Resources

This section contains information that may be helpful if a diagnosis is made.

Autism

  • Note: Where you see light coloured font, that is a hyperlink that will direct you to the organisations.

    Several neurodiversity-affirmative autism organisations are dedicated to promoting understanding, acceptance, and support for autistic individuals. Here are some notable ones:

    AsIAm: Ireland’s National Autism Charity is working to create a society in which every autistic person is empowered to reach their own personal potential and fully participate in society.

    • Information Line: 0818 234 234

    • Email: support@asiam.ie

    • Pamphlet: “AsIAm: Starting the Autism Journey”

    Middletown Centre for Autism: The Middletown Centre was established in 2007 by The Department of Education and Skills in Ireland and the Department of Education Northern Ireland to support the promotion of excellence throughout Ireland in the education of autistic children and young people.

    • Phone: 0044 (0) 28 3751 5750

    • Email: admin@middletownautism.com

    Autistic Self Advocacy Network (A.S.A.N.): A.S.A.N. is a leading advocacy organisation run by and for autistic people. It focuses on promoting acceptance, inclusion, and self-determination for autistic individuals.

    • Pamphlet: “ASAN: Start Here Booklet for Parents.”

    Thinking Person's Guide to Autism: This brilliant website offers a collection of articles and resources written by autistic individuals and advocates. It provides insights into various aspects of autism from a neurodiversity-affirmative standpoint.

    Thriving Autistic: As per the website, “Thriving Autistic is a volunteer-led, not-for-profit committed to empowering and promoting the human rights of Autistic and otherwise neurodivergent people through a transformative shift away from the traditional medical and charity models towards a human rights-based approach.”

    NeuroClastic: This website highlights autistic voices, NeuroClastic “catalogues the intersectional experiences, insights, knowledge, talents, and creative pursuits of autistics.” This is a great resource for parents and educators with incisive and highly relevant articles and infographics..

    Autism Women's Network (A.W.N.): A.W.N. provides resources and support specifically for autistic women and nonbinary individuals. It aims to amplify the voices and experiences of autistic individuals who identify as female.

    It is recommended that parents and autistic individuals seek information and support from organisations and initiatives that are led by and centred around autistic people, as these organisations are more likely to prioritise their needs, perspectives, and rights. Neurodiversity organisations should be distinguished by a focus on acceptance, understanding, and supporting autistic individuals in leading fulfilling lives on their own terms.

  • The neurodiversity paradigm views neurological differences, including autism, as natural variations of the human experience rather than “disorders” to be “corrected.” This perspective challenges the historical approach of some psychological interventions, such as A.B.A., which were aimed at changing autistic behaviours.

    Here are some things you can do as a parent to support your autistic child in a manner consistent with the neurodiversity model.

    Acceptance and Respect: Recognise and appreciate the inherent value and worth of all individuals. Respectful language and attitudes promote inclusivity and mitigate stigmatisation.

    Engage in Autistic Communities: Connecting with other autistic individuals and their families can provide valuable insights, support, and advocacy opportunities. It also helps your child see positive autistic role models and understand their identity within the larger autistic community—positive representation really matters.

    Strengths-Based Approach: Focus on your child's strengths, passions, and interests (Koegel, Koegel, Ashbaugh, & Bradshaw, 2014). Approaching your child’s interests with curiosity and engagement can strengthen your connection with your child.

    Structured Environment: Many autistic children thrive in predictable environments. A structured and consistent routine, visual schedules, and clear expectations can provide comfort and predictability (Mesibov, Shea, & Schopler, 2005).

    Reprioritise and Support: Most behaviour is communicative. Instead of focusing on changing “challenging behaviours,” try to understand the underlying reasons for the behaviour. Consider possible physical pain or illness, hunger, fatigue, stress, burnout due to masking, not having enough down time, sensory sensitivities, communication challenges with family members or peers (i.e., the double empathy problem), possible mistreatment by others, unmet needs, parental expectations of the child exceeding their current capacity, etc. (Carr et al., 2002). Focus on parental coping strategies so that you are able to effectively regulate yourself—only then can parents effectively co-regulate their child. Children need to experience consistent co-regulation from a regulated adult before they are able to understand and manage their own emotions, develop coping strategies, and enhance their own self-concept.

    Self-Advocacy and Autonomy: Empower autistic children and young people to advocate for their needs, express their preferences, and actively participate in decision-making processes that affect their lives. Respect their autonomy and support their self-determination.

    Accommodations and Accessibility: Provide accommodations and supports to ensure that autistic children and young people can access and fully participate in education, community settings, and employment. Sensory-friendly environments, flexible communication styles, and assistive technologies can enhance accessibility.

    Communication and Social Interaction: Rather than expecting conformity to neurotypical communication and social norms, parents should focus on facilitating meaningful communication and connections with their child. Consider alternative communication methods like Picture Exchange Communication System (P.E.C.S.) or augmentative and alternative communication (A.A.C.) devices and apps if preferred by your child (Bondy & Frost, 1994).

    Individualised Education: Educational approaches that embrace neurodiversity, such as personalised learning plans and accommodations, can create environments where autistic children are supported to do their best academically and socially.

    Collaboration with Schools: Building a strong relationship with educators ensures the academic environment is adapted to your child's unique learning style and needs. Individualised Education Programs (I.E.P.s) or equivalent plans can be invaluable in this context (Etscheidt, 2006).

    Affinity-Based Learning: Engage and teach important concepts through your child's interests. For example, if your child loves dogs, dogs can be an effective and motivating medium to teach counting or reading (Klin, Danovitch, Merz, & Volkmar, 2007).

