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Topic pathways · 13 articles
Connect understanding at home with support at school, including the child’s own perspective.
There is no need to finish at once. Build understanding in this order or jump to the question that matters.
Distinguish disagreement from ongoing harm and connect accessible reporting with adult responsibilities and school follow-up.
Listen to what your child tells you, find out what happened, and pin protection down to specific people and times of day. Your child doesn’t have to give a perfect account before they deserve help.
Separate feelings, attention and care responsibilities so another child is not always waiting or taking on adult duties.
Meeting one child’s extra needs shouldn’t mean your other children are always left waiting. Talk separately about feelings, time together and responsibilities, so each child has a life of their own and some say in how close they are to their brother or sister.
Separate intake, eating experience and nutrition; connect accepted foods with appropriate assessment.
Separate three things: how many foods your child eats, how much actually goes in, and what makes mealtimes hard. Keep the foods they accept, check for physical causes, then work out what help suits them.
Preserve privacy, participation and routes to help when personal care is needed.
From knocking before you go in and helping with getting dressed to the personal care they can’t do without: arrangements your child can understand and have a say in, and a clear route to help if something doesn’t feel right.
Separate observation from inference, explore AAC, and make room for refusal, sharing and correction.
Start by separating what you see from what you’re guessing. Then look at how pictures, gestures and AAC (augmentative and alternative communication) can help your child say what they want, say no, and put you right when you’ve misunderstood.
Look across the whole day and distinguish observations from interpretations. Quiet cooperation alone does not establish ease.
The school says everything’s fine, but your child falls apart the moment they get home. Find out what happened during the day, then work out how they can recover after school and what needs to change at school.
Find the exact point where your child gets stuck, then try one change they can accept. Whether it’s bath time, homework or school, you can start the same way.
Connect specific barriers, school support, a return plan and ongoing learning, alongside attendance.
First find out which part of the school day is hard and what’s going wrong, then work out specific help with the school. Look at attendance, learning and wellbeing together — getting through the school gate isn’t the same as the problem being solved.
Discuss concrete experiences with school, then consider how sensory and communication conditions affect participation.
Turn “we’ll keep an eye on him” into a specific agreement: what will change, who’ll do it, how your child will use it, and when you’ll check whether it’s helping.
The same noise can feel completely different to different people. Work out what exactly is getting to you, then try moving, cutting down distractions or stepping out for a bit.
From saying clearly what you’re asking for and giving people time to answer, to how adults can pause an argument, get back in touch and make up: how do you allow for difficulty communicating without leaving important things hanging?
Go beyond the campus tour to movement between lessons, assignments, help and peers, with the young person’s preferences and support needs in view.
Being able to do the work and find the classrooms doesn’t mean your child is ready for a whole new school day. Prepare for getting around, homework, breaks and asking for help together — and let your child have a say in what help they get.
When a plan changes, things that felt settled suddenly aren’t. Say what’s changed, what hasn’t, and decide the next step together.
Choose by location and intended audience. Read the scope before visiting the source.
Australia · English · Reframing Autism
Articles, lived experiences and talks about sensory needs, stress, communication and school life.
Mainland China · Simplified Chinese · China Disabled Persons’ Federation
A directory of national documents, local information and an application link, to help families find arrangements where they live.
Hong Kong · Traditional Chinese · Hong Kong Education Bureau · SENSE
Explains tiered school support, professional school visits and school–organisation collaboration; useful background for a school meeting.
Hong Kong · Traditional Chinese · Hong Kong Education Bureau · SENSE
Links to a drama series about autism and executive-skills materials for parents who want to explore Chinese-language resources.
Hong Kong · Traditional Chinese · Hong Kong Social Welfare Department
Explains services, access and contacts for professional support teams linked to parent resource centres, including groups and telephone consultation.
Singapore · English · SG Enable · Enabling Guide
Browse services for young children, children and teenagers, adults and caregivers, including education, day care and family support.
Examples in the book can prompt questions about a child’s reluctance, repeated questions or distress and how to listen to them.
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