Learn how viewing ASD and ADHD behaviors as communication and processing challenges can reduce bias and improve outcomes within the UK justice system.
On the topic of feelings. This book is the most regularly suggested book on the subject for inclusion on AISee’s Inspirational and Reflective Reading List. Suggested from parents/cares, support for learning assistants, teachers and social care support staff. The Great Big Book of Feelings allows children to explore how they’re feeling in a safe and judgement free environment. If you’re looking for a trusted, practical way to help children understand and talk about emotions, The Great Big Book of Feelings is an excellent place to start. With engaging artwork and warm, accessible language, it helps children recognise what they feel, name those emotions with confidence, and open up in a safe, supportive way. Ideal for families, classrooms and support settings, this thoughtful book turns everyday moments into opportunities for meaningful conversation. By exploring feelings at home, at school and in social situations, it encourages empathy, reassurance and emotional resilience—making it a valuable resource for anyone who wants to support children’s wellbeing with warmth, humour and sensitivity.
Discover how indicative profiling and early assessment tools for Autism and ADHD can transform outcomes in the justice system through prevention and rehabilitation.
A wonderful supportive suggestion to AISee’s Inspirational and Reflective List. Parent/Carer-Focused Appeal If you are supporting a child with ADHD, this book offers practical, reassuring guidance you can use in everyday family life. Written in clear, accessible language by a paediatrician, it helps parents and carers better understand ADHD while offering proven mindfulness-based strategies to reduce stress, build connection, and create calmer routines at home. It is a thoughtful and encouraging resource for families looking for realistic support, greater confidence, and a more compassionate way to navigate daily challenges together.
This book was recommended for inclusion in AISee’s inspirational and reflective reading list by an international colleague. For me, it proved to be more reflective than inspirational. It invited me to pause and think not only about how our understanding has developed over time, but also how much remains uncertain, unspoken and still to be learnt. It first led me to reflect on how long the journey of learning, research, and understanding can be. The first recorded use of the word autism is generally attributed to the Swiss psychiatrist Paul Eugen Bleuler around 1911. It appeared again in the work of the Russian psychiatrist Grunya Sukhareva in the early 1920s, culminating in one of the first clinical descriptions of autistic traits in 1925. That was some twenty-five years before the work of Kanner and Asperger, a reminder of how gradual, layered, and often incomplete progress in this field has been.
Learn how to create effective, in-school individualised holistic assessments for neurodivergent students with our comprehensive 2026 guide for teachers and parents.
Explore the transformative benefits of development and wellbeing assessments for neurodivergent individuals within the youth justice system in Scotland.
Peer Advocacy training empowers individuals with lived experience to support others within their community. AISee Collaborative provides Institute of Training and Occupational Learning, ITOL-accredited training programs that bridge the gap between service users' local authorities and more, ensuring informed, neurodivergent-led solutions that improve outcomes across Scotland’s service provisions and local and national policy and practice frameworks in 2026. A project in partnership with South Lanarkshire's Autism Resource Coordination Hub and MOSAIC, Members of Scotland's Autism Community.
I hear you ask, what is he talking about this time? I had the privilege a couple of weeks ago of attending one of IntAPA’s DiACs. An IntAPA take on the work of AISee Collaborative, DiAC - Drop in Advocacy Café’s. This was a great global discussion with fellow members. These members included advocacy practitioners and other members who have an advocating component to their main day job, teachers, allied health professionals, social workers and more. What came to the fore very quickly was the global regression and practice of avoidance as opposed to more meaningful inclusion within education, occupational opportunities, for the communities of autism, ADHD and learning disabilities. Personally, I admit, I was a bit taken aback by this. Especially given from Listening Globally, Thinking Nationally, Acting Locally, LGTNAL, from across 36 countries, it was collectively identified the 17 systemic challenges, a global first faced by this community, and there have been significant strides or so the rhetoric would have us believe in addressing them. Interestingly for me, I took the opportunity, from a Scottish context, and brought up two recent pieces, excellent pieces of Scottish legislation into the discussion namely