Neurodivergency

Home schooling

Inclusion

Suspension

Expulsion


Pathological Demand Avoidance (PDA) is widely understood to be a profile on the autism spectrum that perceives demands as personal attacks. 

It is no wonder then, that many PDA children avoid going to school as there are few places more likely to be full of demands than a school! 

**Adding to the challenge, in addition to demand avoidance, key characteristics of PDA are:**

- Non-recognition of hierarchies and people in authority.
- Extreme anxiety.
- A need to be in control of people, environments, and situations.
- A drive to be autonomous, that is, following their own desires, activities etc rather than being directed by anyone else.
- Sensory issues that may lead to meltdowns.
- Difficulties understanding emotions, relationships, and friendships.
- An ability to mask their anxiety, which may appear as arrogance or lack of caring.

As the parent of a PDA child, you will need to be in close contact with your child’s teacher/s and other school staff.  If you have not had a diagnosis for your child, take a needs-based approach when collaborating with your child’s education providers.

Your child is unique, but if your child’s school does not appear to have a high degree of PDA awareness, considering printing out a PDA fact sheet so they can improve their knowledge. 

It can also be useful to share strategies that have worked at home and may work equally well at school.

**These may include:**
- Taking a flexible approach.
- Choosing your battles – prioritising those tasks/demands that are important for the child to comply with and those that are not. 
- Giving the child choices of tasks and ways to do them.
- Helping the child manage their anxiety.
- Being aware that they may struggle with changes to their routine and giving them as much advance warning as possible.
- Prioritising developing a good relationship with the child. Finding out what are their interests and link them to their learning.
- Using indirect language when making requests – ‘I wonder if now might be a good time to . . .?’, ‘Who might enjoy doing this activity?’
- Not rushing a PDA child or putting them on the spot. Giving them time and space.
- Recognising their triggers that increase their anxiety. 
- Identifying a safe place and/or person they can go when they are feeling anxious.
- Identifying particular activities which they may struggle with – assemblies, PE, lunchtimes.
- Finding out their preferred ways to learn.
- Making their learning fun. Encouraging them to be creative and imaginative. 
- Not punishing a PDA child for anxiety-driven challenging behaviour.
- Not directly praising a PDA child, as this is perceived as a loss of autonomy.  Speak to a third person in the child’s hearing.

A PDA child is as keen to learn new and interesting things as any other child – despite appearances. It just may take a bit of extra work to get them there.  

It is crucial that children get the support they need as early as possible, so that they can grow into self-sufficient confident adults. 

If you would like to know more about PDA, the following articles by Awhi Nga Matua and IHC Library may be of interest to you: _Is my child just extremely stubborn of do they have PDA?; Help! Life at home with my PDA child is a battlefield – What can I do?; How can I talk to my child about their PDA?_
Or contact the IHC library direct to have a chat about what you need on 0800 442 442. Alternatively, email: [Librarian@ihc.org.nz](mailto:Librarian@ihc.org.nz).

[Kids’ Books from the IHC Library](https://ihc.mykoha.co.nz/cgi-bin/koha/opac-shelves.pl?op=view&shelfnumber=1825&sortfield=title)

[Books for Adults from the IHC Library](https://ihc.mykoha.co.nz/cgi-bin/koha/opac-shelves.pl?op=view&shelfnumber=1826)
** **
[Articles from the IHC Library (Available on request or can be viewed online)](https://ihc.mykoha.co.nz/cgi-bin/koha/opac-shelves.pl?op=view&shelfnumber=1827&sortfield=title)

**Videos available on Youtube**
·        _Understanding Pathological Demand Avoidance with Harry J. Thompson – <https://www.youtube.com/watch?v=TFpH55kxtxY>_
·        _PDA –_ An Insider’s Perspective - <https://www.youtube.com/watch?v=_abB44rPqEM>
·        Laura Kerbey and Harry Thompson talk about PDA -<https://www.youtube.com/watch?v=Eeyg5Art6Ww>
·        Pathological Demand Avoidance (PDA) 101 - <https://www.youtube.com/watch?v=1ZpQJGgjqsY>

**Helpful websites:**
·        Pathological Demand Avoidance Australia and New Zealand PDAANZ [www.pdaanz.com](http://www.pdaanz.com/) 
·        The Education Hub – Understanding Pathological Demand Avoidance [www.theeducationhub.org.nz/understanding-pathological-demand-avoidance/](http://www.theeducationhub.org.nz/understanding-pathological-demand-avoidance/)
·        PDA Society [www.pdasociety.org.uk](http://www.pdasociety.org.uk/)
 


Meryl Richards

Child holding a clear jar with a light inside it.

How can I help my PDA child thrive at school?

Pathological demand Avoidance and school, educating a PDA child, helping my PDA child with school.

Teacher aide

Stood down

An inclusive education goes beyond simply getting disabled and neurodivergent children through the school gates and into a mainstream classroom. A disabled child’s presence in the classroom alone does not mean ‘job done’.

All children vary in their educational needs, and New Zealand schools vary too, in how well they provide learning support to individual learners. The schools that do best are those that foster an inclusive school culture and prioritise supporting all children’s learning within the same cohort. 

Disabled and neurodivergent children are not taught in separate classrooms or separate spaces and do not do colouring-in while the rest of the class learns.

Even within schools the quality of support can vary from teacher to teacher, which is why a commitment to inclusive education must be apparent in all aspects of the school infrastructure and service delivery.

As a parent, if your child’s school is ‘not quite there yet’ in terms of providing the level of support your child needs, it may be up to you to hold the school and the Ministry of Education to account. 

Visit the school regularly and foster a team approach to ensure your child engages and thrives in that environment.

The Ministry of Education [has recently launched a new website dedicated to helping schools become more inclusive](http://www.tki.org.nz).

Online learning modules are available here, designed to help schools develop a culture of inclusion, unpack biases, and remove barriers to belonging.
Also available are specific guides to help teachers to meet the needs of diverse learners, including those with FASD, Autism, Down Syndrome, Dyspraxia, Dyslexia and more. 

