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
autism
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
Inclusion into What? SEND, SATs and the Structure of the Education System
In recent years, the language of inclusion has become central to education policy and practice. The emphasis is often placed on ensuring that more children, particularly those with special educational needs and disabilities (SEND), are able to access mainstream schooling. This shift reflects an important principle: that all children should have access to education alongside … Continue reading Inclusion into What? SEND, SATs and the Structure of the Education System
School Anxiety and Autistic Children: Rethinking Where the Problem Lies
A new systematic review suggests that school anxiety in autistic children is shaped not only by individual experience but by school environments, expectations, and a lack of belonging. A newly published systematic review on school anxiety in autistic children and young people is one of those papers whose argument is more important than its title … Continue reading School Anxiety and Autistic Children: Rethinking Where the Problem Lies
Now Listed in the National Autistic Society Autism Services Directory
I’m very pleased to share that I am now listed in the National Autistic Society Autism Services Directory as a specialist literacy tutor for autistic and neurodivergent learners. You can view my full profile in the National Autistic Society Autism Services Directory. The National Autistic Society directory is a trusted national resource used by families, … Continue reading Now Listed in the National Autistic Society Autism Services Directory
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