    Sensory Needs: Understanding and accommodating sensory sensitivities can create more inclusive environments. Instead of trying to desensitise autistic children to upsetting stimuli—something that should not be done, as it is distressing and ineffective—parents should help them to navigate sensory experiences in a way that minimises distress and encourages self-understanding and self-advocacy. Examples of sensory accommodations include the following: giving a child ear defenders, selecting clothes and shoes the child feels comfortable in, teachers accommodating alternatives to the standard uniform, offering foods the child feels safe eating, providing the opportunity for movement breaks, giving the child access to a sensory room or creating a quiet space at home, providing fidgets and chewy tubes, allowing the child to enter and leave the school when it is quieter, etc.

    Family and Community Support: Real support of autistic children extends beyond the child to encompass family members, caregivers, educators, and communities. Fostering acceptance can create more inclusive and supportive environments.

    Ethical Considerations: Ethical concerns arise when attempting to change an autistic child’s identity by teaching them to mask and “appear more neurotypical.” Embracing neurodiversity means respecting the autonomy and dignity of autistic individuals—and accepting and respecting them just as they are.

  • If an autistic child or young person has moderate-to-high support needs, the service that is best-placed to support them is the Children’s Disability Network Team (C.D.N.T.).

    The C.D.N.T. is a secondary multidisciplinary service for children and young people up to the age of 18 with disabilities (inclusive of autism) that are associated with moderate-to-high support needs and “complexity,” which means that multiple disciplines are required to work in a coordinated and co-located manner to support the child and their family.

    These specialist and focused teams can include Psychologists, Social Workers, Speech and Language Therapists, Occupational Therapists, and Physiotherapists—all managed by the same Children's Disability Network Manager. Other professionals might also be on the teams, such as Dieticians, Social Care Workers, Family Support Workers, and Nurses. There may also be formalised links to Paediatrics.

    Contact your local C.D.N.T. for more information.

  • Here are some helpful links regarding the various services and what the service role and remit is for each with regard to disabilities (inclusive of autism). These are all available to the public online:

    Progressing Disability Services for Children and Young People Programme (P.D.S.)

    Policy Framework for Service Delivery of Children’s Disability Network Teams

    Joint Working Protocol: Primary Care, Disability, and Child and Adolescent Mental Health Services

    Key Progressing Disability Services (P.D.S.) Documents

  • The Child and Adolescent Mental Health Services (C.A.M.H.S.) provide mental health assessment, diagnosis, and treatment for children and adolescents up to the age of 18—this includes autistic children and young people—with a moderate to severe mental health presentation.

    The C.A.M.H.S. is a secondary coordinated multi-disciplinary team inclusive of Psychiatrists, Clinical Psychologists, Nurses, Speech and Language Therapists, Occupational Therapists, Social Workers, etc.

    As per the C.A.M.H.S. Operational Guidelines, “Where the child or adolescent presents with a moderate to severe mental disorder and autism, it is the role of C.A.M.H.S. to provide appropriate multi-disciplinary mental health assessment and treatment for the mental disorder. This may involve joint working or shared care with other agencies.”

    If you believe that your autistic child is presenting with a co-occurring moderate to severe metal health presentation, contact your G.P. to discuss a referral to the C.A.M.H.S.

    See Helpful Links, below:

    C.A.M.H.S. Referral Forms

    More information, from the H.S.E., about C.A.M.H.S.

    The C.A.M.H.S. Operational Guidelines

    Video defining C.A.M.H.S. Referral Criteria

    Video describing the C.A.M.H.S. Referral Pathway

    Video describing the three types of wait-lists n C.A.M.H.S.

    Video detailing what to do if you are worried about a young person’s mental health

  • Anxiety is a normal and often healthy response to stress or danger. It's a feeling of unease that can be helpful and even vital in certain situations. Anxiety starts to become a mental health concern when it is chronic, overwhelming, and leads to physical symptoms and avoidance behaviours. An anxiety disorder involves disproportionate and persistent feelings of anxiety and fear that interfere with daily life. Talk to your child’s G.P. if their anxiety starts to significantly impact their ability to function, as this is indicative of an anxiety disorder.

    Here are more specific evidence-based ways to support an anxious autistic child:

    Emotion Regulation Strategies: Teach the child strategies for emotional regulation. This includes recognising emotional triggers, understanding the physical stress response, and using techniques like "name it to tame it," which aligns with Siegel's work on labelling emotions to gain control over them.

    Connection and Attachment: Emphasise the importance of secure attachment and connection with the child. Building strong, positive relationships with caregivers and peers can provide a sense of safety and reduce anxiety. Dan Siegel's work on interpersonal neurobiology highlights the significance of secure attachments in emotional well-being.

    Social Stories and Personalised Narratives: Create personalised stories or narratives that help the child understand and navigate anxiety-inducing situations. These stories can be framed positively, acknowledging the child's unique perspective and strengths in coping with challenges.

    Strengths-Based Approach: Focus on the child's strengths and interests. Nurture their talents and abilities, which can boost self-esteem and self-efficacy, ultimately reducing anxiety. Celebrate neurodiversity and unique ways of thinking and experiencing the world.

    Sensory Awareness and Regulation: On-going sensory distress can reduce your child’s capacity to manage anxiety. Recognise and respect sensory sensitivities. Work with the child to develop sensory strategies that help them cope with sensory challenges and reduce anxiety in sensory-rich environments.

    Collaboration and Communication: Maintain open communication with your child and involve them in decision-making when appropriate. Collaborate with them to identify triggers and develop strategies to manage anxiety together.

    Routine and Predictability: Establish predictable routines and environments, which can help reduce anxiety for many autistic children. Predictability can be comforting and reduce anxiety associated with unexpected changes. To the greatest extent possible, prepare your child for changes in advance. For older children, you could try the D.B.T. Cope Ahead Skill.

    Peer Support and Social Skills: Provide opportunities—if your child shows an interest—for interaction with positive peers in a supportive and predictable environment.

    The key is to create an environment that supports your child’s well-being, fosters self-acceptance, and provides them with the tools to navigate anxiety in a way that respects their neurodivergent identity.

A.D.H.D.

