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- 11:45, 15 December 2025 Requesting adjustments in recruitment (hist | edit) [4,238 bytes] PeteTyerman (talk | contribs) (new page) Tag: Visual edit
- 10:38, 18 November 2025 Draft Evidence Page: “Evidence That EBSA May Mask Trauma in Autistic/ADHD Children” (hist | edit) [8,631 bytes] PeteTyerman (talk | contribs) (Created page with "Draft Evidence Page: “Evidence That EBSA May Mask Trauma in Autistic/ADHD Children” You can paste this straight into your wiki as a new standalone page. Evidence That EBSA May Mask Trauma in Autistic/ADHD Children This is a draft evidence page. It is intentionally not linked into the public menu structure until the evidence base is fully assembled. 1. Overview This page summarises the emerging research suggesting that a proportion of children labelled with “Emot...")
- 10:13, 18 November 2025 Should a Child Whose School or LA Suggests “EBSA” Be Assessed for CPTSD? (hist | edit) [11,087 bytes] PeteTyerman (talk | contribs) (Created page with "this page is a ideas page as this area has poor levels or research = Should a Child Whose School or LA Suggests “EBSA” Be Assessed for CPTSD? = == 1. Overview == When a school or local authority labels a child with “Emotionally Based School Avoidance” (EBSA), it is often presented as a benign, neutral explanation for non-attendance. However, '''EBSA is not a clinical diagnosis''', has no formal criteria, and does not identify the underlying cause of the child...") Tag: Visual edit
- 10:07, 18 November 2025 Diagnostic Pathway for Suspected School-Based Trauma (Including Possible CPTSD) (hist | edit) [6,969 bytes] PeteTyerman (talk | contribs) (Created page with "= Diagnostic Pathway for Suspected School-Based Trauma (Including Possible CPTSD) = This currently a page in developent due to much missunderstanding or research on of cPTSD disability discrimination trauma == 1. Overview == Children—especially autistic or ADHD children—may develop trauma symptoms in response to repeated distress, punishment, exclusion, or unsafe experiences in school. Many of these children are labelled with “EBSA” (Emotionally Based School Avo...") Tag: Visual edit
- 11:10, 17 November 2025 Understanding meltdowns (hist | edit) [22,916 bytes] PeteTyerman (talk | contribs) (meltdowns new page) Tag: Visual edit
- 11:52, 13 November 2025 Attendance-Related Absence and Enforcement (hist | edit) [5,724 bytes] PeteTyerman (talk | contribs) (Created page with "# Disability-Related Absence and Attendance Enforcement: Harassment, Discrimination, and Legal Duties This page expands on the Equality Act duties around disability-related absence and explains when punitive attendance enforcement by schools or Local Authorities may amount to **harassment**, **discrimination**, or **unlawful practice**. It is designed to be linked from the main Absence & Reasonable Adjustments page on your wiki. --- ## **1. Overview** Disabled child...")
- 11:48, 13 November 2025 Disability-Related School Absence: A Parents Guide (hist | edit) [12,919 bytes] PeteTyerman (talk | contribs) (disability related absence guide) Tag: Visual edit
- 16:43, 6 November 2025 Legal and Support Disclaimer (hist | edit) [945 bytes] PeteTyerman (talk | contribs) (Created page with "== Legal and Support Disclaimer == This guide explains parents’ rights and education law in plain English to help families act with confidence. It is designed for '''information and empowerment''', not as legal representation or advice. Every situation is different. If you are dealing with a disagreement about your child’s support, reasonable adjustments, or access to education, you should seek independent professional advice. You can contact: * '''SENDIASS''' –...")
- 16:35, 6 November 2025 Next Steps and Tribunal Options (hist | edit) [2,617 bytes] PeteTyerman (talk | contribs) (next steps in tribunal in phonics) Tag: Visual edit
- 16:33, 6 November 2025 Protecting Wellbeing (hist | edit) [1,898 bytes] PeteTyerman (talk | contribs) (protecting well be in phonics added) Tag: Visual edit
- 16:29, 6 November 2025 Evidence and Research (hist | edit) [3,364 bytes] PeteTyerman (talk | contribs) (added research and evidence-based phonics) Tag: Visual edit
- 16:16, 6 November 2025 Legal Rights and Letters (hist | edit) [5,233 bytes] PeteTyerman (talk | contribs) (I did phonics legal page) Tag: Visual edit
- 16:09, 6 November 2025 Working with Schools (hist | edit) [3,176 bytes] PeteTyerman (talk | contribs) (Created page with "Working with Schools Many parents can clearly see when phonics is not working for their child. They raise concerns, but too often are told things like: “We have to follow phonics — it’s school policy.” “Your child just needs more practice.” “They’re fine in school — we don’t see any issues.” “We can’t change anything without a diagnosis.” “Let’s wait and monitor.” These responses are not lawful. Once a child is disadvantaged by a...")
