Adaptive Learning
ISSUE 13
Autistic girls’ wellbeing in school
Author: Helen ClarkeHelen Clarke is an autistic teacher with over twenty years experience of teaching autistic children. Helen is also the parent of autistic children and is author of Supporting spectacular girls. Here Helen discusses some of the issues that may affect autistic girls’ wellbeing at school.
There is a growing recognition that autistic girls have been underdiagnosed, with some being diagnosed later in life when compared to boys (Beeger et al 2013; Kirkovski et al 2013; Rutherford et al. 2016; Happe et al. 2016). Getting an earlier diagnosis can have a more positive affect on an autistic girl’s education and the support she receives.
Although there are many autistic girls thriving in the school system who are understood, valued, and whose needs are being met, there are some common issues that autistic girls can experience.
Some autistic people may find mainstream school environments difficult – it is often assumed they can manage as well as their non-autistic peers. However, being autistic, they may think, communicate and process information differently - differences which should be equally as valid. They may also have sensory differences. If people and environments do not adapt to meet autistic peoples’ differences and needs, then it is the autistic person who must adapt. This can often lead to distress and anxiety.
Wellbeing and friendships
There is sometimes the assumption that autistic girls are able to express themselves, socialise, and manage conflict in the same way as their non-autistic peers, yet some can find friendships and conflict difficult to manage and may need additional support (Sedgewick et al, 2018).
Some autistic girls can find it difficult to understand and describe feelings (known as alexithymia) and should be encouraged to express themselves in a way that works for them, whether this is using words, symbols, drawings, gestures or other means. Similarly, to improve wellbeing autistic girls need outlets for self-expression (for example music, art and crafts, movement activities, writing).
Autistic girls can and do have good friendships but may do things differently to peers. They may socialise online or for shorter periods of time if they feel that the effort involved in socialising feels draining. Peers also need to be educated about neurodivergence - a greater acceptance of difference means autistic girls won’t feel such pressure to adapt.
There is much that can be done to ensure that autistic girls are able to thrive in educational settings. This includes providing training for those who support them. The Department for Education’s National strategy for autistic children, young people and adults makes specific reference to identifying and supporting autistic girls.
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What schools can do to help
In addition to autism training, there are other measures schools can take.
• Adapt policies and practices to be more inclusive, so that autistic children do not feel the constant need to adapt, being flexible to the differing needs of individuals.
• Adapt the sex education/relationship education curriculum to meet the needs of autistic children, being aware that autistic girls (and other autistic children) can be at greater risk of abuse and exploitation (Sedgewick, Hill & Pellicano, 2018).
• Educate children and their peers to understand and value difference through events such as Neurodiversity
Celebration Week
• Help reduce anxiety by adapting how you teach – for example try not to put a child ‘on the spot’, rush them, give too many instructions or change a task without warning as this often increases stress.
• Be aware of sensory differences and how the environment can affect the child (it may be calming, stimulating or overloading).
• Be aware that some girls may find working in groups difficult, and may prefer to work alone/in a pair with someone familiar.
• Provide opportunities for girls to be themselves - allow time for them to follow their interests and sit with people they feel most comfortable with.
• Support them to understand what makes them feel anxious and why. Identify and help them with strategies to offset anxiety, helping them to recharge.
• Share literature and resources that provide autistic girls (and other autistic children) with opportunities to read stories about real or fictional characters who are also autistic, validating their own experiences.
• Be mindful that some autistic girls may be perfectionists. Support them to understand the need for balance. Some children will be hyper-focused on their work and may neglect themselves without realising.
• Encourage girls to communicate their needs in a way that is suitable and comfortable for them – this can help build self-confidence and assertiveness, and may help to keep them safe.
Further information
Clarke, H (2022) Supporting spectacular girls. A practical guide to developing autistic girls’ wellbeing and self-esteem. Jessica Kingsley Publishers
https://www.verywellmind.com/help-for-students-with-adhd20538?print
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8 Simple Strategies for Students With ADHD Helpful Techniques for Teachers and Parents
ADHD strategies are techniques that parents and teachers can utilize to help students succeed in school. Attentiondeficit/hyperactivity disorder (ADHD) is characterized by problems with attention, impulse control, and hyperactivity. It usually develops in childhood, but may not be diagnosed until adolescence or adulthood. It is four times more likely to be diagnosed in boys than in girls. The struggles that children with ADHD face, such as difficulty paying attention, may become apparent once they start school. As such, parents and teachers will need to work together to help kids learn to cope with their ADHD symptoms. Kids and teens with ADHD have unique needs in the classroom. Here are some ADHD strategies that parents and teachers of students can use to help them succeed at school.
