Evening light over Woodbury, Devon — the familiar view that shapes daily life and learning. When families choose to home educate, they often imagine lessons spread across kitchen tables or screens glowing in the living room. But for many autistic children, the most powerful learning spaces lie just beyond the doorstep. Local environments are predictable, … Continue reading Learning Where You Live: How Woodbury’s Landscape Inspires Autistic Learners at Home
autism
No Mask for Us: Why Autistic Girls Go Unrecognised
Autistic masking is one of the biggest reasons autistic girls go unrecognised at school and beyond. In this post, Kate Coldrick explores how masking shapes the lives of autistic girls, why it delays recognition and support, and why the phrase #NoMaskForUs offers both a slogan and a way forward. When we think of the students … Continue reading No Mask for Us: Why Autistic Girls Go Unrecognised
Beyond Voice: New Publication on Inclusive Co-Creation
I’m pleased to announce the publication of my new peer-reviewed article in the Student Engagement in Higher Education Journal (SEHEJ), co-authored with Lili Ly: 👉 Read the full article here “Beyond voice: Re-imagining inclusion through a co-created project led by an autistic student” is rooted in my experience as student lead on a UCL ChangeMakers … Continue reading Beyond Voice: New Publication on Inclusive Co-Creation
Exploring Why Neurobiology Matters in Autism
Kate Coldrick reflects on autistic sensory neurobiology and why it matters for both education and therapy. Read more in her full NLSC article. Over the past few months, I’ve been following discussions about autism, sensory processing, and therapy. One theme that keeps surfacing is how easily the conversation gets polarised: should traditional therapies be applied … Continue reading Exploring Why Neurobiology Matters in Autism
Making AQA GCSE English Language Question 3 Accessible for Autistic Learners
Kate Coldrick explains how autistic learners can approach AQA GCSE English Language Question 3 on structure with an inclusive, accessible strategy. From summer 2026, AQA are revising Paper 1, Question 3. Instead of the familiar open-ended “How has the writer structured the text to interest you as a reader?”, the question will now specify a … Continue reading Making AQA GCSE English Language Question 3 Accessible for Autistic Learners
New Neurodiversity Guides by Kate Coldrick – Now Available to Read and Download
Over the past few months, I’ve been developing a series of free parent guides on neurodiversity. These guides are designed to give families clear explanations, practical strategies, and confidence in supporting their children’s learning. Each one draws on my 25 years of experience as an educational consultant and literacy tutor, as well as lived experience … Continue reading New Neurodiversity Guides by Kate Coldrick – Now Available to Read and Download
Monotropism and Literacy: How Deep Focus Shapes Reading and Writing for Autistic Learners
Monotropism explains why autistic learners focus deeply on interests but struggle with transitions and overload. This article by Kate Coldrick explores how attention “tunnels” shape reading and writing, and offers practical literacy strategies to support flow, confidence, and motivation. When supporting autistic learners with literacy, we often notice a striking pattern: the same child who … Continue reading Monotropism and Literacy: How Deep Focus Shapes Reading and Writing for Autistic Learners
Calm or Camouflage? How Behaviour Policies Misread Belonging
Are “calm” classrooms really inclusive? Why behaviour routines can push neurodivergent students into masking and how schools can design for true belonging.
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