  • You can find out more information by going to the A.D.H.D. Ireland website.

    The A.D.H.D. Ireland support line is Tel. (01) 874 8349; this is is open from 10:00am – 1:00pm, Monday to Friday.

    Alternatively, one can e-mail A.D.H.D. Ireland: info@ADHDIreland.ie

  • Distress in ADHDers can be influenced by various factors of course. Here are some factors to consider:

    Executive Functioning Challenges: Difficulties with executive functions, such as planning, organisation, and impulse control, can lead to frustration and distress in ADHDers. They may need more support with tasks that require self-regulation (Barkley, R. A., 2015).

    Academic and Learning Challenges: Academic difficulties, including problems with attention, organisation, and completing tasks, can cause distress in ADHDers, as they may feel overwhelmed in school settings (DuPaul, G. J., & Stoner, G., 2003).

    Social Interaction Difficulties: Impulsivity and difficulty with social cues can lead to challenges in making and maintaining friendships, contributing to feelings of isolation and distress (Mikami, A. Y., & Hinshaw, S. P., 2006).

    Co-occurring Difficulties: ADHDers are at a higher risk of developing co-occurring mental health presentations, such as anxiety, which can contribute to distress (Jensen, P. S., Martin, D., & Cantwell, D. P., 1997).

    Parental Stress: Parenting an ADHDer comes with unique considerations, and stress experienced by parents impacts the child's distress levels (Johnston, C., & Mash, E. J., 2001).

    Bullying and Peer Rejection: ADHDers may be at a higher risk of bullying and peer rejection, which can lead to emotional distress, reduced self-esteem, and rejection sensitivity dysphoria (Becker, S. P., Mehari, K. R., Langberg, J. M., Evans, S. W., & Vaughn, A. J., 2020).

    Medication-Related Factors: Side effects of medications and the need for ongoing treatment and monitoring can be sources of stress for some (Charach, A., et al., 2011).

    Stigma and Misunderstanding: Stigmatisation and misunderstandings about A.D.H.D. can lead to increased distress in ADHDers (Harpur, J., Thompson, L., & French, R., 2009).

    Supporting children with A.D.H.D. involves addressing these factors through education, supportive accommodations, an informed and well-regulated parental response, robust parental coping strategies, effective co-regulation of the child, etc.

  • Educate Yourself: Learn about A.D.H.D., as well as the associated challenges and strengths. Understanding your child's neurodiverse status can help you provide effective support. Dr. Ross Greene's Collaborative & Proactive Solutions approach can be helpful in this regard.

    Focus on Strengths: Recognise and nurture your child's abilities and talents. A.D.H.D. often comes with creative thinking, energy, and enthusiasm.

    Emotion Coaching: Teach the child emotion regulation skills. Help them understand that their emotions are valid and provide strategies to manage them effectively. Emphasise that it is okay to feel anxious or overwhelmed.

    Open Communication: Keep channels of communication open with your child. Listen to their feelings, thoughts, and concerns without judgment.

    Set Realistic Expectations: Understand that your child's pace and style of learning might be different. Set achievable goals and celebrate their progress.

    Structured Routine: Create structured and consistent routines that provide a sense of predictability and stability for children. ADHDers often benefit from visual schedules and clear expectations for daily activities.

    Executive Functioning Support: Assist the child in developing executive functioning skills, such as organisation, time management, and planning. Dr. Russell Barkley is a prominent expert in this area.

    Break Tasks into Smaller Steps: Help your child manage tasks by breaking them down into more manageable steps. This can prevent the child from feeling overwhelmed.

    Provide Choices: Allow your child to have some control and autonomy in their activities and decisions. This can foster a sense of empowerment.

    Use Visual Aids: Visual schedules, charts, and reminders can help your child stay organised and on track.

    Encourage Physical Activity: Regular exercise can help channel excess energy and improve focus. Engaging in physical activities they enjoy can also boost self-esteem.

    Brain Awareness: Encourage and model mindful awareness—this can help the child become more aware of their thoughts, feelings, and behaviors. Dr. Dan Siegel's work on interpersonal neurobiology and "The Wheel of Awareness" can be applied to increase self-awareness and emotional regulation. Mindful awareness may also help your child manage impulsivity and improve the attention span.

    Positive Reinforcement: Recognise and reward their efforts and accomplishments.

    Collaborate with Teachers: Maintain open communication with your child's teachers to create a supportive learning environment that accommodates their needs.

    Positive Peer Relationships: Support the child in building positive peer relationships. Encourage friendships that accept and appreciate your child.

    Build Resilience: Help your child develop coping strategies to deal with challenges and setbacks. Building resilience is crucial for their overall well-being.

    Encourage Self-Advocacy: Teach your child to express their needs and preferences to others in a constructive way. This skill will serve them well as they grow up.

    Celebrate Differences: Foster an environment where differences are celebrated, and diversity is valued.

S.L.D.

  • Supporting a dyslexic child in learning to read involves a combination of evidence-based strategies and a neurodiversity-affirmative approach that recognises their unique strengths. Here are ways parents can help:

    Early Identification: Early identification and intervention are crucial. If you suspect your child is dyslexic, discuss this matter with educators and seek an assessment as soon as possible (Shaywitz, S. E., Shaywitz, B. A., & Fletcher, J. M., 1999).

    Structured Literacy Instruction: Advocate for structured literacy instruction, which provides explicit, systematic, and multisensory teaching of phonemic awareness, phonics, and decoding skills (National Reading Panel, 2000). Structured literacy programs, such as Orton-Gillingham, are highly effective for dyslexic children (Shaywitz, S. E., et al., 2003).

    Multisensory Learning: Multisensory teaching approaches engage multiple senses (sight, hearing, touch) to reinforce learning. For dyslexic children, this can enhance memory and retention of phonemic and spelling patterns (Ehri, L. C., et.al., 2001).

