Autism, masking and the limits of observable behaviour Earlier this year, TES published an interview with Dame Uta Frith under the headline Why I no longer think autism is a spectrum. Frith has been one of the most influential figures in autism research for decades, and her change of position is significant. She argues that … Continue reading They Look as Though They’re Coping. But What Does It Cost?
When Our Idea of a ‘Successful Learner’ Becomes Too Narrow
How classroom expectations can create barriers for autistic and neurodivergent learners – and how more accessible teaching can reveal what pupils really know. Over the years, I have taught and tutored children and young people across very different settings, from mainstream classrooms and specialist provision to individual tuition. One thing that has become increasingly clear … Continue reading When Our Idea of a ‘Successful Learner’ Becomes Too Narrow
Music for Every Learner: Rethinking What Inclusion Means in Music Education
When I began revisiting the music curriculum I had developed during my early teaching career, I initially imagined that I might update the original scheme of work. It had been written for a residential school for autistic children and young people aged from three to eighteen, and was organised as a four-year cycle extending across … Continue reading Music for Every Learner: Rethinking What Inclusion Means in Music Education
A Small Milestone: Four Titles Now Available on Amazon
A small milestone: I now have four titles available on Amazon. My latest workbook, Understanding English Through Word Parts, has been published by Kate Coldrick and focuses on Anglo-Saxon, Latin and Greek word parts for vocabulary, spelling and reading. The book is designed to help students look inside words and understand how they are built. … Continue reading A Small Milestone: Four Titles Now Available on Amazon
The Structured Descriptive Writing Workbook
Step-by-Step Creative Writing for Autistic and Neurodivergent Students, and Students with Anxiety. I have recently published my latest workbook, The Structured Descriptive Writing Workbook, which is now available on Amazon. The book grew out of my work with students who find open-ended writing tasks difficult. Descriptive and creative writing are often presented as tasks that … Continue reading The Structured Descriptive Writing Workbook
Descriptive Writing Opening Paragraphs: A Structured Workbook for KS3 and GCSE English
Starting a piece of descriptive writing can be one of the hardest parts of the task. Students are often told to “create atmosphere”, “use ambitious vocabulary”, or “zoom in on detail”, but those instructions can still leave the actual writing process feeling vague. For many students, particularly autistic and neurodivergent learners, the challenge is not … Continue reading Descriptive Writing Opening Paragraphs: A Structured Workbook for KS3 and GCSE English
SEN Interventions, Evidence and the Problem of the Average Child
Kate Coldrick explores SEN interventions, SEND support, evidence-informed practice, reasonable adjustments, and the importance of matching provision to individual needs. A recent evidence summary by Peps Mccrea and Dr Jennifer Barker, 10 Common SEN (Mis)Interventions, has prompted considerable discussion about the kinds of support routinely used for children with special educational needs in mainstream classrooms. … Continue reading SEN Interventions, Evidence and the Problem of the Average Child
Girls Who Mask: My SEN Magazine Article on Autistic Masking
Kate Coldrick shares her SEN Magazine article, Girls Who Mask, on recognising autistic masking in girls and why calm classrooms can hide distress. I’m very pleased to share that my latest article, Girls Who Mask, has been published in the May/June issue of SEN Magazine. The article explores the challenge of recognising autistic masking in … Continue reading Girls Who Mask: My SEN Magazine Article on Autistic Masking
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