept...

# data[].attributes.body
Home-school communication notebook

# data[].attributes.body
This has lovely sensory activities based on stories/themes - for very young students

# data[].attributes.attachment_link.title
Carousel Days activities for early years PMLD

# data[].attributes.headline
'Getting to know me' from RELATE Framework

# data[].attributes.subject
'Getting to know me' from RELATE Framework

# data[].attributes.body
A form to email to parents and other staff to find out more about the student at the start of the year

# data[].attributes.headline
Sweeney & Fitzgerald (2023) Supporting Autistic Pupils in Primary Schools in Ireland: Are Autism Special Classes a Model of Inclusion or Isolation?

# data[].attributes.subject
Sweeney & Fitzgerald (2023) Supporting Autistic Pupils in Primary Schools in Ireland: Are Autism Special Classes a Model of Inclusion or Isolation?

# data[].attributes.body
12 school staff (4 principals, 4 special class teachers, 4 mainstream teachers) were interviewed re the benefits and challenges of setting up an autism class in their school

# data[].attributes.attachment_link.title
Pages from Droney & Verbiest - resources 9781787754287 PRESS-2

# data[].attributes.headline
Downloadable resources, templates and information from 'The Everyday Autism Handbook for Schools' - Claire Droney & Annelies Verbiest

# data[].attributes.subject
Downloadable resources, templates and information from 'The Everyday Autism Handbook for Schools' - Claire Droney & Annelies Verbiest

# data[].attributes.body
Includes: Autism special class proforma e.g. blank timetable, 'Play-by-Play' forms, list of useful equipment, list of useful books, home-school communication journal template etc.

# data[].attributes.attachment_link.title
Droney & Verbiest - downloadable resources (1)

# data[].attributes.headline
Bex Burgess - autistic author and artist - 'Understanding the Spectrum' comic strip

# data[].attributes.subject
Bex Burgess - autistic author and artist - 'Understanding the Spectrum' comic strip

# data[].attributes.attachment_link.title
Understanding the spectrum - a comic strip explanation

# data[].attributes.attachment_link.description
By Rebecca Burgess For printable PDF version in English click here. For version in Spanish click here. French version click here.

# data[].attributes.body
‘My Autism- by George’- an 11-year-old boy makes a video to tell his classmates about autism. [6:06 mins]

# data[].attributes.headline
Indicators of Effective Practice (from Autism Good Practice Guidance - NCSE)

# data[].attributes.subject
Indicators of Effective Practice (from Autism Good Practice Guidance - NCSE)

# data[].attributes.attachment_link.title
Ten Things every teacher should know about autism

# data[].attributes.headline
Elise Gravel - illustrator - nice graphics explaining autism

# data[].attributes.subject
Elise Gravel - illustrator - nice graphics explaining autism

# data[].attributes.attachment_link.readable_text
Hello! I'm Elise Gravel. I'm an author and illustrator. I have published many picture books and graphic novels for kids, both in English and in French. I also love to illustrate free printables for parents and teachers: my goal is to promote diversity, tolerance, respect and empathy. You can find my books, free printables and other cool things in my Boutique.

Here's a free printable comic I made to let kids know that developing curiosity and empathy for people who don't have the same life experience will probably make them fell better. People who are open and curious about diversity are generally happier, less anxious and healthier, because constantly feeling threatened is exhausting!

To open your mind, you can:

* Talk to people who live different lives
* Read tons of books from diverse authors
* Don't take your first impressions too seriously and always consider that you might be wrong
* Try to find things that you have in common with most people you meet.

Teachers and parents, you can download it here and print it for school or home use (no commercial uses allowed).

For more free printable posters, visit my boutique in the "free printable stuff" section. To see my books, click here. If you want to license this image, contact my agent (Contact form above).

Here's my latest book on disinformation, media literacy and conspiracy theories: Killer underwear invasion!

