Over the years, I’ve seen many interpretations of what “inclusion” looks like in the classroom, particularly when it comes to neurodiverse students, often those with autism or ASD. In mainstream schools, inclusion typically involves a neurodiverse student being supported by a one-to-one teaching assistant (TA), also known as a shadow teacher. This TA accompanies the student throughout the day, assisting with tasks and supporting lessons delivered by the main teacher. This arrangement is often labeled as “inclusion” or “shadow teaching.” However, there’s a significant gap between what this role often becomes and what it should be. Too often, the TA’s role is reduced to that of a protector—making sure the student is not hurt, doesn’t harm others, or isn’t disruptive to the class. While these are important tasks, they fall short of the true purpose of inclusion. A real inclusion TA should be actively engaged in the lesson and the student’s learning. This means not only being present but being prepared, informed, and fully aware of the lesson’s content, rather than simply overseeing behaviour. What Should Real Inclusion Look Like? Inclusion is more than just being physically present in the classroom. It’s about giving neurodiverse students the same opportunity to learn and engage with the curriculum as their peers. To achieve this, there needs to be an element of pre-teaching. The TA should work closely with the school, not as a separate entity but as part of the educational team. They need to have knowledge of the subject matter ahead of time so they can introduce the child to key concepts before the lesson. For example, if an early years class is learning about autumn, the TA should expose the student to vocabulary related to the topic—words like “pumpkins,” “harvest,” or “Bonfire Night.” This way, when the student encounters these concepts in the lesson, they’re not completely unfamiliar. Pre-teaching is crucial for bridging the gap between the student’s learning pace and the demands of the curriculum. Differentiation Is Key Another essential aspect of inclusion is differentiation. The material must be adapted to the student’s specific needs and abilities. For instance, if a math lesson is about fractions, but the student struggles with math due to autism or dyscalculia, the TA should work with the class teacher to provide a modified version of the lesson. If the rest of the class is working on advanced fractions, the TA might use visual aids like a cake or a pizza to introduce simpler concepts, such as quarters. This is real inclusion: the student participates in the same lesson as their peers, but the work is tailored to their ability level. Playtime as a Learning Opportunity Playtime offers another key opportunity for inclusion, which is often missed if the TA isn’t proactive. I once observed a neurodiverse student in a playground setting, socially disconnected from his peers. He engaged in self-stimulatory behaviour, running around, making noises, and flapping his hands. His classmates noticed and made comments like, “He’s weird,” which only served to isolate him further. The TA was present but simply observed, ensuring no incidents occurred. However, this was a missed opportunity. Instead of just supervising, the TA could have initiated structured games like tag or Uno, helping the student engage with his peers in a more meaningful way. The Role of TAs Beyond School Often, the role of a TA is very much confined to the school setting—it’s something that happens at school and stays at school. But this should not be the case. The importance of generalising the skills learned in school or in a therapeutic center cannot be underestimated. These skills must be carried forward and practiced across all environments. Childcare is an essential element in supporting a neurodiverse child, and selecting the right person for this role is crucial. In the early years, this could be a nanny or childminder. However, as the child reaches junior school and especially high school, their role evolves into more of a personal assistant or companionship role. This person should be part of a multidisciplinary approach. Every therapeutic and academic service the child receives should be amalgamated and the skills generalised and maintained across all settings. Too often, we see fantastic results in a therapeutic center, but those same skills are not carried over into real-life settings. Generalisation, maintenance, and exposure to the natural environment are key. Natural environment teaching allows a child to apply their skills across various situations, reinforcing their learning and helping them thrive outside of controlled, academic settings. The Power of Knowledgeable Support When inclusion and shadow teaching are approached with the right knowledge and preparation, the outcomes can be phenomenal. Neurotypical students often thrive in busy, social environments, but for neurodiverse students, these environments can be overstimulating and difficult to navigate. Without proper support, valuable learning time is lost, and both the child’s and the parents’ resources are wasted. For neurodiverse students, particularly during the early years when the brain is most adaptable, the right support is crucial. Missing this critical window due to inadequate support is a huge disservice to the child. Inclusion Is More Than Just Acceptance Inclusion isn’t just about saying, “We accept neurodiverse students in our school.” It’s about making sure these students are genuinely integrated into the learning environment in a way that meets their unique needs. It’s more than just assigning a TA—it’s about preparing, engaging, and understanding what the student requires to succeed both academically and socially. Conclusion: Real Inclusion Has the Power to Transform When done right, when a neurodiverse student is placed in a mainstream school with the correct inclusion support, the outcomes can be truly amazing. These students can thrive, learning alongside their peers and participating in every aspect of the school day. However, when done incorrectly, the opposite can happen. We often see children struggling to take direction from the teacher in a crowded room, unable to follow the lesson due to background noise and overstimulation. In these situations, the child is frequently removed from the
IS THE COMBINATION OF SUMMER HOLIDAYS, AUTISM & ADHD FILLING YOU WITH WORRY?