Keep Expectations Consistent. One of the most important ADHD strategies is to keep classroom rules clear and concise. Rules and expectations for the class should be regularly reviewed and updated when necessary. Rules should be posted in the classroom where they can be easily read. It’s often useful to have a child repeat back rules, expectations, or other instructions to ensure that they understood. Teachers should keep in mind that a child may have heard the words that were said but misunderstood the meaning. A child with ADHD may find it helpful to have an index card with the rules taped to their desk for quick reference.
For kids who struggle with time management and “shifting gears” from one task or class to the next, having a schedule handy and reviewing it often can make transitions go more smoothly. You can also use timers, taped time signals, or verbal cues to help a student see how much time is left for an activity.
Limit Distractions. Students with ADHD are susceptible to distractions. Helpful strategies for students with ADHD can include seating them away from sources of classroom disruption such as doors, windows, cubby areas, and pencil sharpeners. Try to limit other distractions in the room, like excessive noise or visual stimuli like clutter, as much as possible. If a child has an especially difficult time dealing with distractions, being seated near the front of the class close to the teacher may be helpful. Listening to “white noise” or soft background music can actually improve focus and concentration for some kids with ADHD, though it can be a distraction for those children who don’t.
Provide Frequent Feedback Another helpful ADHD strategy is to keep giving kids quick feedback about how they are doing. Kids with and without ADHD benefit from frequent, immediate feedback about their behavior. When necessary, any consequences given for unwanted behaviors should also be swift. Provide immediate praise for good behavior.
If a negative behavior is minimal and not disruptive, it’s best to ignore it. Reward Good Behavior Rewards and incentives should always be used before punishment to motivate a student. To prevent boredom, change up the rewards frequently.
Do not use the loss of recess as a consequence for negative behavior. Kids with ADHD benefit from physical activity and may be able to focus better after being outside or in gym class. Prioritizing rewards over punishment will help ensure that school continues to feel like a positive place for kids with ADHD.
Give Them a Break. Breaks and regular activity can be important strategies for kids with ADHD. Kids with ADHD tend to struggle with sitting still for long periods of time, so giving them frequent opportunities to get up and move around can be a big help. You can provide them with a physical break by having them hand out or collect papers or classroom materials, run an errand to the office or another part of the building, or erase the board. Even something as simple as letting them go get a drink of water at the water fountain can provide a moment of activity. Use Tools and Flexible Rules Students with ADHD tend to be restless. While a standard classroom rule may be that students must sit in their seats during lessons, a child with ADHD may be able to stay on task better if they’re allowed to stand up. For kids who tend to fidget, holding a small “Koosh Ball” or something tactile to manipulate (like Silly Putty) provides a little stimulation without disrupting the classroom. Some studies have claimed that chewing gum may improve certain students’ concentration, but the research has not been conclusive. Furthermore, many schools do not allow students to chew gum.
Don’t Overload Them. For a child with ADHD who is prone to becoming overwhelmed, it can be helpful to reduce the total workload by breaking it down into smaller sections. Teachers can help students avoid feeling overloaded with information by giving concise one- or two-step directions. Kids with ADHD may also have sleep problems that affect their behavior and their ability to pay attention in class. In general, students tend to be “fresher” and less fatigued earlier in the day, though teens and college students are more likely to struggle with morning classes. It’s also not unusual for kids to have a bit of a slump after lunch. If possible, plan to have the class tackle the most difficult academic subjects and assignments when they are most alert and engaged.
Encourage Support. Children with ADHD may need extra help from a classroom aid, though these staff members are not always available. Likewise, access to academic support services for students with ADHD may not be in place. Even if a child does have one-on-one help from an adult, it can
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sometimes be helpful to arrange for peer support. Pairing a student with ADHD up with a willing, kind, and mature classmate can be a beneficial experience for both kids. A child’s “study buddy” can give reminders, help them stay on task or refocus after being interrupted, and provide encouragement. Working with another student can also help a child with ADHD improve their social skills and enhance the quality of their relationships with peers—both of which can be struggles for kids with ADHD.
Autism cartoon @Rembo.me https://rembo.me/comics/as/
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How to Help a Child with Dyslexia in the Classroom
Author: Hannah Hawthorne
Dyslexia is a lifelong learning difficulty affecting the way that the brain processes information. It primarily affects children’s ability to learn, and can impact their reading, writing, spelling, speech, auditory and phonological processing, and mathematics. Dyslexia exists on a continuum, and therefore, people experience it in different ways – each will have their own unique set of strengths and challenges.