**As a parent, if you are not entirely sure what an inclusive classroom should look like, here are some of the key features to look out for:**

- Teachers actively support disabled students where diversity is positively acknowledged and responded to. This includes accepting behaviour that does not hurt themselves or anyone else but can be seen as ‘challenging’ such as stimming, making sudden noises, flapping hands or clapping.
- Lesson plans are adapted for students with learning needs – they may require less writing and writing. Visual aids and assistive technology are used. Tasks are broken down into manageable chunks.
- The same curriculum is provided to all the students but is differentiated according to students’ different learning styles, in the way it is presented and assessed. 
- Teamwork is evident between the teacher, teacher aides and any other relevant school staff to maximise your child’s learning.
- Your knowledge of your child’s strengths, weaknesses and interests are incorporated meaningfully into their IEP (Individual Education Plan) if they have one.
- A commitment to Professional Development encourages teachers to gain additional skills and expertise that support children with diverse needs. 
- Assistive technology – audiobooks, alternative keyboards, talking calculators, speech recognition programmes - are available and used when needed. 
- Cooperative learning through peer tutoring and buddy reading and writing is evident.
- Social relationships that are caring and supportive, are fostered throughout the classroom cohort, and between teacher and pupils. 
- Students with additional needs are not just assigned to a teacher aide and segregated from their classmates, but rather are an active member of the classroom with plenty of opportunities to interact with their teacher and their classmates. 

**Things that might indicate a problem**:
- Your child is being excluded in the playground and left out of school activities such as sports days or trips to the zoo.
- Your child’s teacher aide is the main person they interact with at school.
- Your child has limited social interactions outside of schooltime.
- Your child’s teacher, teacher aide or other school staff express low expectations for your child’s achievements and learning engagement. 
- Your child does not appear to be thriving – academically or socially.

**Talk to your school about these issues and how to resolve them**. And in the meantime, your child might appreciate knowing some of the following tips:
- If things are tough, talk about it with an adult they trust.
- Everyone learns differently – it’s no big deal and doesn’t mean they can’t learn.
- Join in in school activities like the school play – ask their teacher how they can participate.
- Become an expert on something other kids their age are interested in – it’s a great way to make friends.
- Become a helper so they’re not the one always feeling like they need help. Perhaps they can help younger children get familiar with school routines.
- Practise ways of staying calm when frustrated.
- To do their best, even if they’re not getting all the support they need.

It’s not ideal, but if progress with your local school seems to be going too slow you might want to see if there are other schools in your area that have a more committed inclusive school culture.

You can also get involved with [IHC’s Education complaint which aims to bring about the systemic change necessary to allow the NZ Education system to become truly inclusive.](https://www.ihc.org.nz/get-involved/advocacy/ihcs-education-complaint) 

If you would like to know more about Inclusive Education, the following articles by Awhi Nga Matua and IHC Library may be of interest to you.


A woman leans over and helps a child with their writing

How can I tell if my disabled child is getting the inclusive education they deserve?

Inclusive education New Zealand, helping disabled children at school, autism and NZ schools, helping ADHD children at school

Carer Support

Down syndrome

autism

Transition

Too many families in Aotearoa find local schools unwilling to enrol their disabled child – frequently schools say they have inadequate resources.

All students are legally entitled to free full-time education at public schools. Any denial of this is discrimination and goes against New Zealand’s binding and legal obligations to include all learners in mainstream schools.

This includes disabled learners - Section 34 of the Education and Training Act (2020) specifically states - **“Students who have special educational needs (whether because of disability or otherwise) have the same rights to enrol and receive education at state schools as those people who do not.”**

But while you may have the backing of law behind you, the delivery of **inclusive education in NZ, decades after it was first introduced, remains fragmented, inconsistent, and under-funded**. 

Previous Minister of Education Jan Tinetti recently likened inclusive education to a leaky roof: “There is never really an endpoint …we put a bucket under the area where it’s leaking, but then another leak springs and we put a bucket under there ...but what we really need to do is take a look at the roof . . .let’s ask ourselves what it is that we can do to affect the system as a whole”. 

That said, the [Ministry of Education’s (MoE) main website](https://www.education.govt.nz/school/student-support/inclusive-education/) clearly outlines what is expected of schools in terms of providing inclusive education. 

This includes:
- What is meant by inclusive education in the New Zealand environment.
- The legal and binding obligations to include all learners.
- How the Education Review Office (ERO) evaluates how well schools include students with high needs.
- The roles of boards and governance in building inclusive schools.

 There are some resources which may help to support inclusive practices in schools. These include the dedicated Inclusive Education website _[Te Kete Iparangi](http://www.tki.org.nz)_ and the[ Inclusive Practice self-review toolkit](http://www.wellbeingatschool.org.nz/inclusive-toolkit). There are also guides available for Individual Education plans.

Some of these resources, such as _Te Kete Iparangi’s_ online learning modules, are designed to help schools create more inclusive learning environments. They are relatively new, and reflect the on-going push to ‘do better’ where inclusive education is concerned.

The _IHC Inclusive Education Survey 2022_ of over 600 families and educational professionals showed the education sector is still falling short of expectations in delivering education to disabled students. 
**The main findings included:**
- Almost all respondents said that funding for disabled students does not deliver what they need to access education.
- Respondents lacked confidence that the latest MoE _Highest Needs Review_ would have a significant impact in resolving problems.
- Families felt that teacher capacity to teach diverse learners had reduced over the last three years.
- More than a third of the families said that their children were regularly sent home for part of the school day and were also unable to join in on non-school activities. 
- 86% of the professionals reported increased difficulties with the Ongoing Resourcing Scheme (ORS) and accessing the specialist support disabled students needed to participate and achieve. 

**Two positive trends were also identified:**
- There had been a decline in the number of schools declining enrolments.
- Less disabled students were being stood down or suspended when compared to the two previous IHC Inclusive Education surveys in 2019 and 2014.

Trish Grant at the [Inclusive Education Action Group](http://www.ieag.org.nz) has the following advice for parents who are told their local school has insufficient resources to support their disabled child.

**“Your best option is to partner up with your school and jointly make sure the Ministry of Education lives up to its obligations and provides the necessary support.”**

And if you still feel the school is not doing enough, she advises contacting an advocacy group to enlist their help – for example the NZ Down Association, Autism NZ, Youth Law.

All children should feel welcome and included at their local school – with access to the support they need to be an engaged and enthusiastic learner.  It is unacceptable that for some children this isn’t the case and [IHC NZ has taken legal action with the Human Rights Review Tribunal.](https://www.ihc.org.nz/get-involved/advocacy/ihcs-education-complaint) 

It may be hard getting the education for your child that the New Zealand government has promised to deliver, but by remaining consistent in ensuring that your child’s right to education is fulfilled, you will be part of creating the inclusive education environment all children deserve.

**Disabled children, like all other children, want the chance to live ordinary lives, and access to mainstream education is key to that desire and their legal and human right.**

If you would like to know more about Inclusive Education, the following articles by Awhi Nga Matua and IHC Library may be of interest to you.


Help! My local school does not want to enrol my disabled child - What can I do? 

Help for my disabled child at school, expelled from school autism, stood down from school ADHD, autism and school 

Assessment

Connection

An inclusive education is when all children, no matter their education needs, can learn and thrive and be a valued member of their local school.

