These videos are designed to enhance teachers’ knowledge of Special Educational Needs and Disabilities (SEND) while providing practical resources and strategies for the classroom. These videos are equally beneficial for parents, offering insights into various conditions, including ADHD, Acquired Brain Injury, Autism, Down’s Syndrome, Dyscalculia, Dyslexia, Dyspraxia, Hearing Impairment, Physical Disability, Social, Emotional and Mental Health, Speech, Language and Communication Needs, and Visual Impairments.

Whole School SEND Home Page | Whole School SEND

What is ADHD?

Attention Deficit Hyperactivity Disorder (ADHD) is a behavioural disorder that's often seen in children and is marked by symptoms like inattentiveness, hyperactivity, and impulsiveness. These traits generally show up at an early age, and you might notice them becoming more noticeable when children enter new settings, like starting school.

Most children are diagnosed between the ages of six and twelve, but it’s important to remember that ADHD can still be around into adulthood, with many individuals still facing challenges related to the condition as they grow older.

Getting Help

Children with ADHD might also experience extra hurdles, like sleep issues and anxiety, which can add to the challenges of daily life. While it’s normal for children to have moments of restlessness or distraction, persistent behaviours that seem out of step with their peers might be a sign to seek advice.

If you’re worried about your child’s behaviour, it’s a good idea to chat with their teacher, the school’s Special Educational Needs Coordinator (SENCO), or a GP. And if you think you might have ADHD as an adult but haven't been diagnosed, reaching out to your GP is still something you can do.

What causes ADHD?

The exact reasons behind ADHD are still a bit of a mystery, although it does seem to run in families. Research has uncovered some differences in how the brains of people with ADHD function compared to those without it. Other factors that have been linked to ADHD include being born prematurely (before 37 weeks), having a low birth weight, and exposure to smoking, alcohol, or drugs during pregnancy. It’s worth pointing out that ADHD doesn’t discriminate by intelligence – it can affect individuals across the board, but it’s seen more frequently in those with learning difficulties.

How is ADHD treated?

While there’s no complete cure for ADHD, there are definitely effective ways to manage it. These can include personalised educational support, advice for parents, and sometimes medication when needed. For adults, medication is often the go-to treatment, but psychological therapies like cognitive behavioural therapy (CBT) can also be quite helpful.

Living with ADHD

Managing life with a child who has ADHD can be tough, especially when it comes to daily tasks like getting them to sleep on time, preparing for school, following through on instructions, staying organised, attending social events, or even shopping. Adults with ADHD can face similar situations, particularly regarding relationships and social interactions. It’s important to realise that people with ADHD aren’t being difficult on purpose; they’re simply dealing with a condition that affects their behaviour.

Useful Websites

For more information and resources, you might find the following websites helpful:

Support Groups | The UK ADHD Partnership

About us - ADHD Foundation : ADHD Foundation

ADHD Support For Your Child | Parents Advice Guide | YoungMinds

Neurodevelopmental support - Derby City Council

Attention deficit hyperactivity disorder (ADHD) - NHS

What is Autism?

Autism is a lifelong developmental disability that affects how people see the world and interact with others. It's important to know that autism is not an illness or disease, and so it cannot be 'cured'. For many autistic individuals, being autistic is a key part of their identity, a fundamental aspect of who they are.

When we talk about autism, we're referring to a spectrum condition, meaning that while autistic people share some common traits, the way these traits show up can be quite different from one person to the next. Some may also have learning disabilities, mental health issues, or other conditions, which means they might need various levels and types of support. With the right kind of help, every person on the autism spectrum can learn and grow, leading more fulfilling lives based on their own preferences and choices.

Social Communication

A big challenge for many autistic individuals is social communication. They might find it tricky to interpret verbal and non-verbal cues, like body language, facial expressions, and tone of voice. This often leads to a very literal understanding of language, where they take things at face value, making jokes and sarcasm hard to grasp. Some autistic people might have limited speech or may not speak at all. They typically understand more of what others say than they can express themselves. For a number of them, using alternative communication methods, like sign language or visual symbols, can be really effective. Others might have strong language skills but still struggle with social expectations and nuances, sometimes repeating what someone says (echolalia) or focusing on topics they’re passionate about.