    Phonological Awareness Training: Phonological awareness skills, such as rhyming and segmenting sounds, can be enhanced through targeted training. These skills are foundational for reading success (Hatcher, P. J., Hulme, C., & Snowling, M. J., 2004).

    Teacher Training: Teachers with specific training in dyslexia and evidence-based teaching methods are crucial (Moats, L. C., 2010).

    Individualised Education Plans (I.E.P.s): Developing I.E.P.s tailored to the unique needs of dyslexic students can ensure appropriate accommodations and interventions, including extended time on assignments, additional learning support, or access to assistive technologies (Fuchs, D., Fuchs, L. S., & Stecker, P. M., 2010).

    Reading Aloud Together: Read books together daily, creating a positive and enjoyable reading environment. Choose books that match your child's interests to foster a love for reading (Bus, A. G., & van Ijzendoorn, M. H., 1995).

    Audiobooks and Assistive Technology: Use audiobooks and assistive technology, such as text-to-speech software and C-Reader Pens, to provide alternative ways for your child to access and enjoy stories and information (Torgesen, J. K., Wagner, R. K., & Rashotte, C. A., 1997).

    Advocate for Accommodations: Work with your child's school to ensure they receive appropriate accommodations, such as extended time on assignments or access to audiobooks (Reid, G., 2017).

    Build Confidence and Resilience: Emphasise your child's strengths and talents, thus building their self-esteem and resilience. Encourage them to embrace their neurodiversity (Snowling, M. J., & Hulme, C., 2012).

    Patience and Emotional Support: Be patient and provide co-regulation and emotional support. Celebrate your child's progress and effort. (Riddick, B., 1996).

    Advocate for Inclusive Education: Advocate for inclusive education that values neurodiversity and provides a supportive and accepting environment for all students (Rose, D. H., & Meyer, A., 2002).

    Self-Advocacy: Encourage dyslexic children to develop self-advocacy skills and build their confidence. Recognising their unique strengths and learning styles can empower them (Riddick, B., 1996).

    Remember that every child is different, and what works best for one may not work for another. Stay actively involved in your child's education, collaborate with teachers, and keep the lines of communication open to ensure the best possible support for your dyslexic child.

  • The best place to learn more about dyslexia, connect with the dyslexic community in Ireland, and learn more about supports and accommodations is the Dyslexia Association of Ireland.

    Made by Dyslexia: "Made by Dyslexia" is an organisation and campaign dedicated to changing perceptions about dyslexia and highlighting the strengths and talents of dyslexic individuals. The organisation aims to reframe dyslexia.

  • Toe-by-Toe is a phonics-based reading program designed to support struggling readers, including dyslexic individuals. It focuses on building phonemic awareness and decoding skills. However, the effectiveness of Toe-by-Toe may vary from person to person. It's essential to consider the evidence base:

    While Toe-by-Toe is frequently used in educational settings, there is limited independent research specifically evaluating its effectiveness for dyslexic individuals. Most of the available evidence is anecdotal.

    However, Toe-by-Toe emphasises a structured phonics-based approach to reading instruction, which aligns with research-supported methods for improving decoding skills in dyslexic individuals.

    The program can be tailored to the individual needs of the learner, allowing for a personalised approach to reading intervention.

    Many parents and educators report positive outcomes when using Toe-by-Toe with dyslexic individuals, including improvements in reading fluency and confidence.

    Considerations:

    Dyslexics are a heterogeneous group, meaning that individuals with dyslexia have different profiles of strengths and challenges. What works for one person may not work for another.

    Effective intervention for dyslexia often involves a multimodal approach, including structured phonics instruction, reading practice, and accommodations tailored to the individual.

    There are evidence-based reading programs and interventions, such as the Orton-Gillingham (O.G.) approach. One example of an O.G. approach is the Wilson Reading System, which have been extensively researched and have demonstrated effectiveness for dyslexic individuals.

    Before implementing any reading program, especially for dyslexic individuals, it's advisable to consult with educational professionals who can assess the specific needs of the learner and recommend appropriate interventions.

  • You can find all of the information you need on this Citizen’s Information Page.

    You can also refer to the Department of Education’s Circular 54/2022 (for primary schools) and Circular 55/2022 (for post-primary schools).

    Regarding exemption on the grounds of a dyslexia diagnosis, this is the information provided by the Citizen’s Information website:

    “A student who has at least reached second class and meets all of the following conditions can also get an exemption:

    The student has a significant literacy difficulty that persists after having access to a differentiated approach to language and literacy over time. This should be documented in a Student Support Plan.

    The student has a standardised score at or below the 10th percentile in word reading, reading comprehension, or spelling.

    The school must monitor a student’s needs over time to identify that the student has significant and persistent literacy difficulties.”

    Psychological assessments and cognitive ability (I.Q.) scores are no longer needed when applying for exemption from the study of Irish.

    “If the exemption is sought on the grounds of a literacy difficulty, your child must present with significant and persistent learning difficulties despite having had access to a differentiated approach to language and literacy learning over time. The school also must have evidence of your child having a standardised score at or below the 10th percentile in at least one literacy attainment test in either word reading, reading comprehension or spelling.”

    You can read more about the tests the school uses when considering an applicaion in Exemption from the Study of Irish – Guidance on Test Selection (pdf).

    You apply to the school principal for an exemption from studying Irish. You can get an application form on gov.ie

    If you do not agree with the decision to refuse an exemption for your child, you can appeal the school’s decision to the Irish Exemptions Appeal Committee (IEAC) using the official appeals form.

General

  • Daniel J. Siegel is a prominent psychiatrist, clinical professor, and author known for his work in the fields of interpersonal neurobiology and mental health. His books reflect expertise in the fields of neuroscience, psychology, and child development. They offer valuable insights and practical strategies for those seeking a deeper understanding of the mind and relationships. Here is a list of some of his books, which are highly recommended to all parents:

    "The Power of Showing Up: How Parental Presence Shapes Who Our Kids Become and How Their Brains Get Wired" (with Tina Payne Bryson, 2020): Siegel and Bryson emphasise the significance of parental presence in a child's life and how it affects their brain development, emotional well-being, and relationships. This book provides practical guidance on how to "show up" for your child.