It is a human rights issue and is supported by international and national law including:
- UN Convention on the Rights of the Child 1989
- UN Convention on the Rights of Persons with Disabilities 2007
- NZ Education and Training Act 2020
- NZ Disability Strategy 2016

Despite being a signatory to the above, as well as enshrining the right to an inclusive education in education policy and in law – New Zealand struggles to deliver a truly inclusive education sector for all learners.

Recent government initiatives, such as the Ministry of Education website _[Te Kete Iparangi](http://www.tki.org.nz)_, provides support and guidance on building inclusive school culture as well as embedding it in school infrastructure and practice. 
While IHC supports such initiatives, it is concerned that disabled children and their families still come up against barriers when they attend their local schools. IHC has actively been seeking to redress this inequity through their Education Complaint with the Human Rights Tribunal. [Find out more here](https://www.ihc.org.nz/get-involved/advocacy/ihcs-education-complaint).
 
## What are some of the benefits of an inclusive education?

- Inclusive schools build communities that respect and value diversity.
- Disabled children who attend mainstream schools have better outcomes later in life – they achieve more academically, build relationship skills and have better employment prospects.
- Non-disabled children, in the same school environment, develop skills in relating to and accommodating people different to themselves and to develop ideas of equity and social justice.
- Schools build a flexible and responsive school culture and infrastructure – able to meet the needs of diverse learners.
- Families of disabled children feel that they are welcome and respected members of their community.
- Negative stereotypes about disability and difference can be eliminated through education and experience.

## What are some of the difficulties schools may experience implementing inclusive education?

- There is no definitive model or checklist for what an inclusive school looks like. It will vary from school to school and may change over time. Schools need to be flexible and adaptable.
- To do it well, schools need to be fully supported - financially, legislatively and through education policy. 
- It takes time and commitment to be a truly inclusive school. There may be a mismatch between a student’s support needs, and the ability for a school to build its capacity fast enough.

## Key features of inclusive schools

- A willingness to not only accept all children regardless of their need for learning support, but also to commit to making that support available.
- The school infrastructure – buildings, playgrounds, amenities – are fully accessible. This includes things like fences or lifts for students that need them.
- Activities and outings are planned so that all students can take part. It is not left up to parents to organize their child’s participation at school picnics, swimming sports etc.
- Teachers, school staff, pupils respect and value diversity.
- Children can be at school for the entire school day and are not sent home subject to teacher aides being able to be present.
- Children are not forced to learn apart from their classmates but are valued members of the classroom.

### So why do we have Specialist Schools?

Specialist schools exist because the availability of fully supported mainstream schools able to meet the needs of all learners across the length and breadth of New Zealand is not yet a reality.

We encourage parents to team up with their local school to get them to recognise their child’s right to an education in their local community and honouring a commitment to inclusive education. But if that simply does not seem possible or will take too long to achieve, then enrolling your child in a specialist school, may be best for you.

**Parent choice in deciding where your child will thrive and learn the most, is ultimately the deciding factor.** But also seek your child’s point of view as early as possible – they may surprise you by having a different perspective than your own.

[For more on specialist schools, visit the Ministry of Education site.](http://www.education.govt.nz/school/student-support/special-education/)

If you would like to know more about Inclusive Education, the following articles by Awhi Nga Matua and IHC Library may be of interest to you: _How can I tell if my disabled child is getting the inclusive education they deserve?;  Help! My local school does not want to enrol my disabled child – what can I do?_
Or contact the IHC library direct to have a chat about what you need on 0800 442 442. Alternatively, email: [Librarian@ihc.org.nz](mailto:Librarian@ihc.org.nz).



Inclusive Education - What is it?

What is inclusive education? Inclusive education in New Zealand. Right to an education.

Puberty

Sexuality

sexual abuse

Toileting

Self-care

anxiety

Relationships

Teenagers are prone to having crushes, being rejected, experimenting with sex, going on dates, and then moving on to the next infatuation. 
It may be hard for you as a parent, but your disabled child has as much right to have their heart broken as any other teen! 

Relationships, both romantic and non-sexual, are where we learn our negotiation skills as well as how to be empathetic and caring. They are also where we learn the importance of being assertive and true to ourselves and to reap the benefits of intimacy and connection. 

Supporting your child to have good relationship skills, and creating opportunities for them to develop those skills, is crucial.

If your teenager has not shown any interest in developing romantic interests, think about, whether inadvertently you may have given them the message that in some way these types of relationships are not for them. 

Protecting your child is a natural instinct, but we need to honour, respect and encourage their desire to become an active romantic and sexual being. 

### What can we do?

If your child hasn’t mentioned any crushes or love interests to you, you may need to **initiate conversations on the topic**. Perhaps they’re too shy or embarrassed or think you won’t approve.  Let them know you’re interested in whatever they have to tell you, without judgement or criticism. They may be confused or exploring their sexual identity – let them know they’ve got your support.

**Explain the social rules around sex and dating.** This means knowing about boundaries in different relationships – good and bad touch, consensual sex, interpersonal space, knowing the difference between a friendly and a romantic relationship. 

**Teach them about the stepping stones of a relationship** from an initial attraction, to asking someone out, getting to know them and to gradually developing intimacy. 

**Help them with the more subtle aspects of dating and relating** – reading other people’s body language, understanding and respecting other people’s emotions and responses.

**Answer fully any questions they have about their own developing bodies and sexuality.**  Make sure they know about contraception, how to prevent sexually transmitted infections or diseases.  Knowing about good hygiene and self-care is also a must.

**Consider enlisting some of their peers or family members to role-play** how they might behave in certain situations. For example, they might practice how to ask someone out on a date. Or they might role-play how they could respond in an argument with a partner.

**Help them to identify and cope with feelings** that may seem overwhelming at the time – such as hurt and anger when a relationship comes to an end but is not of their choosing, or when they themselves feel unhappy or trapped in a relationship.

**Build their self-esteem** by allowing them to make their own choices, to increase their autonomy and to express their own personal tastes and preferences. 

While all of the above are important, they are redundant unless your child has opportunities to make the romantic connections they desire. 

Disabled and neurodivergent teens can be socially isolated, and it can be more difficult for them to engage with the world physically and emotionally. This is where they may need your support the most. So do your best to get them to dances, sporting and community events, to join interest groups and possibly consider online dating if they're over 18. 

The teenage years are when we earn our chops when it comes to learning good relationship skills, which will serve us well for the rest of our lives.  Our sense of well-being is largely dependent on our ability to build and maintain positive relationships.

