Ask SEND EDventures: September

In this edition of Ask SEND EDventures, we address some of the key challenges parents face, including sensory processing difficulties, dyspraxia, and auditory processing disorder. Our answers provide practical strategies, school-based interventions, and signposts to trusted UK charities that offer additional support.

Have a question for next month's edition? Get in touch, and we'll do our best to provide the guidance you need.

Sensory Processing Difficulties and School Anxiety

Q. My daughter has sensory processing difficulties, and the school environment is overwhelming for her. She often refuses to go to school or has a meltdown at the end of the day. How can we help her cope?

A: Sensory processing challenges can make school environments overwhelming, particularly if they are noisy, bright, or unpredictable. Start by working with her school to develop a sensory-friendly plan. This could include access to a quiet space, sensory breaks, or adjustments such as noise-cancelling headphones or a weighted lap pad. You may also want to explore Occupational Therapy strategies that help regulate sensory input, such as engaging in deep pressure activities before and after school. Sensory People and The National Autistic Society offer advice and resources tailored to managing sensory needs.

Championing Social Skills for Children with Speech and Language Delay

Q. My son has a speech and language delay, and while he's receiving support at school, he's struggling to make friends because he finds communication difficult. How can we help him socially?

A: Social interactions can be tough for children with speech and language difficulties, but there are ways to support them. Role-playing conversations, using visual prompts, and practising simple scripts for common interactions can help boost confidence. Encourage structured social opportunities, such as small playdates or activities that focus on shared interests rather than verbal communication. Ask the school about social skills groups, which can provide a safe space for practising interactions. The ICAN Charity and Speech and Language UK provide excellent guidance and support for children with communication difficulties.

Dyspraxia and Building Confidence in School Tasks

My child has dyspraxia and finds everyday school tasks like handwriting and PE frustrating. How can we support them in becoming more confident and independent?

A: Dyspraxia can make fine and gross motor skills challenging, affecting everything from holding a pencil to participating in sports. Encouraging alternative ways of writing, such as using a tablet or voice-to-text software, can reduce frustration with handwriting. PE lessons can be overwhelming, so consider discussing adaptations with the school, such as practising skills in smaller groups or allowing extra time for coordination-based activities. At home, activities such as swimming, martial arts, or yoga can help develop motor planning skills in a non-competitive manner. The Dyspraxia Foundation provides excellent resources and support groups for both parents and children.

Helping with Auditory Processing Disorder

Q. My child has auditory processing disorder (APD) and struggles to keep up with verbal instructions in class. The teacher says she isn't listening, but she genuinely doesn't process things fast enough. What can we do?

A: APD affects how the brain interprets sounds rather than how the ears hear them, making following verbal instructions particularly difficult. Strategies such as providing written instructions, breaking tasks into smaller steps, and allowing extra time for processing can make a significant difference. Background noise can be distracting, so consider whether using a personal FM system (where the teacher's voice is transmitted directly to her) could help. Encourage the school to use visual supports and regularly check her understanding. APD Support UK provides expert guidance on navigating school and home life with APD.

Practical Support for Pathological Demand Avoidance

Q. My son has pathological demand avoidance (PDA) and finds school extremely stressful, leading to refusals and tears at home. How can we help him manage expectations and reduce anxiety?

A: PDA is characterised by an extreme need to control situations due to anxiety around demands. A low-demand, flexible approach can make tasks feel more manageable. This might include offering choices rather than direct instructions, using humour to diffuse tension, and making tasks feel like part of a game. Collaborate with the school on strategies such as reducing pressure, using indirect language, and allowing for recovery time after stressful situations. PDA Society UK provides invaluable guidance on supporting children with PDA, including practical tips and advocacy support for working with schools.

Disclaimer: The information in this article is provided for general interest and should not be considered medical, therapeutic or educational advice. Families are encouraged to seek support from qualified professionals regarding individual needs or concerns.