    "The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child" (with Tina Payne Bryson, 2018): Siegel and Bryson explore the "Yes Brain" as a state of mind that promotes resilience, empathy, and healthy relationships. This book offers strategies for parents to nurture these qualities in their children.

    "No-Drama Discipline: The Whole-Brain Way to Calm the Chaos and Nurture Your Child's Developing Mind" (with Tina Payne Bryson, 2014): Building on the concepts from "The Whole-Brain Child," this book offers insights and strategies for disciplining children in ways that foster emotional growth and self-regulation.

    "Brainstorm: The Power and Purpose of the Teenage Brain" (2013): Focusing on the adolescent brain, Siegel discusses the unique challenges and opportunities of the teenage years. He provides insights for parents and adolescents themselves to navigate this critical stage of development.

    "The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind" (with Tina Payne Bryson, 2011): In collaboration with Bryson, Siegel presents 12-strategies grounded in brain science to help parents understand and respond effectively to their children's emotional and behavioural needs.

    "Mindsight: The New Science of Personal Transformation" (2010): Siegel explores the concept of "mindsight," which is the ability to perceive and reshape our internal mental experiences. He offers practical exercises and case studies to help readers develop greater self-awareness and emotional resilience.

    "Parenting from the Inside Out: How a Deeper Self-Understanding Can Help You Raise Children Who Thrive" (with Mary Hartzell, 2003): Siegel and co-author Hartzell delve into the science of attachment and how parents can better understand their children's emotional needs and development. This book offers practical guidance for nurturing secure parent-child relationships.

    "The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are" (1999): In this book, Siegel explores the intricate relationship between brain development and interpersonal relationships, emphasising how early experiences shape our minds and affect our emotional well-being.

    Dr. Mona Delahooke is a prominent clinical psychologist known for her work on child development and parenting. One of her notable books is:

    "Beyond Behaviours: Using Brain Science and Compassion to Understand and Solve Children's Behavioural Challenges:" In "Beyond Behaviours," Dr. Delahooke emphasises a neurodevelopmental approach to understanding and addressing children's behaviors. She focuses on the importance of understanding the underlying causes of behaviors rather than just addressing the behaviors themselves. The book offers strategies based on compassion and brain science to help parents connect with children in meaningful ways.

  • Please see this website to find your closest Family Resource Centre.

    Family Resource Centres provide information, support, advice, sign-posting, counselling, personal development, parenting courses, community groups, etc…

    Here is the contact information for some of the local F.R.C.s:

    Sligo F.R.C.: 071 914 6315

    Ballymote F.R.C.: Tel. 0719197818

    Tubbercurry F.R.C.: Tel. 071-9186926

    Boyle F.R.C. Tel. 071-966-3000

    Ballina F.R.C.: Tel. 096-75573

    Mohill F.R.C.: Tel. 071 963 1253

    Breffni F.R.C.:Tel. (071) 912-2566

    Donegal F.R.C.: Tel. (074) 972 5337

  • Supporting Parents, A National Model of Parenting Support Services: SupportingParents is a national model for parenting support services, which takes a whole-of-government approach to improving supports for parenting.

    Sligo Leitrim Directory: The Sligo Leitrim Directory website provides official listings of services for children, young people and families in Sligo and Leitrim. This includes information on health, mental health, education, disability, youth, childcare and other services.

    Jigsaw: Jigsaw offers early intervention mental health support for young people aged 12-25. They provide information, counseling, and online resources.

    I.S.P.C.C. Childline: Childline is a confidential 24/7 helpline for children and young people to talk about any issues that are troubling them. You can reach them at 1800 666 666.

    Pieta House: Pieta House offers crisis intervention and support for individuals experiencing D.S.H. or distress related to S.I. They provide free counseling services.

    SpunOut.ie: SpunOut.ie is an online resource for young people, providing information and articles on mental health, well-being, and various issues affecting youth.

    Teenline Ireland: Teenline Ireland is a helpline for young people where they can talk about their concerns with trained volunteers. It operates from 8 pm to 11 pm every day at 1800 833 634.

    H.S.E. National Counselling Service: Provides a range of counseling and psychotherapy services.

    Counselling in Primary Care (C.I.P.C.): C.I.P.C. offers counseling services for individuals with a medical card that are experiencing emotional distress and life difficulties; this service is provided by counsellors and psychotherapists.

    Bereavement Supports in Ireland: This link brings you to a Citizen’s Information page detailing different options in Ireland.

    C.H.O. 1 Bereavement Counselling: This is a free, confidential, professional counselling and psychotherapy service for individuals experiencing "complicated" grief.

    Rainbows Ireland: A nonprofit organisation that provides support to children and young people who are grieving due to the loss of a parent, sibling, etc., as a result of a bereavement or separation. Rainbows offers a structured and peer-based support program to help children and young people cope with their grief and emotions.

    Family Carers Ireland: An Irish nonprofit organisation that provides support and advocacy for family caregivers throughout the country. Sligo and Leitrim Carer Supports: Tel. 071-914-3123

    Connect Counselling: An Irish organisation that provides professional counselling and support services to individuals dealing with a wide range of personal and emotional difficulties.

    MyMind: Founded in 2006, MyMind's mission is to provide affordable and accessible services, such as counselling and psychotherapy, to those in need. MyMind operates on a tiered payment system.

    Shine: Shine is a national organisation in Ireland that offers various services (i.e., individual support and information, counselling, support groups, and online resources) for individuals with mental health difficulties.

    GROW: GROW Ireland focuses on promoting emotional and mental well-being. Established in the 1960s, the organisation is inspired by a program founded in Australia. Its primary approach is on peer support, where members help one another.