## ‘We cannot live without relationships, and we cannot live well without high-quality relationships’ – Leslie Walker Hirsch

You might also be interested in the podcast ['Why are you so obsessed with my sex life?](http://.www.interactives.stuff.co.nz/2021/08/whats-wrong-with-you-podcast/transcript/WWWY-Episode-4-Dating-transcript.pdf.) Disability and Dating, produced by Auckland-based disability advocates Olivia Shivas and Rebecca Duder.

For more on puberty, the following articles are available on Awhi Nga Matua. 
·        _How can I support my teenage disabled/autistic child explore their sexuality?_
·        _How can I help my disabled/autistic child navigate the emotional storms of puberty?_
·        _Help! My teenager is using pornography and I don’t know what to do?_
·        _Help! How can I teach my disabled/autistic teenager that good hygiene is important?_
·        _How can I help my disabled/autistic child manage their periods?_
·        _Help! How can I teach my child what’s okay and what’s not, when it comes to masturbation?_
·        _My child is going through puberty – what is appropriate for their intimate care plan?_
·        _How can I help my disabled child with their body image?_
You might also find the resources below useful, which includes books from the IHC Library as well as helpful website and helpline numbers. Or contact the IHC library direct to have a chat about what you need on 0800 442 442 or email: [Librarian@ihc.org.nz](mailto:Librarian@ihc.org.nz).

**Kids’ Books from the IHC Library**
·        _Things Ellie Likes – A book about sexuality and masturbation for girls and young women with autism and related conditions_ - Kate E. Reynolds, illustrated by Jonathan Powell
·        _Things Tom Likes _– A book about sexuality and masturbation for boys and young men with autism and related conditions - Kate E. Reynolds, illustrated by Jonathan Powell
·        _Growing Up Great! The Ultimate Puberty Book for Boys_ – Scott Todnem
·        _The Growing Up Guide for Girls – What Girls on the Autism Spectrum Need to know!_ - Davida Hartman, illustrated by Margaret Anne Suggs
·        _Secret Boys' business – second edition_ - Rose Stewart, Fay Angelo, Heather Anderson, illustrated by Jeff Taylor 
·        _More Secret Girls’ Business _- Rose Stewart, Fay Angelo, Heather Anderson, illustrated by Jeff Taylor
·        _Special Girls’ Business _– _This book has been written for girls with special needs_ - Rose Stewart, Fay Angelo, Heather Anderson, illustrated by Julie Davey 
·        _Special Boys’ Business –_ _This book has been written for boys with special needs_ - Rose Stewart, Fay Angelo, Heather Anderson, illustrated by Jeff Taylor
·        _Puberty and Special Girls – This book has been written for girls with special needs - _Rose Stewart, Fay Angelo, Heather Anderson, illustrated by Jeff Taylor
·        _The Autism-Friendly Guide to Periods_ – Robyn Steward
·        _Boyfriends + Girlfriends – A guide to dating for people with disabilities_ – Terri Couwenhoven 
·        _Leroy Learns about the Big 'P'_** **- John Hibbs
·        _The Boys’ Guide to Growing Up _– _Choices and Changes during Puberty_ – Terri Couwenhoven
·        _All about Growing Up_ – Family Planning NZ
·        _The Girls’ Guide to Growing Up _– _Choices and Changes in the Tween Years_ – Terri Couwenhoven
** **
**Books for Adults from the IHC Library**
·        _When Young People with Intellectual Disabilities and Autism Hit Puberty – A Parents' Q&A Guide to Health, Sexuality and Relationships_ – Freddy Jackson Brown, Sarah Brown 
·        _Safety and Consent for Kids and Teens with Autism or Special Needs _– _A Parents’ Guide_ – Debra S. Jacobs
·        _Sexuality – Your Sons and Daughters with Intellectual Disabilities –_ Karin Melberg Schwier, Dave Hingsburger
·        _The_ _Facts of Life and More – Sexuality and Intimacy for People with Intellectual Disabilities_ – Leslie Walker-Hirsch
·        _Masturbation, Autism and Learning Disabilities – A Guide for Parents and Professionals _– Mel Gadd
·        _Sex and Relationships Education for Young People and Adults with Intellectual disabilities and Autism_ -Dr Kelly Asagba, Professor Jan Burns, Dr Sophie Doswell
·        _Hygiene and Related Behaviours for Children and Adolescents with Autism Spectrum and related Disorders_ - Kelly Mahlere 
·        _Relationship Building and Sexual Awareness for Kids with Autism_ – Susan Heighway, Susan Kidd Webster
·        _Sexuality and Learning Disabilities – A Handbook_ - edited by Claire Bates
·        _Sexuality and Intellectual disabilities – A guide for Professionals_ – Andrew Maxwell Triska 
·        _Let's Talk about Sex_ - Dr Sarah Ashworth, Dr Hannah Carton
·        _Intellectual disability and the right to a sexual life – A Continuation of the Autonomy/Paternalism Debate -_ Simon Foley
** **
**DVDs from the IHC Library (also available for online streaming)**
·        _Tara Grows Up – A guide to periods and puberty for young women with intellectual disabilities_ - IHC
·        _Billy Grows Up – A guide to puberty for boys and young men with intellectual disabilities_ -IHC
** **
**Helpful websites:**
·        Body Image Movement: [www.bodyimagemovement.com](http://www.bodyimagemovement.com/)
·        KidsHealth: [www.kidshealth](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/www.kidshealth).[org.nz/sexual-behaviour-children-young-people](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/org.nz/sexual-behaviour-children-young-people)
·        Rainbow Youth: [www.ry.org.nz](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/www.ry.org.nz)
·        Healthify He Puna Waiora: [www.healthify.nz/health-a-z/c/consent/](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/www.healithfy.nz/health-a-z/c/consent/)
·        Nest Consulting: [www.nestconsulting.nz/healthy-relationships/student-qa/](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/www.nestconsulting.nz/healthy-relationships/student-qa/)
·        All is for All: All is for All: [www.allisforall.com](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/www.allisforall.com)
				Anxiety NZ: [www.anxiety.org.nz](http://www.anxiety.org.nz/)
·        Skylight: [www.skylight.org.nz](http://www.skylight.org.nz/)
·        Depression NZ: [www.depression.org.nz](http://www.depression.org.nz/)
**Helplines:**
·        Anxiety New Zealand: 0800 269 4389 (0800 ANXIETY)
·        1737: Free call or text 1737 to talk to a trained counsellor
·        Depression.org.nz: 0800 111 757 or text 4202
·        Kidsline (for people up to 18 years): 0800 543 754
·        Whats Up (for 5 to 18-year-olds): 0800 942 8787
·        thelowdown.co.nz , Web chat, email chat or free text 5626
·        Youthline: 0800 376 633, free text 234, email talk@youthline.co.nz
·        Lifeline: 0800 543 354
·        Samaritans: 0800 726 666
·        Suicide Crisis helpline: 0508 828 865 (0508 TAUTOKO)



Emily Writes

Four teenagers sit together. One has their arm around the other. Another drinks a soft drink.