For many families, the arrival of summer is met with excitement and anticipation. a time for relaxation, vacations, and new adventures. However, for parents of neurodiverse children, the summer holidays can bring a sense of dread and anxiety. It’s not the idea of spending more time with their children that causes this feeling—far from it. Us parents cherish the time we have with their precious loved ones. The challenge lies in the disruption of routine, which can cause significant distress for neurodiverse children and their families. Neurodiverse children, including those with autism, ADHD, and other developmental disorders, often thrive on consistency and structure. The predictability of the school routine provides a sense of security and stability. When the summer holidays arrive, this routine is abruptly changed, leading to a host of challenges. Many of my friends have said that during the summer holidays, their children experience a regression in skills and behaviours. Skills that were painstakingly acquired during the school year can deteriorate, causing frustration and emotional turmoil for both the child and the parents. This regression is not just a minor setback; it can be deeply unsettling, as we witness our child’s hard work and progress slipping away. In an effort to bridge the gap and maintain some semblance of routine, we often take on the role of tutors. They try to continue the educational and therapeutic activities that their children are used to. However, this can create strain within the family. For neurodiverse children, school is a place for learning, while home is their sanctuary, a place for relaxation and comfort. When these two worlds collide, it can cause confusion and resistance. The merging of school and home life blurs the boundaries that children rely on to understand their environment. This can lead to emotional and physical symptoms such as anxiety, meltdowns, and even physical illness. Parents find themselves in the challenging position of trying to ease these symptoms while maintaining a stable environment for their children. Meanwhile, friends and family may be enjoying holidays, summer camps, and a plethora of activities. For us parents of neurodiverse children, these same activities can feel out of reach. The idea of a family vacation or participation in a summer camp can be daunting, given the potential for disruptions and the lack of specialised support in many recreational programs. The struggle to get through each day without the support of the school system can be isolating. We may feel envious of others who can embrace the carefree spirit of summer without the added layer of stress. Yet, also feel a profound sense of duty to provide the best care and support for their neurodiverse children, even when it means sacrificing their own needs and desires. Despite these challenges, there are strategies that can help us navigate the summer holidays more smoothly. Planning ahead is crucial. The introduction of timetables, whether visual or otherwise, has been a massive help for many families. Allocating specific times for activities, even if it’s just 10 or 20minute slots, allows children to understand that despite the change in routine, there is still a structure in place. Using tools like first and then boards can also be beneficial. These tools help children understand the sequence of activities, which can reduce anxiety and improve cooperation. For us parents, having a timetable can prevent the feeling of chaos and ensure that time is used productively. It provides a tangible way to reflect on the week’s activities and recognise the progress made, even if it feels chaotic in the moment. For me personally prior to the introduction of a timetable the holidays would end and id sit as many of us do feeling as though id failed on every level and blaming myself. Social media can add another layer of stress, as parents see friends posting about their fantastic days out. This can invoke a fear of missing out (FOMO) and even worse fear of my child missing out on typical summer experiences. Scheduling outings and playdates into the timetable can make these activities more manageable and ensure that children have enriching experiences. However, it’s essential to strike a balance. We need to ask themselves whether the activities are genuinely beneficial for their child or if they are driven by the desire to keep up with others. Neurodiverse children have unique needs and challenges, and what works for one family may not work for another. Being kind to oneself and recognising that it’s okay to do things differently is crucial. Living in survival mode and struggling to make it through the day is not good for anyone. What’s needed here is a mindset change. Give yourself a break! Ultimately, while the summer holidays may never be entirely stressfree for parents of neurodiverse children, finding a balance that respects the needs of both the child and the family is key. Celebrating small victories, embracing flexibility, and reaching out for support can make the journey a bit more manageable. As summer approaches, let’s recognise the unique challenges that lay ahead. Every family deserves to find joy and relaxation in the summer months, no matter how different their journey may be. Written by Sumayyah Raja https://www.khaleejtimes.com/lifestyle/health/autism-mum-creates-a-safe-space-for-neurodivergent-kids-in-the-uae
Navigating Isolation: The Reality of Autism Parenting
Being a parent of a child with autism comes with its unique set of challenges, often leaving us feeling isolated in a world that doesn’t always understand. I remember vividly the beginning of term in reception years and the influx of birthday party invitations, hoping for a moment of connection and joy. Instead, we found ourselves in a room filled with people, yet devoid of meaningful interaction. My child struggled to engage, overwhelmed by sensory inputs and unable to find their place in the festivities.From the overwhelming noise of “happy birthday” chants to the assault of smells and textures from the party foods, every moment felt like a battle. Attempting to manage my child’s sensory overload, I felt the weight of isolation pressing down on me. It’s a feeling familiar to many autism parents – the sense of being alone in a crowded room, struggling to bridge the gap between our children and the world around them.Then comes the moment that pushes us over the edge – the party bags filled with sugary sweets and a cake laden with gluten. At that point on a gluten-free diet, the sight of the cake triggers a meltdown of epic proportions. Frustration and confusion spilled over into the car, the meltdown reaching its peak before we even pulled away from the venue.In that moment, sitting in the car surrounded by chaos, feeling the full weight of isolation bearing down. It’s a feeling that many autism parents know all too well – the sense of being alone in our struggles, fighting battles that few others understand.But amidst the isolation, there is also resilience. It’s crucial to find strength in a community of fellow autism parents who understand our struggles intimately. To share stories, offer support, and find solace in knowing that we are not alone on this journey.In Dubai, the feeling of isolation seems to be amplified, perhaps due to its diverse population hailing from all corners of the globe, or simply because of its transient nature. While online communities offer some connection, there’s nothing quite like the warmth of a face-to-face interaction – a smile over a cup of coffee, or a comforting hug when needed most.So, to my fellow autism parents navigating the challenges of isolation, I offer this reminder – you are not alone. In the midst of the chaos and uncertainty, there is a community of support waiting to lift you up. Together, we can face the challenges ahead with strength, resilience, and the knowledge that we are all in this together. Watch this space for details of our up-and-coming parents supporting parents coffee morning.