The exact cause of dyslexia is unknown, but it often runs in families and is believed to have a genetic link. It is likely that the parents of children with dyslexia may also experience similar strengths and challenges to their children. Dyslexia is not linked to a lack of intelligence, poor parenting, or the child’s socio-economic background.
A report by Made From Dyslexia estimates that as many as one in five people are dyslexic, and 80% of children with dyslexia leave school unsupported and undiagnosed. As a result, increased awareness amongst professionals working within the education sector is crucial. Early recognition and support can be instrumental in improving outcomes for children and young people with dyslexia.
In this article, we will outline the signs of dyslexia in different age ranges, explain how it affects learning, and provide you with a range of strategies that you can use to support children with dyslexia in the classroom.
What are the Signs of Dyslexia?
Spotting dyslexia in children can be difficult. There are no physical signs and some children are good at covering up their struggles. Dyslexia is often only identified when it is already affecting a child’s progress and achievement.
The signs of dyslexia often become more obvious when children begin to learn to read and write. However, challenges may only become apparent when the child is exposed to a new environment or a significant change in their life.
Although every child will experience dyslexia differently, there are some common signs associated with specific age ranges which you can look out for. These include:
Signs of dyslexia in primary-aged children:
• Slow processing speed, including slow spoken or written language.
• Poor and/or inconsistent spelling.
• Poor handwriting.
• Mixing letters and numbers.
• Forgetfulness.
• Struggling to follow instructions or directions.
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• Difficulties with concentration.
• Being easily distracted.
Signs of dyslexia in teenagers: Any of the signs above, plus:
• A disparity between the way they communicate verbally and what they can write on paper.
• Unwillingness to read aloud.
• Poor comprehension skills.
• Struggling to stay organised and meet homework deadlines.
• Difficulties copying and taking notes.
• Social withdrawal.
• Behaviour difficulties.
• Fatigue.
• A possible dislike for reading and writing, and/or schooling in general.
You can find out more about the signs of dyslexia in children and young people here.
How Does Dyslexia Affect Learning?
When considering how dyslexia affects learning, we need to understand its main characteristics: difficulties with phonological awareness, verbal memory, and verbal processing speed. By understanding the needs which arise as a result of these difficulties, teachers can determine how best to deliver and structure information to their students.
• Phonological awareness is working out and manipulating the sounds within spoken language. It involves picking out rhyming words, alliteration, and counting syllables in a word. Phonemic awareness is a subset of phonological awareness and involves identifying and manipulating the individual sounds in words. Difficulties in this area can affect reading, writing, and spelling. You can find out more about phonemic awareness here.
• Verbal memory is the ability to retain an ordered sequence of verbal material for a short period of time – an important skill in many aspects of learning. Children with dyslexia may only be able to ‘hold on to’ new information for two or three seconds.
• Verbal Processing Speed is the time taken to process verbal information. It involves the ability to take in information, process it, respond to it, and recall it. A slower verbal processing speed can affect a child’s ability to recall long lists, follow instructions, sequence words, and structure their work.
Dyslexia can also affect children’s organisational skills and concentration. They may appear forgetful and dreamy. Children with dyslexia can also become very easily overwhelmed with the amount of information they are being asked to process throughout the day, which can result in fatigue and/or behaviour that challenges
Children with dyslexia, if unsupported, can be left feeling upset, frustrated, and alienated – which can negatively impact their mental health. It is estimated that as many as 40-60% of young people with dyslexia have some kind of psychological difficulties.
What Is The Dyslexia Screening Bill?
We need teacher training to cover the modern, evidencebased techniques for teaching dyslexic children, and those with other neurodiversities; all teachers are teachers of dyslexic children, yet there is inadequate teacher training for all neurodiversity.
Matt Hancock, the Conservative MP for West Suffolk
The Dyslexia Screening Bill was introduced by Matt Hancock, the Conservative MP for West Suffolk, in December 2021. However, the Bill was later withdrawn by Mr Hancock in March 2022, without progressing beyond instruction.
The Bill proposed universal dyslexia screening for children in primary schools. It also highlighted the importance of teacher training in improving outcomes for children with dyslexia. As dyslexic brains work differently to a more neurotypical profile, Hancock argued that all teachers should know how to teach ‘according to how their brains work’.