My teenager wants to have a boyfriend/girlfriend, but I think they might get hurt - what can I do?

Disabled teenagers dating, my disabled teen wants to date 

Some disabled children will require assistance with intimate care from childhood through to adulthood.  This can become problematic as they enter puberty – causing potential distress and embarrassment.

As a parent this can be upsetting for you too and it is normal to feel a range of emotions from frustration to sadness and even anger. It is not easy knowing that your child will never be as independent as you, and they, would wish for themselves.

The guiding principle to help them through what can be a difficult time is to allow your child as much autonomy and choice over their care, as possible. 
They should make the decisions about who carries out their care and how it should be done, within reason.

If your child is non-speaking, they may express their preferences through communication aides or through their behaviour.  Respect their wishes, or find a compromise, if necessary. 

It may be that as their parent you have always provided your child’s intimate care yourself – but as they mature, your child may prefer others to carry out these tasks. Alternatively, _you _may be the only person they trust and feel comfortable with to provide intimate care. 

Be patient as they learn how to do the tasks that come with puberty– read books together that explain what happens when they get their period or have a wet dream. Or watch DVDs. I If you are using visual schedules, introduce new symbols as needed. For example, if your child will need to change their tampon or pad at school, having an image of a sanitary pad, reminding them to change it at regular intervals. Social stories can also be useful to explain and reinforce new routines. 

When sorting out these issues, it’s a good idea to develop an **intimate care plan**, if you don’t already have one, or to update your existing one. It should detail your child’s preferences - who they are comfortable with providing intimate care, what kind of interaction is or isn’t okay, what may trigger a negative reaction. Document what your child can do themselves, and what they are learning to do. Clarify the best means of communication – for some children this may include visual diaries, social stories or sign language.

The more your child has a sense of control over their body and their own privacy, the more comfortable and empowered they are likely to feel.

If they require intimate care at school, make sure their carer at school is familiar with the intimate care plan and honours your child’s preferences and requirements. 

**Having multiple intimate care providers in different environments is one known risk factor leading to physical or sexual abuse for disabled people. **
Beyond the obvious steps of thoroughly vetting all intimate care providers and limiting their number and places where it occurs,** there are other things you can do.**

- Good sex and relationships education is important as it clarifies the difference between sexual touch and that required by intimate care. 
- Make sure your child knows what constitutes abuse, and of their right to complain. Also make sure they know how to say ‘no’, or to communicate their non-consent.
- It can be difficult for disabled children to be listened to and believed.  Always listen to their concerns and pay attention to any signs of distress – changes in their behaviour, moodiness, or acting out sexually. There can be other reasons for all these things but investigate anyway.
-  Make sure carers are thoroughly familiar with your child’s intimate care plan to ensure consistent, appropriate care. 
- Check in with your child regularly to see if they are comfortable with their intimate care and that it is being carried out in a respectful and safe way. You may need to update your child’s intimate care plan as they grow and develop.

### Things for parents to remember:
- Be honest with yourself if you no longer feel comfortable providing your child with intimate care. This can be particularly difficult when your child has an adult’s body, but without being mature in other ways. Recognise they are no longer a child and both you and they may benefit from an honest conversation about getting someone else to provide personal care.
- Recognise that your teenage child may be frustrated at requiring your intimate care, at a time when they are programmed to distance themselves from you.
- **Make sure your child has private time and respect their efforts to manage more of their own personal care. **
- It is quite common and normal for young men to get erections during intimate care. **Don’t panic – at this age almost anything can trigger an erection. **But see if there is anything you can do to change your routine that will make an erection less likely – can they do some aspect of the task themselves? Importantly, try to manage any awkward feelings you may have, so that your child doesn’t feel shamed or embarrassed. Let them know it’s not a big deal.
- It can feel hard to let go, but by allowing your child to have greater physical and emotional distance from you may be the thing that allows you both to feel okay.

For more on puberty, the following articles are available on Awhi Nga Matua. 
·      _How can I support my teenage disabled/autistic child explore their sexuality?_
·      _How can I help my disabled/autistic child navigate the emotional storms of puberty?_
·     _ My teenager wants to have a boyfriend/girlfriend, but I think they might get hurt - what can I do?_
·      _Help! My teenager is using pornography and I don’t know what to do_
·     _ Help! How can I teach my disabled/autistic teenager that good hygiene is important?_
·      _How can I help my disabled/autistic child manage their periods?_
·      _Help! How can I teach my child what's okay and what's not, when it comes to masturbation?_
·      _How can I help my disabled child with their body image?_

You might also find the resources below useful, which includes books from the IHC Library as well helpful website and helpline numbers. Or contact the IHC library direct to have a chat about what you need on 0800 442 442 or email: [Librarian@ihc.org.nz](mailto:Librarian@ihc.org.nz).
**Kids’ Books from the IHC Library**
·      _Things Ellie Likes – A book about sexuality and masturbation for girls and young women with autism and related conditions_ - Kate E. Reynolds, illustrated by Jonathan Powell
·      _Things Tom Likes _– A book about sexuality and masturbation for boys and young men with autism and related conditions - Kate E. Reynolds, illustrated by Jonathan Powell
·      _Growing Up Great! The Ultimate Puberty Book for Boys_ – Scott Todnem
·      _The Growing Up Guide for Girls – What Girls on the Autism Spectrum Need to know!_ - Davida Hartman, illustrated by Margaret Anne Suggs
·      _Secret Boys' business – second edition_ - Rose Stewart, Fay Angelo, Heather Anderson, illustrated by Jeff Taylor 
·      _More Secret Girls’ Business _- Rose Stewart, Fay Angelo, Heather Anderson, illustrated by Jeff Taylor
·      _Special Girls’ Business _– _This book has been written for girls with special needs_ - Rose Stewart, Fay Angelo, Heather Anderson, illustrated by Julie Davey 
·      _Special Boys’ Business –_ _This book has been written for boys with special needs_ - Rose Stewart, Fay Angelo, Heather Anderson, illustrated by Jeff Taylor
·      _Puberty and Special Girls – This book has been written for girls with special needs - _Rose Stewart, Fay Angelo, Heather Anderson, illustrated by Jeff Taylor
·      _The Autism-Friendly Guide to Periods_ – Robyn Steward
·      _Boyfriends + Girlfriends – A guide to dating for people with disabilities_ – Terri Couwenhoven 
·      _Leroy Learns about the Big 'P'_** **- John Hibbs
·      _The Boys’ Guide to Growing Up _– _Choices and Changes during Puberty_ – Terri Couwenhoven
·      _All about Growing Up_ – Family Planning NZ
·      _The Girls’ Guide to Growing Up _– _Choices and Changes in the Tween Years_ – Terri Couwenhoven