Two jellybean-shaped creatures, one blue, one pink, delve into the intricacies and duplicity behind one of the most insidious and pervasive issues of our time, and the first chapter of this middle-grade comic dives right in: "What Is Fake News?" Gravel does a fine job breaking down complex ideas, beginning with the definition of news ("information about important stuff that's happening in the world right now") and explaining that while disinformation is not new ("Hear ye, hear ye! An evil magician turned the king into a goat!"), the internet and other modern technologies have made it much easier to make lies look real and to intentionally spread them. The hows and whys are explored using specific, goofy fictional case studies; and people's motives (e.g., "Reason 1: To make money...Reason 2: To make money and get famous," etc.) are plainly laid out. Though the examples aren't necessarily serious, the consequences are: "So far, I have given you a bunch of silly examples of fake news," says the pink protagonist, "but fake news is not funny at all. It can actually be very dangerous." The tone is non-blame-y of consumers (but not purveyors) of fake news, with acknowledgment of the ease of being duped ("Admit it-you'd be curious, too") and useful advice about thinking critically, examining sources, etc. Well-delineated panel illustrations featuring blobby critters and pastel colors make these thorny concepts relatively easy to get and should leave many readers feeling empowered.- ELISSA GERSHOWITZ, Horn Book

***

This middle grade graphic nonfiction is an ingenious introduction to media literacy for kids. Using humor and super fun illustrations, author and illustrator Elise Gravel shows how kids can spot fake news and conspiracy theories. This is a must in today's news cycle, where so much absolute nonsense is passed off as news. I used to teach introductory research and writing to college Freshmen, and if this book had existed then, I probably would've had them read it! At the same time, my 4-year-old enjoyed reading excerpts for the illustrations and silly jokes. It's a really fantastic, accessible introduction that would work great in middle school classrooms. - Margaret Kingsbury, Book Riot

My new book is in stores today! Let's teach our kids that their gender shouldn't define who they are, what they like and who they love. Buy it here!

Here's a starred review from the School Library Journal:

"In her signature style, Gravel ( What Is a Refugee? and others) and Blais provide an accessible introduction to gender and gender stereotypes. Beginning with smart, open-ended questions, the authors challenge readers to think about gender stereotypes, why they exist, and if they are true or fair. The book progresses to an overview of sex versus gender, complete with helpful visual aids, an exploration of pronouns, and ultimately, a few examples of how gender is treated in different communities. At each step, the authors ask readers what they think and how they feel. This engagement, coupled with the accessible presentation of the material, makes for an excellent resource. The folks depicted throughout vary in appearance, and include many skin tones, ages, and family structures. A few folks wear hijabs, and two others use wheelchairs. Gravel's illustrative style is wildly appealing, and the comic-style presentation helps to endear the book to readers.

Here's my new book, written with Mykaell Blais. Pink, Blue and You: Questions for kids about gender stereotypes. You can preorder it HERE.

Here's the starred review it got from the School Library Journal:

PreS-Gr 2-In her signature style, Gravel ( What Is a Refugee? and others) and Blais provide an accessible introduction to gender and gender stereotypes. Beginning with smart, open-ended questions, the authors challenge readers to think about gender stereotypes, why they exist, and if they are true or fair. The book progresses to an overview of sex versus gender, complete with helpful visual aids, an exploration of pronouns, and ultimately, a few examples of how gender is treated in different communities. At each step, the authors ask readers what they think and how they feel. This engagement, coupled with the accessible presentation of the material, makes for an excellent resource. The folks depicted throughout vary in appearance, and include many skin tones, ages, and family structures. A few folks wear hijabs, and two others use wheelchairs. Gravel's illustrative style is wildly appealing, and the comic-style presentation helps to endear the book to readers.

Here's a free printable comic I made to teach kids that there are many different ways to show kindness and to make people around you happier.

Teachers and parents, you can download it here and print it for school or home use (no commercial uses allowed).

Activity ideas for teachers:

* Ask your students to add other kind gestures and illustrate them.