    Turn2me: Founded in 2009, Turn2me.ie is an Irish digital mental health service. The platform offers confidential online counselling with accredited professionals. Turn2me provides online group support sessions on a range of topics, from anxiety and depression to bereavement and stress.

    Samaritans: The Samaritans is a well-known organisation that provides emotional support to individuals in distress in Ireland. The Samaritans operate a 24/7 helpline; this service is available 365 days a year. Some Samaritans branches in Ireland offer face-to-face listening services where individuals can visit and talk to a trained volunteer in person.

    Northwest STOP: STOP provides a confidential helpline service for individuals in distress or those who are concerned about someone else. They may also offer counselling or therapeutic services for individuals meeting certain criteria.

    Foroige: Foróige is a leading youth organisation in Ireland, dedicated to working with young people aged 10-18 to develop their abilities and skills. Amongst other things, Foróige supports community-based voluntary youth clubs where young people can engage in social, personal, educational, and recreational activities in a safe environment.

    The Crib Youth Project, Sligo: The CRIB is a safe place for young people to hang out, meet new friends, and have a voice.

    Work Placement Experience Programme (WPEP): Formerly known as YESS, WPEP supports unemployed individuals to gain work experience.

    Youth Work Ireland: Youth Work Ireland focuses on youth development. It's an umbrella organisation for local youth services across the country. Here is information regarding the Sligo Youth Work.

    Smiley Group: SMILY is a youth group in Sligo and Leitrim for young people aged between 14-18 years who identify as LGBT or who are questioning their identity.

    Niteline: NiteLine is a confidential listening service operated by and for the students of various institutions of higher education in Ireland. Its main goal is to provide emotional support to students during the night hours when other specialised services might be unavailable.

    Atlantic University Student Counselling Service:The service offers students the opportunity to explore any issue that may be impacting on their mental health and general well-being in a confidential setting.

    N.U.I. Galway Student Counselling: Student Counselling provides a free hybrid service of in-person, one-to-one counselling, and online counselling. They also provide group counselling and workshops.

    Inspire: Inspire Wellbeing (often referred to simply as "Inspire") is an organisation that provides mental health, disability, and addiction services across Ireland, including Northern Ireland.

    RCCS: Affiliated with theR.C.N.I., the Sligo centre aims to support survivors of sexual assault that are 14-years-old and older.

    Bodywhys: Established in 1995, this organisation offers support, awareness, and understanding to individuals impacted by E.D.

    TENI: Established in 2005, this organisation serves as an advocate for the rights and well-being of transgender individuals.

    SMILEY: SMILY is a youth group in Sligo and Leitrim for young people aged between 14-18 years who identify as LGBT or who are questioning their identity.

    BelongTo: BelongTo Youth Services is an Irish organisation dedicated to supporting LGBTQ+ young people in Ireland. It offers a wide range of services, programs, and initiatives aimed at promoting the well-being, mental health, and social inclusion of LGBTQ+ youth.

    Youthwork Ireland North Connaught:N.C.Y.C.S. is a regional youth service provider covering Sligo, Leitrim and Mayo.

    Travelling Community Counselling Service: This organisation provides counselling and support services tailored to the needs of the Traveller community. T.C.S. is dedicated to addressing the mental health and well-being of Travellers and aims to provide culturally sensitive and accessible mental health support.

    Diversity Sligo: Supports asylum seekers and refugees through information, advice, advocacy, donations, activities and a variety of services.

    Spiritan Asylum Services Initiative (SPIRASI): an Irish organisation that provides a range of services and support to individuals who are seeking asylum or have been granted refugee status in Ireland. SPIRASI's primary focus is on addressing the physical and psychological needs of refugees and asylum seekers.

    Money Advice and Budgeting Service(M.A.B.S.): A free and confidential service that provides advice and support to individuals and families who are experiencing financial difficulties.

    Sligo Leitrim Service Directory: The Sligo Leitrim Directory website provides official listings of services for children, young people and families in Sligo and Leitrim. This includes information on health, mental health, education, disability, youth, childcare and other services.

    H.S.E. Drug and Alcohol Helpline: A confidential support service that provides information, advice, and assistance to individuals and their families who are dealing with issues related to substance misuse.

    Parentline: Asupport and information service for parents and guardians in Ireland. It offers a confidential and non-judgmental helpline where parents and caregivers can seek guidance, advice, and support on a wide range of parenting and family-related issues. Parentline aims to assist parents in their role, promote positive parenting, and provide a listening ear during times of stress or uncertainty.

    TUSLA Parenting & Family Supports: Provides a range of parenting and family support services aimed at promoting the well-being and safety of children and families across the country. These services are designed to help parents and caregivers in their role, provide assistance during challenging times, and ensure the welfare of children.

    Sligo Leitrim Parent Hub: Parent HubSligo and Leitrim is an online focal point for parents to easily access information on local supports and parenting programmes.

    Aware Life Skills Online Program: The Aware Life Skills Program is designed to help individuals develop skills and strategies to better manage their mental health and well-being.

  • Ireland has several pieces of legislation and guidelines focused on the rights, protection, and provision of services for disabled individuals. Below are some of the most important ones:

    Disability Act 2005: This Act promotes the rights of disabled individuals, ensuring that they are supported to achieve their full potential. It introduces statutory mechanisms to support the provision of services for disabled individuals.

    Education for Persons with Special Educational Needs (EPSEN) Act 2004: This Act makes provisions for the education of disabled children with additional or different educational needs and allowed for the establishment of the National Council for Special Education.

    Equal Status Acts 2000-2018: These Acts prohibit discrimination on several grounds, including disability, in the provision of goods, services, education, and accommodation.

    Employment Equality Acts 1998-2015: This legislation prohibits discrimination in relation to employment on various grounds, including disability.