**Books for Adults from the IHC Library**
·      _When Young People with Intellectual Disabilities and Autism Hit Puberty – A Parents' Q&A Guide to Health, Sexuality and Relationships_ – Freddy Jackson Brown, Sarah Brown 
·      _Safety and Consent for Kids and Teens with Autism or Special Needs _– _A Parents’ Guide_ – Debra S. Jacobs
·      _Sexuality – Your Sons and Daughters with Intellectual Disabilities –_ Karin Melberg Schwier, Dave Hingsburger
·    _The_ _Facts of Life and More – Sexuality and Intimacy for People with Intellectual Disabilities_ – Leslie Walker-Hirsch
·      _Masturbation, Autism and Learning Disabilities – A Guide for Parents and Professionals _– Mel Gadd
·      _Sex and Relationships Education for Young People and Adults with Intellectual disabilities and Autism_ -Dr Kelly Asagba, Professor Jan Burns, Dr Sophie Doswell
·      _Hygiene and Related Behaviours for Children and Adolescents with Autism Spectrum and related Disorders_ - Kelly Mahlere 
·      _Relationship Building and Sexual Awareness for Kids with Autism_ – Susan Heighway, Susan Kidd Webster
·      _Sexuality and Learning Disabilities – A Handbook_ - edited by Claire Bates
·      _Sexuality and Intellectual disabilities – A guide for Professionals_ – Andrew Maxwell Triska 
·      _Let's Talk about Sex_ - Dr Sarah Ashworth, Dr Hannah Carton
·      _Intellectual disability and the right to a sexual life – A Continuation of the Autonomy/Paternalism Debate -_ Simon Foley
** **
**DVDs from the IHC Library (also available for online streaming)**
·      _Tara Grows Up – A guide to periods and puberty for young women with intellectual disabilities_ - IHC
·      _Billy Grows Up – A guide to puberty for boys and young men with intellectual disabilities_ -IHC
** **
**Helpful website**s:
·        Body Image Movement: [www.bodyimagemovement.com](http://www.bodyimagemovement.com/)
·        KidsHealth: [www.kidshealth](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/www.kidshealth).[org.nz/sexual-behaviour-children-young-people](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/org.nz/sexual-behaviour-children-young-people)
·        Rainbow Youth: [www.ry.org.nz](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/www.ry.org.nz)
·        Healthify He Puna Waiora: [www.healthify.nz/health-a-z/c/consent/](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/www.healithfy.nz/health-a-z/c/consent/)
·        Nest Consulting: [www.nestconsulting.nz/healthy-relationships/student-qa/](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/www.nestconsulting.nz/healthy-relationships/student-qa/)
·        All is for All: [www.allisforall.com](https://airtable.com/appn2L5x1RcCxUgbL/tblITCUmWEEryL5rk/viwEOU9lHO8URJknX/www.allisforall.com)
				Anxiety NZ: [www.anxiety.org.nz](http://www.anxiety.org.nz/)
·        Skylight: [www.skylight.org.nz](http://www.skylight.org.nz/)
·        Depression NZ: [www.depression.org.nz](http://www.depression.org.nz/)

**Helplines:**
Anxiety New Zealand: 0800 269 4389 (0800 ANXIETY)
1737: Free call or text 1737 to talk to a trained counsellor
Depression.org.nz: 0800 111 757 or text 4202
Kidsline (for people up to 18 years): 0800 543 754
Whats Up (for 5 to 18-year-olds): 0800 942 8787
thelowdown.co.nz , Web chat, email chat or free text 5626
Youthline: 0800 376 633, free text 234, email talk@youthline.co.nz
Lifeline: 0800 543 354
Samaritans: 0800 726 666
Suicide Crisis helpline: 0508 828 865 (0508 TAUTOKO)



My child is going through puberty - What is appropriate for their intimate care plan?

intimate care plan, helping disabled child with puberty, helping autistic child periods, erections, wet dreams, helping neurodivergent child puberty, sex

Tantrums

mental health

We all feel anxiety at times, including your child.
If your child’s anxiety has become overwhelming and is interfering with their ability to go to school, socialise, continue with their sports or hobbies, or even leave the house, it’s time to seek professional help.

As a first step, you may want to talk to your child’s teacher, the school counsellor, their sports coach and any other significant adult in their life – to get as full a picture as possible on their anxiety. Your next step is to get a referral to see a child psychologist/therapist from your GP.

It is important to get professional treatment as early as possible as an ongoing heightened state of anxiety, can negatively affect aspects of brain function. Good therapy, on the other hand, can rewire the brain – literally! That's easier said that done, when sometimes our system isn't set up to support parents to support their kids. But keep trying. You're not alone in this fight.
 
### What if my child doesn’t want to see a therapist?
Explain to your child that seeing a therapist to help them sort out their anxiety, is no different to seeing the doctor when they have a sore throat or stomach-ache. Take a positive, matter-of-fact approach.

When children begin therapy, they are often relieved to know that, not only is their problem pretty common, but also there are practical things they can do to overcome it.

Therapists report that what often _does_ upset children, is seeing their parent/s distressed or worried on their behalf. It is much more supportive to your child, to demonstrate your confidence in their ability to get better.
 
### How do I know if they are the right therapist for my child?
Not all sizes fit, and not all therapists will be right for your child. Your child needs to be able to trust their therapist with their deepest fears and concerns.
But give it time, if they don’t connect on the first session, try one or two more sessions before deciding to try another therapist.
 
### What will the therapist do for my child?
Good therapists know that building trust and rapport between themselves and your child is the basis for successful treatment.

It is likely that they will begin with encouraging your child to do an inventory of their strengths and weaknesses, so that they can see themselves as a complete individual, flaws and all.

The most commonly used approach to treating anxiety in New Zealand, both for adults and children is **Cognitive Behavioural Therapy (CBT)**. This is a practical approach to challenging the worrying thoughts and behaviours that lead to a heightened state of anxiety.

CBT helps children change their thinking that leads them to excessive worrying. It also helps them cope with the physical symptoms of anxiety – such as a racing heart, feeling hot and sweaty, and shaky legs – so that they are reassured nothing is physically wrong with them. Finally, CBT also helps children address the behaviours associated with anxiety – which most often, is avoiding whatever activity, situation or thing that frightens them. Therapists will empower children to gradually acclimatise themselves to their fears, until they no longer need to avoid them altogether.
 