Social Interaction

Another area where autistic individuals can face hurdles is in social interaction. They often find it challenging to "read" people—recognising and understanding feelings and intentions—and expressing their own emotions can be tough too. This can make social situations feel overwhelming. As a result, some may seem:

• insensitive,
• prefer time alone when they are overloaded
• not seek comfort from others.

While many want to connect and make friends, they might not know how to go about it.

Alternative Names

Over the years, different names have been used to describe autism, including autism spectrum disorder (ASD) and Asperger Syndrome, amongst others. This variety reflects how our understanding of autism has evolved, as well as the different profiles people may display. Due to recent changes in diagnostic manuals, "autism spectrum disorder" (ASD) is now becoming the term most commonly used.

To sum it all up, understanding autism is vital in creating a more inclusive society. Providing autistic individuals with the right support is essential to help them thrive. By fostering awareness, empathy, and patience, we can significantly enhance the quality of life for those on the autism spectrum, enabling them to enjoy rich, fulfilling lives while embracing their unique ways of seeing the world.

Useful Websites

For anyone looking to learn more, there are plenty of resources available that dive deeper into the diverse experiences related to autism.

National Autistic Society

Autism support, resources & advocacy | Autism Speaks

Neurodevelopmental support - Derby City Council

What is Selective/Situational Mutism?

Selective/situational mutism is a complex anxiety disorder characterised by an individual's inability to speak in specific social contexts, despite having the capability to communicate in other familiar environments. This condition predominantly emerges in childhood, often manifesting in educational settings where the expectation to engage verbally with peers and teachers can be overwhelming. If not addressed during the formative years, selective/situational mutism may extend into adulthood, significantly impacting an individual’s social and occupational functioning. (For the purpose of this section I will refer to it as Selective Mutism.)

It is imperative to clarify that selective mutism is not a deliberate choice or a refusal to communicate. Instead, the affected individual experiences an involuntary reaction to certain social stimuli, leading to a profound sense of panic akin to extreme stage fright. This response can inhibit their ability to speak, generating a feeling of being frozen in the moment. Over time, those with selective mutism become adept at recognising and subsequently avoiding situations that elicit this distressing response, further isolating themselves from opportunities for social interaction.

Statistically, selective mutism affects approximately 1 in 140 children, with a notable prevalence amongst girls and children who are navigating the complexities of learning a second language, particularly those who have emigrated from their country of birth. The roots of selective mutism can often be traced to an underlying predisposition to anxiety. Many children who develop this condition may exhibit an overall tendency towards anxiety, struggling with the simple demands of daily life.

Causes of Selective Mutism

The manifestation of selective mutism can sometimes be exacerbated by sensory processing challenges. Children with sensory integration dysfunction may find themselves overwhelmed by external stimuli such as loud noises or crowded environments, which can culminate in their inability to articulate their thoughts and feelings during particularly taxing social scenarios. It is important to dispel the misconception that children with selective mutism are more likely to have experienced trauma or neglect; research indicates that there is no significant correlation between these experiences and the development of the condition.

Signs of Selective Mutism

The signs of selective mutism can be subtle yet striking. A primary indicator is a pronounced disparity in a child's ability to communicate with various individuals. When faced with a person outside their comfort zone, a child with selective mutism may exhibit a frozen or still demeanor, accompanied by avoidance of eye contact. This behaviour can manifest in various ways, such as:

• appearing nervous
• socially awkward
• even clingy.

In more severe cases, children may: withdraw completely from any form of communication, whether verbal, written, or gesture-based, although some might manage minimal verbal interactions, often spoken in an altered tone.