    National Disability Inclusion Strategy 2017-2021: A comprehensive approach to improving the lives of disabled individuals, focusing on areas like education, employment, transport, and health.

    Assisted Decision-Making (Capacity) Act 2015: This Act provides a modern framework to support decision-making by disabled individuals.

    Irish Human Rights and Equality Commission Act 2014: This Act established the Irish Human Rights and Equality Commission, which plays a role in ensuring that the rights of persons, including disabled individuals, are upheld.

    These are some of the most pertinent pieces of legislation and guidelines related to disabled individuals in Ireland. However, this is not an exhaustive list.

  • Citizen’s information Centre: Provide face-to-face free, impartial, non-judgemental advice, information and advocacy.

    Sligo: Unit 3 and 4 Bridgewater House, Rockwood Parade. Tel. 076-1076390 or e-mail: sligo@citinfo.ie

    Donegal: Ballyshannon, Tel. 076-1075480, Milford Tel. 076-1075450, or Donegal Town, Tel. 076-1075510

    Leitrim: Carrick-on-Shannon, Dublin Road. Tel. 076-1075670; or Manorhamilton, Main Street. Tel. 076- 1075710

    To find out more, see here: “Guide to Entitlements for People with Disabilities” by Citizens Information.

    Note: where you see differs coloured font, that is a hyperlink.

  • If you are caring for a child under the age of 16-years with high support needs, you may qualify for Domiciliary Care Allowance.

    To find out more about this and learn how to apply, see the Citizen’s Information Page on the topic. To apply, fill in a Domiciliary Care Allowance Form. Parents must complete Parts 1 to 5 of the form. You then ask your child’s G.P. to fill in parts 6 and 7 (the medical section) of the form. You should also attach any reports you have. You should attach the report completed by All Kinds of Minds if your child met criteria for a diagnosis and has support needs that meet the threshold.

    This form needs to be signed by parents and the child’s G.P. because a medical license number is required on the application form. Clinical Psychologists are not medics; therefore, the Clinical Psychologist at All Kinds of Minds does not complete or sign any part of the DOM CARE 1 application form.

  • Applying for the Disability Allowance in Ireland is a process that involves several steps. This financial support is provided to disabled individuals who meet certain criteria.

    Before applying, make sure you meet the eligibility criteria for the Disability Allowance in Ireland. Eligibility is based on disability, age, residence status, and means.

    Collect the necessary documents to support your application, including evidence of the diagnosis—this will need to be signed by a G.P., as a medical licence number is required. If you have a report detailing and assessment and diagnosis completed by a Clinical Psychologist, this will need to be attached to the application.

    Obtain an application form for the Disability Allowance. Download it from the Department of Social Protection's website. Keep copies of everything for your records.

    You may be required to attend a medical assessment by a medical assessor appointed by the Department of Social Protection to consider the impact of your disability on your daily life.

    You may also be asked to attend an interview at your local Intreo Centre or Social Welfare Branch Office. During the interview, you'll discuss your application and your circumstances.

    You will receive a written notification from the Department of Social Protection regarding the outcome of your application. If your application is denied or you disagree with the decision, you have the right to appeal.

    To find out more, see the Citizen’s Information Page.

  • It is important to clarify the decision-making mechanisms when it comes to getting important accommodations and supports in school for children that need them.

    To clarify, the Clinical Psychologist at All Kinds of Minds can assess and diagnose A.D.H.D., autism, and dyslexia, etc.—and children and young people meeting criteria for these presentations often need additional support and accommodations within the school environment.

    Additionally, Clinical Psychologists often make educational recommendations in reports based on a child’s needs. However, the Clinical Psychologists in the private sector or the H.S.E. do not have a role in the process of allocating additional supports or accommodations for a child within the school milieu.

    To find out up-to-date information about the allocation of additional support to students who need this in school, please see the Citizen’s Information Page detailing additional support and accommodations in the school system.

    Regarding additional teaching support, you can find more information in the Department of Education’s Circular 0013/2017. Schools use this Guideline to help them identify pupils who require additional teaching support and individualised learning programmes. The Department of Education provides information for parents about accessing additional teaching support in the education system.

    Special needs assistants (S.N.A.) are allocated to schools to work with children who need additional support in school. They provide non-teaching care support for students with “care needs” associated with a disability or medical issue; this might include a significant physical or sensory disability or where a child needs additional support to maintain their safety, etc. The D.E.S. provides more information in the Circular 0030/2014. The D.E.S. has also published updated arrangements: SNA Allocation 2022-2023. The National Council for Special Education (N.C.S.E.) has published an information booklet for parents.

    The National Council for Special Education (N.C.S.E.) provides a range of supports for teachers working with neuro-diverse students who have additional needs.

  • Visit the linked CYPSC website for resources and guidance on supporting a child or young person who feels that they cannot attend school. It compiles locally developed toolkits and resources from various counties in Ireland to support teachers, parents, and communities in encouraging positive school attendance and managing emotionally based school attendance difficulties. The page includes links to specific toolkits and video resources to support families.

  • If your neurodivergent child is experiencing significant challenges with the study of Irish, you may wish to explore the Multiple and Persistent Needs category for an exemption. This category applies to pupils with co-occurring learning difficulties that significantly impact their mental health and overall learning.

    To be eligible for an exemption under this category:

    • The pupil must be in at least Second Class.

    • They must demonstrate a high level of multiple and persistent needs, which have been documented over a period of no less than two years in Student Support Plans.

    • These needs must persist despite targeted and individualised support, and must significantly impact the pupil’s ability to learn.

    • The pupil must have been given every reasonable opportunity to participate in the study of Irish within mainstream classes for as long as possible.

    If the pupil meets these criteria and the Principal determines that granting an exemption is in the pupil’s overall best interests, an exemption from the study of Irish can be approved.

    For further details and guidance, please refer to the relevant official guidelines. (See link.)

