ND SEND Specialists Ltd.

01/08/2026

The reality of denying support:

The economy fails.

Jo 🙈💜

31/07/2026

For those non-speaking, or situationally mute, among us, we must take the time to build the connection, earn the trust and notice the communication that isn't dependent on words.

Everyone communicates. Regardless of whether or not they can talk. We just need to be prepared to meet them where they are.

Jo 😊💜

30/07/2026

Why I think understanding Autism as a spectrum can be useful:

If you consider each area of difference within the spectrum as having its own slider, it becomes possible to visually represent the dynamic nature of Autism. External factors can affect internal factors, which subsequently affect the scale of the response.

If you think of these as constantly moving throughout the day, or over the course of a week, I believe this can support us to understand why a child or young person, or even a fully grown adult, can struggle with something one day and tolerate the exact same thing the next.

Jo 😊💜

29/07/2026

Restrictive Physical Intervention - the Government recently updated its guidance on the use of Restrictive Intervention in schools. Whilst there are some positives (in theory), there are also a lot of concerns:

1. Restrictive interventions are more firmly embedded in everyday school policy.
2. Planned restrictive interventions are included within behaviour and support plans.
3. Seclusion is explicitly recognised within the guidance.
4. Only "significant" incidents must be recorded, but "significant" is not precisely defined.
5. Schools determine when restrictive interventions are necessary and proportionate.
6. Schools are largely responsible for reviewing their own decisions.
7. Parents are informed when interventions occur, but there is little emphasis on co-producing, approving or challenging restrictive practice plans.
8. Disabled children are disproportionately subject to restrictive interventions.
9. The guidance relies on staff understanding neurodivergence, trauma and communication needs, despite longstanding concerns about the consistency of training.
10. Distress, anxiety and sensory overload are often interpreted as challenging behaviour.
11. The guidance promotes prevention but provides little detail on the resources needed to deliver it effectively.
12. There is little detail on how families can challenge inaccurate records or repeated use of restrictive interventions.
13. The guidance strengthens governance and recording requirements, which will increase administrative workload.
14. How will the use of restrictive interventions be independently monitored alongside the move towards earlier intervention and greater professional discretion?

27/07/2026

You might have noticed we've been quiet of late.

Whilst we haven't been publicly posting, we have been squirreling away in the background widening our investigative research.

These slides detail which areas of government policy we have looked at, and summarise the overarching themes. They also highlight the government priorities.

To put it simply: the economy comes first, people come second.

Quite what they're planning to do when there are no people left to fuel the economy because the world is on fire remains to be seen.

27/07/2026

25/07/2026

Just for fun!

What are your go-to acronyms?

Let me know in the comments! 👇

Jo 💜

24/07/2026

This graphic is a representation of how I experience busy places like restaurants.

The noise can be overwhelming.
Amidst the noise, I can hear every single conversation at every table.

What I can't hear, is the person opposite me with whom I'm trying to have a conversation, because I cannot filter out the rest of the noise.

Do you have, or suspect you may have, APD?

What's your experience of it? 👇

Jo 💜

23/07/2026

Off the back of my post yesterday, here's a list of things that would help to improve education.

Feel free to share wherever you think it might be useful.

Jo 💜