It is essential for educators and caregivers to approach children with selective mutism with sensitivity and understanding. Engaging with these children in non-pressurised environments can help to foster trust and gradually encourage communication. Using gestures and visual aids can provide a bridge to facilitate expression without the immediate expectation to speak. Collaboration with mental health professionals may also be beneficial in devising tailored strategies to support the child's unique needs.

In summary, selective mutism is a serious anxiety disorder that can significantly impede a child's social development when left unaddressed. Early intervention, characterised by understanding and the implementation of supportive strategies, is crucial in helping children navigate the challenges associated with this condition, ultimately aiding them in finding their voice in a world that may otherwise feel overwhelmingly silent.

You might find these websites useful:

Selective mutism - Derby City Council

A Teacher's Guide to Selective Mutism | Child Mind Institute

Selective Mutism in Kids - Tips For Parents Dealing With This Anxiety Disorder

Speaking Out About Selective Mutism | Anxiety Blog | YoungMinds

Selective Mutism Information & Research Association (SMIRA)

Compass Changing Lives - Compass

What are Speech, Language and Communication Needs?

Speech, language and communication are fundamental skills that underpin a child’s ability to read, learn in school, socialise, and navigate emotions effectively. Children with Speech, Language and Communication Needs (SLCN) may encounter significant challenges that impede their communication abilities. This can manifest in various forms, such as speech that is difficult to understand, struggles in articulating words or sentences, or barriers in comprehending spoken instructions. Moreover, difficulties may arise in engaging in conversations, including knowing how to listen and respond appropriately.

SLCN encompasses a broad spectrum of communication difficulties that children and young people may experience. These challenges include issues with fluency, such as stammering, difficulties in producing sounds and words, trouble in forming coherent sentences, deficits in understanding language, and complications in using language appropriately within social contexts (Gascoigne, 2015).

Additionally, certain children might experience eating and drinking challenges that necessitate referral to speech and language therapists, particularly when there are physiological concerns regarding their swallowing abilities.

Research has identified specific at-risk groups for SLCN. Notably:

• boys
• summer-born children 
• those for whom English is an additional language 
• socially disadvantaged individuals
• those with a family history of speech, language, and communication disorders are at heightened risk.

Recent estimates suggest that approximately 10% of children starting school may present with SLCN, translating to roughly 2-3 children in every classroom.

Causes of Speech and Language Needs

The origins of SLCN can be manifold, including:

• hearing loss
• general developmental delays
• as part of a wider disability or medical syndrome, such as Down Syndrome, Cerebral Palsy, or Autistic Spectrum Condition.

Furthermore, some children may exhibit delays in speech development without any identifiable causal factors. Most late talkers subsequently develop normal speech and language skills; however, it is vital to differentiate these children from those who may face ongoing challenges.

The Risk Factors for Persisting Problems

Early identification of risk factors—such as familial history of communication difficulties and problems in understanding spoken language—can facilitate timely intervention and support.

For further information, you may find these resources helpful:

BBC Tiny Happy People

Speech and language therapy service :: Derbyshire Community Health Services

Home - Afasic

What is Attachment Disorder?

Attachment disorder (AD) is something that can affect young children, typically those under the age of three, and it often stems from early life trauma. This trauma could be anything from abuse and separation from a parent to serious illness. When children miss out on the essential love, comfort, and nurturing they need during these crucial years, they're likely to struggle with forming secure and loving connections with their primary caregivers. Unfortunately, this can hinder their cognitive and social development, leading to challenges in behaviour and relationship-building later in life.

It's worth noting that AD is just one part of a bigger picture called Developmental Trauma Disorder (DTD). DTD covers a wide range of challenges that arise from early life trauma, including issues related to attachment. A common misconception is that attachment disorder only affects adopted children or those in foster care. While there’s certainly a strong link, many other children, even those who aren’t in these situations, can be impacted as well.

Children with attachment disorders often find themselves wrongly labelled, as several traits overlapping with AD can also be found in conditions such as autism, Oppositional Defiant Disorder (ODD), and Attention Deficit Hyperactivity Disorder (ADHD). The long-term effects of attachment disorders are hard to pin down because every child has a unique level of resilience to trauma experienced in the womb or soon after birth. The good news is that many children can make a full recovery from AD with the right kind of care and support.

