Beverley Sinton, President of ADHD, ASC & LD Belgium writes to PAGS®


“Thank you so much for being our facilitator at the Parent / Teacher Support Meeting about Autism on Saturday 9 February 2019.

I really appreciated how you answered all the questions the parents and teachers raised - and how enthusiastically you contributed to their discussion.  Teaching people by sharing your experiences of working with your past pupils, and adding to the knowledge that was shared by the parents and teachers during the discussion.

People entered the room unhappy and looking for answers and you certainly provided these - while you also gave them ample time and opportunity to air their concerns, their hopes and fears.  During the meeting people were encouraged by the warm and supportive atmosphere which you helped to provide, and shared their ideas, and the tips they had discovered.  They also felt able to share things which they had tried which might not have gone so well.  

It was lovely to see the participants grow in confidence and realise that they were not alone, and they could help each other to cope with our challenging circumstances.  It was great to see smiles on their faces and trust in their eyes, and I thank you for being a large part of that change.

Several parents remarked what a good meeting it was and how much they were looking forward to the next one.  

One has emailed - "Thanks for another great support group yesterday. I find it so beneficial to meet other parents and teachers with the same challenges and joys that I have.  Together we can help each other and help our kids so much better. After each session, I come away with several ideas to try at home with my own kids. It's a very supportive and understanding group."

Beverley Sinton, President of ADHD, ASC & LD Belgium, European Brain Ambassador.


First-hand experience of living with ADHD
What a 22y old says about PAGS®

There is actually huge issue like adults with autism, finding that they have autism really like late in life, because they learn appropriate skills through hard work so like if you could help if you could identify those in childhood and help them to learn skills they will learn to be adult like ‘you could pass for a neurotypical for that long’.

I think the differences are: 

  • in secondary school you really learn how to communicate with others and work with others and work as a team and learn from them

  • for University I think point of focuses is more on learning how to act independently so I think I think most autistic people would have problems in secondary school if they work through them I think they'd be OK in college because they would have been because they might be quite good at handling themselves independently, they may have problems with planning, but they would have to rely on others but if they can't get through secondary school I think if you can't learn how to work with others it's way harder to learn to work independently.

I don't think they be able to move out if they didn't know how to work with others so it's a huge block in terms of continuing on with the rest of your life if you can't learn these skills in secondary school which is why I think it's good that you're targeting schools in particular.

“Definitely, if this is one of the only tests of its kind and yeah definitely, I think this could be huge in the future, especially also now because it's becoming more important, because there's more awareness now then it is was 10 years ago.


Headteacher 

Links what we do from observation working on a child and we are on the same page with the EHCP outcomes and then with proper evidence-based questions linked to stages of development, it means that what targets you come up are more likely to be real and meaningful and show the impact on the interventions you had.


Teacher 

It allows you to explicitly pick out and celebrate skill the students are using which as a teacher might take them for granted, for as you might think is a norm. Even now I'm reflecting back over periods in the week when I was thinking things were awful, when I actually do look down and pick up what it's really important, I can celebrate progress which I may not even thought that before. 


Lead Consultant for Personalised Learning and Differentiation

I think there are very interesting ideas and concepts; the data will be very useful in ensuring that the schools have targeted interventions really accurately.

I think it's most important it is the accuracy, then they are not targeted in isolations and then not just trying to pick up something and then deal with it; they have an absolute accurate assessment of this student this is what we need to target to help the student to progress academically and vocationally and in life skills.