* At the end of each day, ask your students to think of the ways they showed kindness and the ways they received it. This has the double benefit of reinforcing kindness and gratitude.

For more free printable posters, visit my boutique in the "free printable stuff" section. To see my books, click here. If you want to license this image, contact my agent (Contact form above).

# data[].attributes.headline
Robyn Steward - 'The Autism Friendly Guide to Periods' link

# data[].attributes.subject
Robyn Steward - 'The Autism Friendly Guide to Periods' link

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
Buy The Autism-Friendly Guide to Periods Illustrated by Robyn Steward (ISBN: 9781785923241) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.headline
Autism Peer Awareness in mainstream schools

# data[].attributes.subject
Autism Peer Awareness in mainstream schools

# data[].attributes.attachment_link.readable_text
Claire Droney focuses on research into SEND-awareness education to inform the development of an autistic peer awareness programme.

'Autism is where children or adults get very angry and violent', wrote one Year 4 student.

'It's when a person holds a lot of anger and can't keep it inside', wrote another.

When asked 'What is autism?', a group of Year 4 children had some interesting answers. We weren't surprised. These students' only experience of autism was with a highly-anxious peer who had frequent meltdowns in class. But would their opinions change after completing our five-week Autism Peer Awareness (APA) programme?

Difficulties with social communication, interaction and flexible thinking can cause friendship issues for our children and young people with autism in mainstream schools. With 70% of autistic students being educated in mainstream schools in the UK, we knew that we needed to spread awareness about this 'hidden' disability.

Our aim at the Bridge School was to create a series of lesson plans specifically about autism that would encompass the best of all the available programmes, as detailed by Lindsay and Edwards (2013).

Completely based on advice given in the adjacent research article, we developed a five-session Autism Peer Awareness programme to roll out to Year 4 and 5 mainstream classes. This included:

Two class-based sessions, including discussions about how we are all different; visible and hidden disabilities; a case-study of Ravi, a fictional boy with autism; celebrating the strengths of people with autism; highlighting well-known people with autism; and learning to use Makaton and PECS.

A visit for 10 students to the Bridge Primary School (a special school for students aged two to 19 years with severe or profound learning difficulties and/or autism) to interact with the school cohort.

A class presentation of an assembly to the whole school about what they had learned.

All participating students answered a 15-question pre- and post-programme questionnaire.
Out of 23 students in the Year 4 class discussed above, 12 mentioned 'anger' when asked 'What is autism?' At the end of the programme, only two mentioned it. Most responses also displayed a greater understanding of autism, e.g. 'It is a hidden disability', 'It is when they have trouble with their senses' and 'When they can't make friends easily'.

The teacher commented that reading the case study particularly clarified for the students what it was like to have autism: 'It was like a light bulb went on when they saw Ravi,' she said.

The child with autism's answers had changed too by the end of the programme. When initially he wrote that autism was 'When everything is really loud and you can't look at people', his answer afterwards was 'It's how minds think differently'.

The research article concluded that a whole-school approach to disability awareness (including head teacher, governors and teaching staff, as well as all pupils) is more powerful than involving just one class. With this in mind, we now deliver 20-minute, one-off assemblies to different year groups in a school, which has worked well in secondary schools. During World Autism Awareness Week 2017, we created a poster campaign (via email, Twitter and Facebook) aimed at teaching staff, which outlined our top five strategies for teaching children with autism. We have also developed Autism Awareness Packs for primary and secondary schools (including links to online video clips and recommended reading for both adults and students), which are available on the Bridge School website.

With the numbers of children on our caseloads having doubled over the past two years, and with ongoing proof that our APA programme is having some impact, we plan to continue improving and disseminating it. Especially when it stimulates answers like this:
'True or False: Children with autism can become doctors or teachers when they are older.'
'True' circled one student, with the addendum 'If you believe you can do something, you can achieve', written in a childish scribble.

References

Lindsay S and Edwards A (2013) A systematic review of disability awareness interventions for children and youth. Disability and Rehabilitation 35(8): 623-646.