  • For support with this transition, see here: Leaving School: A guide from Citizens Information

  • R.A.C.E. (Reasonable Accommodations at Certificate Examinations) accommodations are available to certain neurodivergent students who require support to access and participate in examinations. These accommodations aim to ensure that all students have an equal opportunity to demonstrate their knowledge and skills during exams. Here’s how the process works:

    1. Application Initiation:

      • The school, typically through a designated staff member, identifies students who may require accommodations.

      • This identification is based on their understanding of the student’s needs, supported by professional assessments and school-based assessments.

    2. Parent/Guardian Collaboration:

      • While the school oversees and submits the application, parents/guardians play an important role in the process. They are consulted about their child’s needs and asked to provide relevant supporting documentation, such as medical or psychological reports.

      • Parents are kept informed about the specific accommodations being requested and the progress of the application.

    3. Submission of the Application:

      • The school is responsible for completing the application form, attaching all necessary documentation, and submitting it to the State Examinations Commission (S.E.C.) by the required deadline.

      • The school ensures that all details are accurate and that the application reflects the student’s individual needs.

    4. Verification of Need:

      • Schools play a key role in verifying the practical need for accommodations, as they have direct knowledge of how the student’s learning and performance is impacted in an examination setting.

    In essence, the school applies on behalf of the student, acting as the primary point of contact with the S.E.C. However, the process involves collaboration with parents/guardians to ensure that the application is thorough, accurate, and fully reflective of the student’s needs.

    To learn more about the appplication, you can visit the State Examinations Commission (S.E.C.) website.

    Appeal Process (if necessary): If the application is not approved or if you have concerns about the accommodations provided, you have the option to appeal the decision through the S.E.C.'s appeals process.

    It's essential to maintain open communication with your child's school, the S.E.C., and any relevant professionals throughout the application process. Also, ensure that your child is aware of and comfortable with the accommodations they will receive during exams.

    Please note that the process and requirements for R.A.C.E. accommodations may change slightly year by year, so it is advisable to check the latest guidelines and information on the S.E.C. website or consult with your child's school for the most up-to-date details on applying for R.A.C.E. accommodations.

    What are the possible R.A.C.E. Accommodations?

    While the accommodations can vary, here is a list of some possible R.A.C.E. accommodations:

    The specific accommodations under the R.A.C.E. scheme are tailored to the individual needs of each student. Examples of possible accommodations include:

    • Additional Exam Time: Extra time to complete the examination based on the student’s needs.

    • Rest or Movement Breaks: Short breaks for students who may need to rest or move during the exam.

    • Reader: Assistance from a reader to read the exam questions aloud.

    • Scribe/Word Processor: Support from a scribe or the use of a word processor for students with difficulty handwriting or typing.

    • Assistive Technology: Permission to use devices such as text-to-speech software or specialised equipment.

    • Separate Supervision: A separate room or supervised setting for students who require it.

    • Seating Arrangements: Adjustments to seating arrangements for accessibility or comfort.

    It's important to note that the specific accommodations provided under the R.A.C.E. scheme are determined on an individual basis.

  • The Disability Access Route to Education (D.A.R.E.) scheme in Ireland provides additional college entry supports to students with disabilities. If you are a parent wishing to apply for D.A.R.E. on behalf of your child, here is a step-by-step guide:

    Familiarise Yourself with D.A.R.E.: Begin by familiarising yourself with the D.A.R.E. scheme and its eligibility criteria. You can find comprehensive information on the D.A.R.E. website (linked above).

    Check Eligibility: Ensure your child meets the eligibility criteria. Eligibility is determined based on two key factors:

    1. Evidence of Disability: Documentation must verify that your child has a diagnosed disability.

    2. Educational Impact: Your child must demonstrate that their disability has significantly affected their educational experience and ability to participate fully in the current educational system.

    Apply Through the C.A.O.: D.A.R.E. applications are completed as part of your child’s Central Applications Office (C.A.O.) application for undergraduate courses in participating colleges. Your child must indicate their intention to apply for D.A.R.E. when submitting their CAO application.

    • The C.A.O. application period typically opens in early November and closes on 1st February. Ensure your child submits their application by this deadline.

    Gather Supporting Documentation: You will need to gather and complete documentation to demonstrate your child’s eligibility for D.A.R.E., including:

    • Medical or Psychological Reports: These must be completed by an appropriately qualified professional and provide evidence of the disability.

    • Educational Impact Statement (E.I.S.): This is completed by your child’s school to document how their disability has affected their education.

    • Supplementary Information Form (S.I.F.): This form provides details of your child’s disability and the supports they require.

    Submit the Application and Documentation:

    1. CAO Application: Submit your application to the Central Applications Office (CAO) by 1st February (Source: Access College)

    2. Indicate DARE Participation: Within the CAO application, express your interest in DARE by selecting 'Yes' to the relevant question and complete Section A of the Supplementary Information Form (SIF) by 1st March. 

    3. Submit Supporting Documentation: Provide all necessary supporting documents, including the Educational Impact Statement (EIS) and Evidence of Disability (EOD), to the CAO by 15th March. 

    It's essential to adhere to these deadlines, as late applications are generally not accepted.

    Notification of Eligibility: After the assessment process, your child will receive notification of their eligibility for the D.A.R.E. scheme. If deemed eligible, they may qualify for a reduced points offer for specific courses through participating colleges.

    Accepting Offers: When the C.A.O. issues offers, your child can choose to accept a course under the D.A.R.E. scheme or consider other offers received through the standard C.A.O. process.

    Prepare for College: Once your child has accepted a D.A.R.E. offer, work with the college’s disability support office to arrange necessary accommodations, such as assistive technology, additional learning support, or other resources tailored to their needs.

    It's important to stay informed about the specific requirements and deadlines for each application cycle, as they may change over time. Be sure to regularly check the D.A.R.E. website and the C.A.O. website for the most up-to-date information and guidelines for applying for the DA.R.E. scheme.

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