Upon the release of his book, Forest School and Autism, we spoke to author and practitioner Michael James about what exactly Forest School involves, and why it’s so well suited for autistic learners.
What exactly is meant by the term ‘Forest School’?
The term “Forest School” describes a specific approach to outdoor learning. Forest School has a strong ethos of learner-centered practice combined with an understanding of the benefits to wellbeing which come from regular contact with nature. Forest School is attended by people of all ages and abilities.
How is Forest School suited to the needs of autistic people?
Well, I’m always very aware of the saying “If you’ve met one person with autism, then you’ve met one person of autism”! The learner-centered ethos of Forest School seeks to accommodate the individual needs of different learners, and this flexibility can allow autistic learners the space to be themselves and engage on their own terms. This space includes the physical space of natural settings, which is far greater than in indoor settings, and also there is more space in time afforded by the Forest School approach. In my experience, this approach can suit autistic learners very well. Another strength of Forest School is the heightened awareness of place which can encourage practitioners to consider the sensory environment which is obviously important when learners have different sensory needs. For Forest School to best meet the needs of autistic learners the practitioner needs to develop autism awareness, and this book aims to promote and encourage that.
All About Me is an in-depth guide describing the practicalities of telling a child or young person about their autism diagnosis. It discusses when to tell, who should do it, and what they need to know beforehand. In this blog, author Andrew Miller explains his reasons for creating the book, and who can benefit from it.
What motivated you to write All About Me?
Telling children and young people that they have autism and trying to explain what it means to them is difficult. The abstract nature of autism, its associated differences in cognition and its lifelong implications make it hard for children to understand, and finding out that they have autism could potentially cause some individuals emotional and psychological upset. Therefore, in some cases it could create more problems for an individual than it might intend to solve.
Ages 3 – 11
A collection of fun and engaging learning activities to help primary school children with SEN to improve their reading and writing in an inclusive classroom. Each lesson is tailored to objectives for children working below National Curriculum levels and includes a learning objective, the resources needed, the main activity, a plenary activity and a consolidation activity to help support children’s understanding.
These lesson plans are taken from Kate Bradley and Claire Brewer’s new learning resource, 101 Inclusive and SEN English Lessons: Fun Activities and Lesson Plans for Children Aged 3 – 11. They have also authored 101 Inclusive and SEN Maths Lessons.
Use code ENG for a 10% discount when you order this book from JKP.com
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In more than 100 interviews around the the world with 8-18-year-olds with dyslexia, Margaret Rooke has put together the first book of its kind; a book about young people with dyslexia, told by the young people themselves. Whilst they acknowledge that dyslexia can sometimes be a struggle, they also talk about the great strengths their dyslexia has given them, such as creativity, determination, empathy and grit. Take a look at some of the interviews here.
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Raelene Dundon is a parent, a psychologist and the author of Talking with Your Child about Their Autism Diagnosis: A Guide for Parents. In this piece, Raelene tells her personal story of how she came to write this book, and what she hopes it will achieve. You can also read an edited extract from the book on our blog, here.
Looking back on where this book really started, I would have to say that it was 10 years in the making. It was about 10 years ago that my son Aaron was diagnosed with Autism, and I was launched into a world of speech therapy, behavioural intervention, visual supports and questions – lots of questions.
I was already a registered Psychologist at the time, and had been working with children with Autism and other developmental disabilities in an early intervention program in Melbourne, Australia. While with hindsight I can honestly say that my experience of being a parent to a child with Autism has been a challenging but overwhelmingly positive one, I can still remember the moment I was told that Aaron had Autism and my reaction was one I have since seen many other parents go through – fear, sadness, and confusion.
New book Talking With Your Child About Their Autism Diagnosis is a guide to aid discussion and understanding between parents and children. In this blog, edited and adapted from Chapter 3 of the book, author Raelene Dundon breaks down the reasons why she recommends being open and honest with your child about autism.
Is it important to tell a child they have autism? Do they need to know? Will they figure it out for themselves? What does the future look like if they don’t know?
These are questions that parents of children with autism may ask themselves many times from the time their child receives their diagnosis, and the answer is not a straightforward one. Depending on who you talk to, there are different opinions on whether it is necessary to tell your child about their autism or not.
Illustrator Emma Lindström talks us through how Robin and the White Rabbit came to be, and shares her process for creating the striking water colour and photo imagery that adorn the book.
Under a tree in the schoolyard, a lone child is sitting. They sit there looking at the others… all the while turning further and further away. The feelings are piling up around the child, but no one’s there to help the child reach through the wall of feelings that separates them from the other children. The child is told that they must play with the other children, that they should be involved in the world around them. But how do you do that? The only thing the child knows right now is that it is fairly safe to sit under the tree… But what if a white rabbit would show up? A soft and kind rabbit who you can hug and play with…
Hello, my name is Emma Lindström. I am a preschool teacher with several years of experience supporting children with special needs, now specialising in visual aid.
In the summer of 2015, I sat at a café with my new-found friend Åse. We met only a few days earlier, by chance at a picnic. Åse talked about her experiences with people in need of visual communication, and soon we started to discuss the importance of understanding the need for people to communicate in ways other than spoken language. I related to my experiences as a support teacher in preschool and Åse talked about the various projects she participated in and her experiences from Konstfack College of Arts. After a while we considered what it would be like to create a picture book that highlights visual communication. Continue reading
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Our adoption and fostering resources offer valuable guidance on important issues including attachment and trauma parenting, foster and residential care, life story work, education and schools, creative therapies, transracial adoption, parenting teens, special educational needs and more. We also have a great set of therapeutic children’s books to help them manage big feelings.
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Lisabeth Emlyn Clark talks about her experience of growing up with dyslexia and how she wishes she’d received the correct support at a younger age to help her manage it. Her personal story has inspired her to write a children’s book about a boy named Harry with dyslexia called I Don’t Like Reading.
As a child I loved looking at books and enjoyed having them read to me. Often with my favourite stories I would stare at the pages for an age, looking at every part of the picture so I could memorize the details while I listened to the words being spoken. When the pages were turned I would look at the picture and hear the first few words, and could finish the sentence before the reader did.
I remember being around 6 or 7 years old when I started to realise that my friends and class mates seemed to finish reading their books so much faster than I did. They all seemed to be on the harder stage books than me and some even on the ‘pupil choice’ stage. I left primary school having never been able to choose my own reading book!
It’s not that I couldn’t read then, or can’t read now; my issue has always been that I try so hard to read the text that it becomes harder to remember what I have just read and this makes books difficult to understand. Continue reading
As part of our back to school promotion, we’re giving away free copies of our Autism and Education catalogues until the end of the month to all UK school staff. Just email hello@JKP.com, stating your address and the catalogue which you’d like, and we’ll send it in the post to you that same day.
Our education resources offer valuable guidance on important school issues such as mental health, special educational needs, bullying and peer pressure, safeguarding, restorative justice, sex education, trauma and attachment, gender diversity and more.