Causes of Attachment Disorder

Several factors can lead to the development of attachment disorders. If, during the first three years of life, any of the following occurs, a child may be at risk:

• if their mother smoked
• drank alcohol
• took drugs during pregnancy
• if they were the result of an unwanted pregnancy
• if they suffered from physical, emotional, or sexual abuse
• if they experienced neglect, which can range from not having a dirty nappy changed to not being fed when hungry.

Other factors include having a primary caregiver with:

• depression
• being separated from their main carer due to illness or death
• facing chronic pain
• dealing with parental separation or divorce
• experiencing inconsistent parenting
• growing up in a negative or abusive environment.

Signs of Attachment Disorder

There are various signs that may indicate an attachment disorder in children. For instance:

• they might not expect care and comfort (this is known as the inhibited form of Reactive Attachment Disorder, or RAD)
• they might be overly affectionate towards strangers (the disinhibited form of RAD) 
• become upset when separated from a carer but also shy away from contact when the carer returns; this is called anxious-ambivalent attachment.

Additional signs can include:

• poor eye contact 
• difficulty showing affection (an aversion to touch and physical affection)
• attachment-related clinginess
• lack of cause/effect thinking
• problems controlling and expressing anger, sometimes violent
• a need to be in control
• erratic eating habits
• failure to show remorse or regret after behaving badly
• abnormally sociable or superficially charming
• ask persistent nonsense questions or incessant chatter
• pseudo maturity
• low self-esteem
• lying
• stealing.

In the end, attachment disorder is a complex issue that requires patience and understanding. It's vital to support children affected by it as they navigate their path to healthy development.

Useful Websites

Attachment and child development | NSPCC Learning

Child Attachment Disorder: Causes and Treatment

What is Dyslexia?

Dyslexia is a common learning difficulty that can make reading, writing, and spelling difficult. It’s a specific learning difficulty, which means it affects certain learning skills, but it doesn’t impact intelligence. In fact, about 1 in every 10 people in the UK has some level of dyslexia.

Although it’s a lifelong challenge that can come up in daily life, there is available to help improve reading and writing skills, so those with dyslexia can thrive both at school and in their careers.

Useful Websites

You might find these links helpful: 

British Dyslexia Association

Home - The Dyslexia Association

And a short video:

Dyslexia | How Do Dyslexics Learn? | Think How You Learn

What is your Working Memory?

Working memory is an important part of how our brains work, letting us hold onto new information and use it effectively. It's the cognitive system that helps us stay focused on tasks while juggling new bits of information. This function plays a key role in reasoning, decision-making, and guiding our behaviour.

What is Working Memory Difficulty?

Around 15% of children face challenges with working memory, which can really impact their learning and daily activities.

Children who struggle with working memory often come across as inattentive or easily distracted, making it tricky for them to finish tasks that need sustained focus. Interestingly, they usually have normal social interactions and emotional control, although they might seem a bit reserved in bigger groups. Unfortunately, over 80% of these children tend to have a hard time with important subjects like reading and maths. This academic struggle often happens because they lose crucial information needed to stay on track, leading them to shift their attention away from what they’re supposed to be doing.

Signs of Working Memory Difficulty

Spotting working memory difficulties is important, as early intervention can really help. Signs to watch for include: 

• poor working memory profile
• reserved in group activities
• poor academic progress in reading and maths
• issues following instructions
• difficulties with tasks that need both storing and processing information.

They might also have challenges with:

• place-keeping
• a short attention span
• a tendency to get distracted easily.

Recognising these challenges is the first step towards providing the right support, ensuring that every child has the chance to do well in both school and social situations.

Useful Websites

For more information, there are helpful resources available on various educational websites that focus on working memory and cognitive development:

How to Help Kids With a Working Memory Deficit - Child Mind Institute

8 working memory boosters

Working Memory – A Brief Guide - Potential Plus UK