- 11:56, 6 November 2025 Alternative Reading Approaches (hist | edit) [3,442 bytes] PeteTyerman (talk | contribs) (that it alternative reading approaches to phonics pages) Tag: Visual edit
- 11:53, 6 November 2025 Recognising Distress and Harm (hist | edit) [2,954 bytes] PeteTyerman (talk | contribs) (Addedrecognise Distress and harm phonics pages) Tag: Visual edit
- 11:48, 6 November 2025 When Phonics Is Proving a Problem (hist | edit) [4,189 bytes] PeteTyerman (talk | contribs) (Created page with "When Phonics Is Proving a Problem Reading should open doors — not close them. For most children, learning to read is exciting and empowering. But for some, particularly autistic or neurodivergent learners, synthetic phonics — the UK method of breaking words into sounds and blending them — can become confusing, distressing, and damaging to confidence. This guide is for parents who feel something isn’t right but don’t know what to do next. It explains what’s...")
- 10:06, 6 November 2025 JCQ adjustments requirements (hist | edit) [8,507 bytes] PeteTyerman (talk | contribs) (Created page with "= Understanding Exam Access Arrangements and Disability = == What parents need to know about JCQ rules for GCSEs and A-levels == '''Summary:''' This page explains how the JCQ (Joint Council for Qualifications) rules on exam access arrangements work alongside the ''Equality Act 2010''. It clarifies that schools and exam boards must comply with the Equality Act in every case; that a pupil’s disability does not need to be re-tested if already evidenced; and that the SEND...")
- 08:22, 5 October 2025 Pupil Statement of Difficulties – A Guide for Parents (hist | edit) [2,146 bytes] PeteTyerman (talk | contribs) (Created page with "Pupil Statement of Difficulties – A Guide for Parents Why it matters Children and young people often understand their own struggles better than anyone else. NICE guidance for autism and ADHD expects clinicians to hear directly from the child, not just parents or teachers. When schools report 'no concerns,' the child’s voice can be the missing piece that shows what life is really like. What form can it take? - Short written account — e.g. 'what I find hard at school...")
- 10:54, 4 October 2025 Evidence from the School Environment for Neurodiverse Diagnosis (hist | edit) [2,473 bytes] PeteTyerman (talk | contribs) (Created page with "<h1>Evidence from the School Environment for Neurodiverse Diagnosis</h1> <h2>1. Introduction</h2> <p>Diagnosis of autism, ADHD, dyslexia, dyspraxia and other neurodevelopmental differences usually requires evidence of traits in more than one environment (home, school, social clubs, sports, extended family, etc.). This ensures difficulties are due to the neurodevelopmental difference itself, not only the influence of one environment.</p> <p>Schools are often seen as the...") Tag: Visual edit: Switched
- 09:46, 4 October 2025 Masking in Neurodiversity (hist | edit) [6,469 bytes] PeteTyerman (talk | contribs) (new page) Tag: Visual edit
- 09:37, 1 October 2025 Personal evidence for diagnostic purposes (hist | edit) [16,811 bytes] PeteTyerman (talk | contribs) (Created page with "this page is designed for diagnostic purposes much of the information might also apply to creating an impact statement for legal purposes as in most cases particular nuerodiversity proof of diagnosis is proof of disability")
- 10:15, 20 September 2025 360 feedback (hist | edit) [8,136 bytes] PeteTyerman (talk | contribs) (1st draft of page) Tag: Visual edit
- 12:16, 19 September 2025 CES BP Dclinpsy (hist | edit) [4,248 bytes] PeteTyerman (talk | contribs) (CES clinical psychologist added) Tag: Visual edit
- 12:07, 19 September 2025 CES BL BP (hist | edit) [8,232 bytes] PeteTyerman (talk | contribs) (CEL GP) Tag: Visual edit
- 11:25, 19 September 2025 CES BP Consultant (hist | edit) [5,434 bytes] PeteTyerman (talk | contribs) (CES BP consultant added) Tag: Visual edit
- 08:46, 19 September 2025 CES Resistance (hist | edit) [9,819 bytes] PeteTyerman (talk | contribs) (CES rebuttal page) Tag: Visual edit
- 08:13, 19 September 2025 CES evidence (hist | edit) [868 bytes] PeteTyerman (talk | contribs) (evidence page) Tag: Visual edit
- 08:08, 19 September 2025 Clinical enabling support (hist | edit) [1,102 bytes] PeteTyerman (talk | contribs) (nnew page) Tag: Visual edit
- 08:00, 19 September 2025 CES Definition (hist | edit) [2,750 bytes] PeteTyerman (talk | contribs) (Created page with "Clinician Enabling Support (CES): Definition and Purpose")
- 07:41, 19 September 2025 Clinician issues (hist | edit) [537 bytes] PeteTyerman (talk | contribs) (Created page with "this is a developing page on condition specific issues relating mostly to adjustments for disability")
- 11:20, 17 September 2025 School issues/Spelling tests (hist | edit) [2,339 bytes] PeteTyerman (talk | contribs) (Created page with "Why Weekly Spelling Tests Don’t Work – and Why Immersive Reading is Better Many schools still use weekly spelling tests based on dictated word lists. This may seem traditional, but for children with dyslexia or ADHD, it’s a method that may set them up to fail. Why spelling tests don’t work for many children • They test isolated words read aloud by the teacher. Real life spelling happens in context – in sentences, notes, or stories. • They rely on phonics re...")
- 11:17, 17 September 2025 School Issues (hist | edit) [1,068 bytes] PeteTyerman (talk | contribs) (Created page with "information specific to issues with schools")
- 07:52, 17 September 2025 Doctor/360 feedback (hist | edit) [2,024 bytes] PeteTyerman (talk | contribs) (new page) Tag: Visual edit
