Discover how indicative profiling and early assessment tools for Autism and ADHD can transform outcomes in the justice system through prevention and rehabilitation.
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.
An exceptional informative resource from our Inspirational and Reflective Reading List. This book received numerous suggestions for inclusion from frontline grass roots practitioners as well as parents and carers. As a parent carer and advocacy practitioner, I personally got intrigued. Written by clinicians and teachers with decades of experience working with kids, these unique and effective therapy tools are vital to enhancing children and young people’s skills how to cope with and overcome their day-to-day challenges. Step-by-step, you'll see how the best strategies from cognitive behavioural therapy are adapted for children to treat and help Trauma ADHD Autism Anxiety
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