Despite the Bill being withdrawn, the Department for Education remain committed to ensuring that all children and young people with Special Educational Needs and Disabilities (SEND), such as dyslexia, receive the support they need to achieve in their education. Through the Children and Families Act 2014, mainstream schools must do their best to make sure a child or young person with SEN receives the support they need.
A spokesperson from the Department for Education stated: ‘The SEND Code of Practice is clear that meeting the needs of a child with dyslexia does not require a diagnostic label or test. Instead, we expect teachers to monitor the progress of
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all pupils and put support in place where needed.’
As part of their commitment to improving outcomes for pupils with SEND, the department published the SEND and Alternative Provision Green Paper in March 2022. This set out their plans to better identify children at risk of falling behind and provide them with the support they need, including those with neurodivergent conditions. They welcome feedback during the consultation period, which ends on the 22nd July, 2022. You can find out more here
Hancock’s campaigning for universal dyslexia screening in primary schools and better teaching training for all neurodivergent conditions continues. In June 2022, he delivered the first reading of the updated Dyslexia Screening and Teacher Training Bill in parliament.
Classroom Strategies for Dyslexia
The majority of children with special educational needs, such as dyslexia, will have their needs met through high-quality teaching and adaptations to it. Schools should follow the Graduated Approach when considering how best to meet the needs of children with dyslexia. This might include adjustments to their Universal Provision and/or Targeted and Specialist Provision, depending on the individual’s level of need.
Dyslexia Awareness Training
If you work with children and young people, then you may be interested in taking our Dyslexia Awareness course. Supported by the Helen Arkell Dyslexia Charity, the course provides a comprehensive overview of dyslexia, its characteristics and impact, and the diagnostic assessment process. It also introduces learners to a range of strategies that they can use in the classroom to ensure children with dyslexia thrive. Find out more here
Strategies to support children with dyslexia in the classroom include:
Increase awareness of learning differences and neurodiversity across the setting. The more the community knows, the more understanding and supportive they will be. Hold assemblies, welcome guest speakers, boost staff knowledge regularly, and host webinars for parents – you can even invite a student with dyslexia to speak to their classmates about their unique strengths and challenges, if they wish to. Ask children and adults alike to celebrate the wonders of dyslexia.
Focus on the positives. Highlight what the children are good at and acknowledge their strengths. If a child constantly receives negative feedback, their self-confidence will be affected. This can affect their general wellbeing, social development, and mental health, as well as their progress and achievement across the curriculum.
Make transitions seamless. Whether it be a new classroom, school, or setting, provide students with the opportunity to meet new teachers and experience new environments – virtually or in-person. Introduce new routines in advance of start dates and provide visual copies of important instructions or reminders. You can find out more about how to support children through transitions here
Chunk tasks to support working memory. If we overload students with too many tasks and instructions, they can easily become overwhelmed. For children with dyslexia, who experience difficulties with verbal processing speed and memory, teachers need to be particularly mindful of how they structure lessons to support working memory. Provide clear instructions, model tasks, and check understanding regularly. Repeat instructions and ask your learners to repeat them back to you or their partners. You can also improve and
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develop metacognitive talk by asking students to verbalise their thought processes.
Provide visual aids. Provide children with glossaries, timelines, key words, multiplication squares, and spelling banks to boost memory and retention. Using mnemonics, rhymes, and songs can also be useful practice.
Provide lesson summaries. Students with dyslexia often benefit from receiving lesson overviews and resources in advance. These could be handouts or links to videos or websites. Audio lesson and unit summaries, recaps, and introductions, alongside early access to lesson handouts and resources, can help children prepare for their learning in advance, and/or consolidate previous learning.
Communicate well with parents. Speak to parents to gain a more holistic understanding of the child’s struggles. Discuss supportive strategies that can be replicated across both environments. You can find out more about how to promote effective communication with parents here.
By training teachers and classroom assistants in dyslexia awareness and how to support pupils with dyslexia, we can make sure that many thousands of children with dyslexia get better help. The key is to receive the right support at the right time, helping people to be the best they can be, and to improve the quality of their lives.
The Helen Arkell Dyslexia Charity
When left unidentified and unsupported, dyslexia can affect children’s social, emotional, and academic outcomes. It is vital that those working with children and young people know the signs of dyslexia, its characteristics, and how these affect teaching and learning. Greater awareness of dyslexia and improved training opportunities will be vital if we are to ensure that all children with dyslexia are identified and supported in the classroom.
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KES Curriculum Support Team
For more information about anything covered in the magazine, or general information about learning support, please contact:
King Edward VI School SENDCO
Mrs Ramshaw
znr@kes.hants.sch.uk