### How long before my child feels better?
Many people report feeling less anxious after only a few sessions. Typically, courses of therapy last for 12 to 20 weeks on one-hour sessions per time.
The aim is not to provide a ‘cure’ for anxiety, but to provide children with tools and strategies to manage their anxiety over a lifetime.

For more on anxiety, other articles are available on Awhi Nga Matua. You might also find the resources below useful, which includes books from the IHC Library as well as helpful websites and helpline numbers. Or contact the IHC library direct to have a chat about what you need on 0800 442 442 or email: [Librarian@ihc.org.nz](mailto:Librarian@ihc.org.nz).

**Helpful websites:**
Time Timers available at [www.autismresources.co.nz](http://www.autismresources.co.nz)
Depression NZ: [www.depression.org.nz](http://www.depression.org.nz)
 
**Helplines:**
Anxiety New Zealand: 0800 269 4389 (0800 ANXIETY)
1737: Free call or text 1737 to talk to a trained counsellor
Depression.org.nz: 0800 111 757 or text 4202
Kidsline (for people up to 18 years): 0800 543 754
Whats Up (for 5 to 18-year-olds): 0800 942 8787
thelowdown.co.nz , Web chat, email chat or free text 5626
Youthline: 0800 376 633, free text 234, email talk@youthline.co.nz
Lifeline: 0800 543 354
Samaritans: 0800 726 666
Suicide Crisis helpline: 0508 828 865 (0508 TAUTOKO)


Boy sits on a brown couch talking to a counsellor who sits opposite him

My Child is Anxious – But How Do I Know if they Need Professional Help?

Does my child need professional help for anxiety? When do you need a therapist? When do you need a counsellor?

Inclusion in education, Every Child Matters agenda, Special educational needs (SEN), Mainstream education, Special schools, Flexible continuum of provision, Pupil referral units, Advisory and support services, Education system in Great Britain, Mainstreaming practices, Co-located schools, Federations in education, Day special schools, Residential provision for special needs, Educational inclusion strategies, SEN support, Educational diversity, Creating an inclusive learning environment, Education policy in Great Britain, Glossary of inclusive education terms

Every child included - Rona Tutt

Aims to track the move to creating a more flexible continuum of provision for pupils with special educational needs (SEN) at the same time to comment on the complementary agenda that is unfolding around "Every Child Matters". Considers there has been a significant shift from thinking in terms of two discrete sectors, mainstream and special, to schools and SEN services working together to support the diversity of needs presents in today's classrooms.

Every child included

Inclusive education practices, Mainstreaming in schools, Special education history, Educational inclusion perspectives, Social justice in education, Civil rights in education, Legislation on inclusive education, Key influences on inclusive practices, Historical perspectives on inclusion, Educational reform for inclusivity, Readings on inclusive education, Reflections on inclusive teaching, Classroom inclusion strategies, Equality in education, Diversity in the classroom, Accessible education materials, Student-centered inclusive learning, Educational policy on inclusion, Voices of special education, Classic texts on inclusive practices

Inclusive education :  - readings and reflections - Gary Thomas

readings and reflections

Examines some of the key influences behind the moves towards inclusive education and inclusion in mainstream society. Features more than 50 extracts from key documents and classic texts, alongside commentaries by two experts in the field. Demonstrates that moves to inclusion have come from many directions: research; the imperative for greater social justice; calls for civil rights; legislation that prohibits discrimination; and the voices of those who have been through special education.

Inclusive education : 

Inclusive education :  readings and reflections

Children's rights, Education rights, International perspectives, Educational research, Wicked problems, Children's education, International education, Scotland education, United States education, Australia education, Poland education, Spain education, Switzerland education, Article 29, Rights-based education, Inclusive education, Children with disability, First Nations education, Neoliberal education, Social exclusion in education

Children's rights from international educational perspectives : - wicked problems for children's education rights / - Jenna Gillett-Swan

wicked problems for children's education rights /

This book critically examines contemporary educational practices with a children's rights lens. Through investigating the factors that contribute to (or hinder) the realisation of children's rights in and through education in different contexts, it discusses how using a rights framework for education furthers the agenda for achieving international educational aims and goals. Using diverse international examples, the book provides a snapshot of the complexity of children's rights and education. It draws on the expertise of international research teams from Australia, England, Finland, Italy, Mexico, Poland, Portugal, Scotland, Spain, Sweden, Switzerland, and the United States, and highlights wide-ranging interpretations of the same mandate across different national contexts. Beginning with a critical overview of the broader context of children's rights in education, the book explores obligations for States and their representatives, tensions and convergences in implementation, and implications for teaching and learning. Using underutilised educational and theoretical concepts, it contributes to broadening understandings of children's rights, education and associated theoretical frameworks. Despite a human rights framework emphasising the indivisibility, interrelatedness and interconnectedness of all rights, the 'right to education' (Article 28) dominates discussions about children's rights and education. As such, equally important rights including the 'aims of education' (Article 29) are often less considered or absent from the conversation. Recognising that children's education rights involve more than just access and provision, this book advocates for a much broader understanding of the nuances underpinning children's education related rights

Children's rights from international educational perspectives :

Children's rights from international educational perspectives : wicked problems for children's education rights

Profound intellectual and multiple disabilities (PIMD), Inclusive education, Belonging in education, Belonging in research, Belonging in communities, Persons with disabilities, Policy contexts, Research on profound disabilities, Inclusive approaches, Playfulness in disabilities, Life story work, Wearable cameras in research, Approaching persons with disabilities, Family perspectives, Community archive collections

Belonging for people with profound intellectual and multiple disabilities: - pushing the boundaries of inclusion / - Melanie Nind

pushing the boundaries of inclusion /

"This book pushes the boundaries in the way we approach people with profound intellectual and multiple disabilities, and in how we work with them in education and research. While it is grounded in diverse theoretical frameworks and disciplines, the book coheres around a commitment to seeing people with profound intellectual and multiple disabilities as equal citizens who belong in our classrooms, research projects and community lives. Each section covers policy contexts, key ideas and recent research. Featuring contributions from around the world, the book incorporates established and new voices, different disciplines and experiences. Additionally, it includes pieces from family members of people with profound intellectual and multiple disabilities." -- BOOK JACKET

Belonging for people with profound intellectual and multiple disabilities:

Belonging for people with profound intellectual and multiple disabilities: pushing the boundaries of inclusion

