ARFID
Avoidant/restrictive food intake disorder can make eating difficult for some children. We often see a child avoiding or limiting certain foods, often due to sensory sensitivities, lack of interest in eating or worry about food. It can affect nutrition and daily life and is not the same as typical picky eating.
Attention deficit hyperactivity disorder (ADHD)
ADHD affects 1 in 5 people in the UK. The three primary traits include hyperactivity, inattention and impulsivity. This can also affect children in different ways.
Autism
Autism is a neurodevelopmental condition that can affect a child’s social communication and interaction skills, their ability to understand how other people think or feel and can cause sensory sensitivities. Every autistic child is unique and how autism affects them can be different.
Developmental coordination disorder (dyspraxia)
Dyspraxia is a condition that affects movement and coordination. Children may find tasks like writing, getting dressed or participating in sports more difficult and may need extra time and support to develop these skills.
Dyscalculia
Primarily affects a person’s ability to understand and work with numbers. A child might struggle to understand quantities, have trouble learning number facts, mix up numbers or misread symbols and find it difficult to tell the time, use money or follow sequences.
Dysgraphia
Primarily affects a person’s ability to write. It can affect a child’s handwriting, writing speed, ability to put thoughts into written words or fine motor coordination.
Dyslexia
Primarily affects a person’s ability to read, spell and decode written language. It is not related to intelligence or effort. You might find your child struggling with phonological processing, having trouble connecting letters or sounds, reading slowly and having challenges with spelling and writing.
Echolalia
Echolalia is the repetition of words, phrases or sounds that a person has heard before. For many neurodivergent children echolalia is a tool for communication, a way to process language, a self-regulation strategy or a way to participate in social interaction.
Education, health and care plan (EHCP)
An EHCP is a legally binding document in the UK for children and young people (0-25) with complex special educational needs or disabilities. It details their needs, required support and learning goals. The aim of this document is to ensure a child receives tailored education and health & social care services.
Executive functioning
Executive functions refer to a set of mental skills that help us to manage our thoughts, actions and emotions in order to accomplish goals. Some examples include working memory, inhibitory control and cognitive flexibility.
Hyper-sensitive
When someone is over-sensitive to sensory input. They may notice sounds, lights, textures, or smells more intensely than others, which can feel overwhelming or uncomfortable, and may lead them to avoid certain environments or sensory experiences.
Hypo-sensitive
When someone is under-sensitive to sensory input. They may find it harder to notice or respond to information from their senses, or miss it altogether, and may seek out extra sensory input (e.g. touching objects, making noise, or moving more) to help them feel regulated.
Masking
When a child with a neurodevelopmental condition makes a conscious or unconscious effort to hide or supress their natural behaviours, traits or needs in order to try to fit in with expectations of the people around them.
PDA
The term PDA stands for ‘pathological demand avoidance’ which is understood to be a profile found within some autistic people. The most well-known trait of PDA is finding it difficult to cope with everyday demands because they cause anxiety or a need to feel in control. However, it is important to note that PDA is more complex than this and like with other autistic profiles, no two people with a PDA profile will experience it in the same way.
Processing time
The time a child needs to understand and respond. For some children, this can be up to 10 seconds. It is important to allow children this processing time before repeating a question or statement.
SENCO
A Special Educational Needs Coordinator is a teacher within your child’s school who is responsible for identifying, supporting and coordinating help for children with special educational needs. They work with teachers, families and specialists to ensure children get the support they need.
Sensory seeking
Refers to behaviours in which a child actively looks for extra sensory input because their nervous system craves more stimulation.
Stimming
Repetitive movements or sounds that help a person regulate their emotions, focus or provide a sensory experience. You might see your child hand flapping, rocking, pacing, tapping, looking at lights or patterns
Transition
Moving from one activity, place or situation to another. Transitions can sometimes be challenging and may be easier with preparation and clear routines.