Further Reading

The Children's Society has carried out some interesting research on disability awareness in schools. The report 'Disability equality: Promoting positive attitudes through the teaching of the National Curriculum' can be found at: http://tinyurl.com/mq5qcnt

The Disability Action Alliance website has helpful resources for schools in all phases interested in raising awareness of disability and improving inclusive practices: http://disabilityactionalliance.org.uk/resources/disability-awareness-for-children/

# data[].attributes.attachment_link.title
Promoting autism peer awareness in mainstream schools

# data[].attributes.attachment_link.description
Claire Droney focuses on research into SEND-awareness education to inform the development of an autistic peer awareness programme. 'Autism is where children or adults get very angry and violent', wrote one Year 4 student. 'It's when a person holds a lot of anger and can't keep it inside', wrote another.

# data[].attributes.attachment_link.title
Temple Grandin (TV Movie 2010) ⭐ 8.2 | Biography, Drama

# data[].attributes.attachment_link.readable_text
This is the best visual timer app I have found for iPhone! I work in special education and I use it to time worktime (e.g., 10 minutes left of math) and breaks for kids. I have it set so the picture is not revealed until the time runs out, so students don't get distracted by the picture when they should be working. The sneaky pause & add/subtract time buttons are great for subtly adjusting time without having to stop the timer completely. I like this app so much that I paid for the premium pack instead of just removing ads because I wanted to support the devs. My two suggestions are 1) show time somewhere, just a little digital timer like the default phone timer countdown, and 2) keep the picture on the screen when the countdown ends until the screen is tapped or something. If the child isn't looking at the timer right when it runs out, they miss out on seeing the picture. While I love the visual timer, I don't want my students to only stare at the timer or get fixated on watching it at the end to see the picture. It would be nice for them to still have a chance to see the "reward"/celebration screen.

# data[].attributes.attachment_link.description
‎Is it a battle to get your child to do something quickly? This visual countdown App was designed for my 2 year old son to help him get his reward chart star for getting dressed quickly. Getting him dressed used to take forever with many stalling strategies being deployed.

# data[].attributes.attachment_link.readable_text
The store will not work correctly in the case when cookies are disabled.

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

# data[].attributes.attachment_link.description
The store will not work correctly in the case when cookies are disabled. JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

# data[].attributes.headline
The Strengths-Based Guide for Supporting Autistic Children  -Claire O'Neill

# data[].attributes.subject
The Strengths-Based Guide for Supporting Autistic Children  -Claire O'Neill

# data[].attributes.attachment_link.readable_text
'Being strength-aware has brought many moments of joy to our family life. It is this potential for growth and joy that I now want to share in this book'

This flexible, dip-in-dip-out guide will introduce you to the strengths-based approach that is helping autistic children and their families to thrive. By focusing on how to identify, develop and use your child's strengths to support them throughout childhood and into adolescence, this transformative approach is here to show you and your child that their unique character-strengths can empower them and shape their future.

Claire O'Neill combines her personal experience as an autistic person and mother to autistic children with her expert knowledge as a professional working with autistic young people to demonstrate the value of a strengths-based approach.

With step-by-step instructions on how parents and teachers can incorporate this approach easily into family and school life, Claire also offers a variety of specific tips, tricks and engaging activities to provide ongoing support for parents and teachers alike.

# data[].attributes.attachment_link.title
The Strengths-Based Guide to Supporting Autistic Children

# data[].attributes.attachment_link.description
'Being strength-aware has brought many moments of joy to our family life. It is this potential for growth and joy that I now want to share in this book'This flexible, dip-in-dip-out guide will introduce you to the strengths-based approach that is helping autistic children and their families to thrive.

# data[].attributes.headline
Pete Wharmby discusses sensory sensitivities [15:59 mins]

# data[].attributes.subject
Pete Wharmby discusses sensory sensitivities [15:59 mins]

# data[].attributes.attachment_link.title
Autism: One-Take Talks - Sensory Sensitivity