Regular readers of the blog will long know that I am a huge proponent of allowing a child as much access to their special interest as possible. Special interests are processed in the same part of the brain that neurotypicals process love, and therefore release endorphins which allow children and young people to relax, therefore reducing their anxiety levels. Incorporating those special interests into every day life can therefore be transformative. If a child is relaxed it makes activities they normally find challenging, much easier and potentially even enjoyable. New pathways are then formed ..read more

As a parent, worrying comes with the territory. After all there are a million things each day that could go wrong, and human nature is to protect our young from all of those things. As the parent of a child with SEND, those worries are multiplied a million times over. You worry not only about those things that all parents do, but about whether your child will get access to the educational, emotional and health support they need. You worry about whether your child will be understood, by their family, their teachers and their peers. You worry whether they will be accepted for who they are, you ..read more

After such a long break from school, children are likely to fall into two camps. Those who can’t wait to dive back in, see their friends and resume and semblance of normality, and those who are anxious about doing so.  For children and young people with autism, that anxiety is likely to be compounded by the fear of change. For children who can find even small changes difficult we cannot underestimate the need to prepare and support them for the ways that school will be different and to reassure them about the ways in which school will be the same. As teachers what can we do to help: Visu ..read more

As a teacher relentless positivity, is something I excel at. I pride myself in seeing the good in every child, every situation, every learning opportunity. I want children (and their parents) to know I recognise everything they do and appreciate every effort they put in. It’s something that until this week I had never really questioned. I firmly believed that my positivity was not only welcomed, but that it was needed. I had never questioned how it felt to be on the other foot. And then I had a conversation with a friend. We decided immediately with our parent heads on, that relentless positi ..read more

For our children who so often compartmentalise their world into home and school, homework can be an enormous challenge – and one that belongs firmly at school. So if you are struggling to do formal home learning with them right now, it is worth thinking about a sideways step. We are living through an unprecedented time.  It is ok to take a breath. It is ok to throw formal learning out of the window. There are other ways you can practice academic skills: Baking and cooking are both easy natural ways to incorporate learning at home, and putting your child in charge of the process ..read more

Pathological Demand Avoidance (PDA for short) poses a unique set of challenges for teachers in mainstream primary classrooms. ‘Getting it right’ can often feel a bit like the holy grail and lead to both teachers and their pupils feeling frustrated and disillusioned. It needn’t be this way however. There are lots of simple strategies that can be used effectively in the primary classroom to ensure good learning outcomes for all. So what can we do: Reduce Demands Figuring out where you can reduce demands is key, as demands are likely to trigger high levels of anxiety, meltdowns, work ..read more

A child stands up and says they are frightened. They express their fears. They open their hearts. They tell, tentatively at first, wondering if they’ll be heard. A child sits and shares worries. Apologises for them. Tells you they are irrational. Then sits and sobs, their heart breaking in a thousand pieces. The words come tumbling out one after another. They lay awake at night wondering if you’ll believe them, if you’ll know just how hard these words are to say. They wonder if you’ll dismiss them or if you’ll find a way to help. They tell you they can no longer cope, they beg yo ..read more

I have tried lots of reward schemes over the years. I believe in praise. I believe in rewarding effort. I believe in recognising how hard things are. If a member of staff has gone beyond the call of duty to help me I buy them a gift. If the children in my class do things that go beyond what I expect or that are particularly hard for them, I like to reward them too. I don’t see rewards as a way of making children conform, of changing their behaviour or of badgering them to do a specific task. I see them as a way of showing a child I recognise how hard they have tried today. For you ..read more

When it comes to transition between different schools, whether that is mid year because of a house move or at the end of the school year the following tips can help make that transition more difficult for Autistic pupils and indeed any child that finds change difficult: Recognise that change is hard Sometimes in our excitement for change and new starts it can be really hard to acknowledge the downsides that a move between schools may have. Remembering that whilst it is important to stress the positives it’s also important to acknowledge a child’s feelings that the change will be hard ..read more

Autism is a Spectrum, so no two children will ever be the same. Whilst all will have difficulties with social communication and interaction, and will on some level have repetitive interests or patterns of behaviour how these display can differ hugely from one child to another. This means the teaching techniques needed can also differ widely from one child to the next. Parents are your greatest resource and your best ally. Treat them as such and you will be surprised at the difference it makes. Talk to them about the strategies they use at home and encourage them to talk to you about ..read more