What is your Toolkit?
A Tool for De-Escalating Moments of Dysregulation in Children with Autism. In the journey of caring for children with autism, one of the most crucial skills parents and caregivers can develop is the ability to navigate moments of dysregulation. These instances, characterised by heightened emotions and sensory overload, can be challenging for both the child and those around them. Amidst such challenges, having a well-equipped “Tool Kit” becomes invaluable. The Tool Kit is a personalized collection of strategies and tools designed to support a child with autism in moments of distress. It’s not only a physical kit but a comprehensive approach aimed at de-escalating tensions and restoring emotional balance. At its core, the Tool Kit emphasises the importance of communication, sensory regulation, and coping mechanisms tailored to the individual needs of the child. So, what exactly goes into a Tool Kit? It’s a versatile ensemble of techniques and items that cater to various sensory and emotional needs. What works for one child wont work for another so there is a lot of trial and error at play. Here are some key components: 1. Deep Pressure : Deep pressure techniques are invaluable in supporting autistic children to regulate their sensory experiences and ground themselves during moments of distress. Examples of deep pressure activities include giving firm bear hugs, wrapping the child snugly in a weighted blanket, using a sensory swing to provide gentle swinging motions, incorporating deep pressure massage on the arms, legs, or back, and encouraging the child to engage in activities like pushing heavy objects or carrying weighted bags. These techniques offer a comforting sense of proprioceptive input, helping to alleviate anxiety, promote relaxation, and restore a sense of calm and security to the child’s environment. 2. Movement: Taking a moment to get up and move can often make a world of difference. Whether it’s dancing energetically to a favorite song, taking a quick brain break (namely a 5 minute pause) with a YouTube video, or doing a two-minute workout warmup, engaging both the body and the brain can be a game changer. Just getting those wiggles out and allowing the body to move freely can help refresh the mind and reinvigorate energy levels, making it easier to refocus and tackle the tasks ahead. 3. Grab bag: Having a compact grab-and-go bag can be incredibly useful for busy moments on the move. This bag could include essentials like colouring sheets, a handful of crayons, a small pot of Play-Doh for sensory input, and portable fidget toys or cubes. Additionally, simple puzzles can offer engaging distractions. It’s important to remember to rotate the items in the grab bag regularly to maintain their novelty and effectiveness. This ensures that each time it’s used, it continues to provide valuable support and stimulation for the child. 4. Cognitive Distraction & Grounding Techniques: Such exercises are commonly used to help calm anxiety by redirecting focus and engaging the senses. Here’s how it works: 5. Breathing Exercises: Prompting calming breathing techniques can aid in self-regulation and provide a practical tool. By guiding them through techniques like deep belly breathing or square breathing, we equip them with tools to regulate their emotions and find calm amidst chaos. These simple yet powerful exercises empower children to navigate overwhelming situations with resilience and self-assurance. It’s a good idea to practice the breathing exercises with children when they are not in a dysregulated state. Visual prompt cards can be used to prompt the child and remind them of particular breathing exercises. 6. Calming Music or Sounds: Utilizing soothing music or soundscape apps can create a calming environment and help reduce sensory overload. By assembling these elements into a cohesive Tool Kit, caregivers empower themselves to intervene effectively during moments of dysregulation. However, the Tool Kit is not a one-size-fits-all solution. It requires customization and ongoing evaluation to ensure its effectiveness for the individual child. The Tool Kit is not just about the items within it but also about the mindset it fosters. It encourages proactive preparation and a proactive approach to managing potential triggers. It promotes patience, empathy, and understanding, both towards the child and oneself. Beyond its immediate benefits, the Tool Kit also serves as a conversation starter. By asking others, “What’s in your ToolKit?” we initiate discussions about the importance of having diverse strategies for coping with stress and anxiety. This dialogue fosters a supportive community where ideas are shared, and resources are exchanged, ultimately benefiting not just children with autism but anyone navigating moments of dysregulation. In conclusion, the Tool Kit represents more than just a collection of tools; it’s a philosophy of care centred on empathy, understanding, and proactive support. By harnessing its potential, caregivers can create a nurturing environment where children with autism feel empowered to navigate life’s challenges with resilience and grace.