Māori children, Special education needs, Culturally responsive education, Indigenous education, Whānau hauā, New Zealand education, Inclusive education, Culturally responsive evidence-based practice, Culturally responsive special education, Māori disability identity, Holistic education for tamariki, Categorial studies in special education, Deaf children and whānau, Vision-impaired and blind Māori, Physical disability from a Māori perspective, Intellectual disability in Māori children, Autism spectrum disorder in Māori, Giftedness from a Māori perspective

Working with Māori children with special education needs : - he mahi whakahirahira / - Jill Bevan-Brown

he mahi whakahirahira /

"Emphasises the importance of learning from the past and listening to Māori children, their parents and wider whānau. It explores the key components of culturally responsive, evidence-based, special education practice; it describes holistic and inclusive responses to educating all tamariki, especially those with identified special education needs; and it discusses a paradigm for Māori disability identity-whānau hauā... also features specific categorial studies, outlining Māori concepts and advising professionals. The studies explore the needs of deaf children and their whānau; outline general, educational and cultural barriers for Māori who are vision impaired or blind; and discuss physical disability, intellectual disability, autism spectrum disorder, and giftedness from a Māori perspective. This book then considers ways that teachers and whānau can capitalise on their respective strengths and knowledge in order to take joint responsibility for students learning and behaviour." - BOOK JACKET


Working with Māori children with special education needs :

Working with Māori children with special education needs : he mahi whakahirahira

Learning disabilities, Intellectual disability, Inclusion, Support services for learning disabilities, Quality of life for people with disabilities, Mental health and learning disabilities, Health care for individuals with learning disabilities, Ethics in learning disabilities, Specialist learning disability services, Residential alternatives for people with learning disabilities, Compulsory school education for those with learning disabilities, Post-compulsory education for individuals with disabilities, Leisure and work for people with learning disabilities, Support services evaluation for learning disabilities, Children with learning disabilities, Older people with learning disabilities, People with profound and multiple disabilities, Health promotion for individuals with learning disabilities, Person-centred planning for those with disabilities, Communication strategies for learning disabilities, Challenging behaviour in individuals with learning disabilities, Autism spectrum disorder and learning disabilities, Mental health disorders in people with learning disabilities, Self-injurious behaviour in learning disabilities, Learning-disabled adult offenders, Complementary therapies for learning disabilities, Art, drama, and music therapies for individuals with disabilities, Psychological approaches to learning disabilities, Sexual and personal relationships for people with learning disabilities, Working effectively with families of individuals with learning disabilities, Empowering people with learning disabilities, Inclusive education practices, Educational leadership for inclusive education

Learning disabilities :  - toward inclusion - Bob Gates

toward inclusion

"This fifth edition has been fully revised and updated and is divided into eight sections: Understanding learning disabilities, Services and support, Independence and well-being across the life span, Distressed states of learning disability, Therapeutic interventions, Relationships, The European dimension, Education and leadership. Includes the latest evidence for best practice, new chapters have been included on ethical issues and working with children and older people. Each chapter is illustrated with case studies and contains details on further reading and web and other resources." - BOOK JACKET

Learning disabilities : 

Learning disabilities :  toward inclusion

Intellectual disabilities inclusion, Holistic health for people with disabilities, Person-centered approach in disabilities, Rights of individuals with intellectual disabilities, Maximizing health for people with disabilities, Empowerment and skill development in disabilities, Autism spectrum conditions and intellectual disabilities, Mental health considerations in intellectual disabilities, Supporting families with intellectual disabilities, Inclusive communication in disability support, Safeguarding against abuse and harm in disabilities, Access to education for individuals with intellectual disabilities, Employment opportunities for people with disabilities, Leisure, friendships, and social inclusion for disabilities, Advocacy and self-advocacy in intellectual disabilities, Supporting childhood experiences for individuals with disabilities, Promoting inclusive communities for people with intellectual disabilities, Aging and end-of-life considerations for individuals with disabilities

Intellectual disabilities : - toward inclusion /

toward inclusion /

This leading textbook (previously known as Learning Disabilities) aims to further the practice of professionals and agencies who support people with intellectual disabilities. It emphasizes the strengths rather than deficits of people with intellectual disabilities, highlights the crucial role of family and friends, and places individuals firmly at the heart of everything that impacts them.

Intellectual Disabilities: Toward Inclusion centres on the concepts of respecting the personhood of people with intellectual disabilities, and their rights to holistic health and to live their best lives. Most of the 27 chapters are co-authored by respected international authors, and the content has been fully updated to reflect contemporary policy, legislation and service configuration.

This unique text will challenge and reframe typically held views, and provides an international focus that recognizes we have much to learn from the experiences and perspectives of other nations around the world.

Intellectual disabilities :

Intellectual disabilities : toward inclusion

Some parents find out their child's diagnosis before or at birth, for others it can take several years and a lot of heart ache. Getting through this time can be challenging as you manage conflicting information and expectations while also parenting. Awhi is here to support you.

Diagnosis

Most families begin their connection with the education system at an early childhood centre. Sometimes it can be complex managing assessments, funding, and relationships with teachers, support staff and carers and the transition to school. These resources should help.

Education

Securing funding and support can be tricky, especially at the moment while the system is being changed. If you're finding it hard to navigate it all, you're not a lone! There are a range of supports available - often the hard part is finding the information you need.

Funding & Support

Looking after yourself is really important! Your journey as a parent might be challenging as you learn to manage all of the different people who will come into your lives to help you parent and process information about child's condition. Your well being matters!

Parent wellbeing

Having the support of your whānau and friends is really important as you manage the different demands of parenting. Hopefully these resources will help to strengthen your relationships so you're well supported.

Whānau and friends

Managing different behaviours can be challenging, particularly when they impact on family life. There are lots of strategies to try and learning from other parents can be invaluable.

Behaviour

It's important that your child learns about their body and how to keep safe. Puberty can be a tricky time for parents as children goes through significant changes. Keep calm and don't panic - these resources will help.

Bodies & Sexuality

Some children need help to manage strong emotions and fears. Others may need professional help to manage their mental health. These resources should help you to decide what your next steps should be with your child.

Child wellbeing

Eating can be really difficult for some children. Understanding that your child isn't being naughty and learning how to manage mealtimes is a really important first step.

Eating

Sleeping issues can be really hard on children and their parents. There are routines, tips and strategies that can help. 

Sleeping

Learning to use the toilet can be really challenging for some children - and some may never get there. There are steps you can take to help your child learn this skill. One of the most important steps is reducing the pressure on them and you. 

Navigating the health system can be very stressful for families, particularly if there are multiple appointments, hospitalisations and treatments. COVID remains difficult for families as other people no longer take precautions.