Sometimes revisiting old things brings new understanding. Today, I reinstalled the Speech Blubs app on James’ iPad. He used to push it away. But this time, he stayed. He engaged, we laughed, we enjoyed it — and I felt something had significantly shifted, not in the app, but in us.
It may be small, but I am overjoyed. It was quiet proof that progress can return with exploration, persistence, and hope — the very things that truly help children with non-speaking autism.
AAC and Assistive Technology
AAC (Alternative and Augmentative Communication) is a set of tools and techniques for understanding how to support learners with speech, language, and communication differences. It includes valuing all forms of communication. Assistive Technology is one example of AAC innovation and how it can support teaching and learning.
Speech Blubs is an application designed to support home-based speech therapy using technology, and in this way, it serves as a learning tool to augment communication.
Assistive Technology applications that support speech generation, spelling and motor planning difficulties can expedite learning, offering pathways that might otherwise take a lifetime to build. In fact, Jane Korsten (2008) calculated that if an AAC user only learns during therapy, it could take 84 years to reach the same language exposure a typically developing toddler experiences naturally.
The significance of this is clear: exposure and immersion are vital. Every shared word, every modelled symbol, every small gesture counts.
If only one person models AAC, in a small room, for a few minutes a week, progress will always be slow. But if everyone — parents, teachers, peers, and communities — embraces it, the immersion that follows can transform understanding. That’s what inclusion really looks like.
Technology helps me find my own voice, too. Writing is my version of AAC — a way to make sense of what I can’t always say aloud. In this sometimes lonely space, the tapping of words becomes a kind of therapy — a reminder that connection happens through expression, not just speech.
Inclusion
We all come from different spaces of experience and education, yet the truth that shines through is that autism doesn’t discriminate — not by age, origin, ethnicity, or social status. What does create difference is access: access to understanding, to support, to opportunity.
Statistics show clear patterns — children from underprivileged or low-income families are often the ones most at risk of being left behind. Not because they lack potential, but because privilege opens doors that others must fight to find.
I’ve just finished my postgraduate certificate in Inclusion, and I’m still unravelling everything I’ve learned. The research gave me hope — but it also deepened my sadness. I see how much is lost when understanding and support come too late, or sometimes not at all.
“I didn’t choose to become a student of Special Needs; it doesn’t come easily. But we have to learn. It’s part of the job — and like any job, learning is the only way to do it well.”
Last night, I had the opportunity to watch the Proseed panel discussion titled “From Inequality to Opportunity: Can Business Bridge the Gap?” I was fortunate to access the video from home—something that isn’t always possible due to the constraints many families like mine face. But this time, I could join virtually—and it resonated.
Proseed is a community that believes business is about more than just profit. It values authenticity, purpose, and impact. Its founder, Mike, opened the conversation with a powerful question:
“What if we measured success not by profits, but by the lives we improve?”
This reframes the purpose of business around human impact. It calls on our collective conscience—especially when considering how businesses can create genuine opportunities for disabled people—not just as employees, but as innovators, leaders, and contributors to the economy and society.
Questions Raised—and My Reflections
1. What is something you wish people talked about more when it comes to inequality?
My answer: ACCESS. Accessibility is often discussed in terms of physical spaces or digital tools. But for carers like me, it’s something even more fundamental: the ability to attend. To be present. To be included. A lack of flexible or remote options for education, employment, or social engagement often excludes both carers and our children.
Inclusive access requires us to rethink what participation really looks like. It means designing systems that recognise and adapt to the realities of families like mine. Being physically present isn’t always possible—but being actively engaged should be.
Creating agency and identity is central to my advocacy. For disabled people—especially those without speech—access to communication tools and education remains unevenly distributed. These tools are evolving, but many remain out of reach to those who need them most. To build real agency, we must provide access to information, connection, and opportunity.
2. What is the biggest challenge you see in fighting inequality?
My answer: AWARENESS. Without awareness, there can be no meaningful action. Many forms of inequality remain hidden until someone brings them to light. Disability is the largest minority group in the world, yet it continues to be subsidiary.
This must change. Inclusion isn’t a tick-box exercise—it’s the foundation of a society or business that aims to be fair and functional.
3. What are you doing or planning that makes a real difference?
My answer: ADVOCACY. By sharing stories—my own, my family’s, and those of others—I hope to raise awareness and challenge assumptions. Real change often starts with a single, honest conversation. When amplified, it has the power to reach many.
Key Messages from the Panel—and What They Meant to Me
Barbara: The Complexity of Inequality
Barbara reminded us that inequality is layered, both systemic and structural. She quoted Dr Martin Luther King Jr.:
“Injustice anywhere is a threat to justice everywhere.”
From a disability perspective, this rings particularly true. Neurodiversity is complex and intersectional. One can be wealthy and disabled, or poor and disabled. However, when your disability also denies you access to essentials like food, education, or employment, injustice is compounded.
Charles: Hidden Inequalities
Charles spoke about migrant workers and the unseen costs of employment. His story about “gold loans” was striking. Families sell their belongings to get a job and then need to work for years to pay back the loan. In some cases, it takes 10 years. As someone from a Southeast Asian immigrant background, I relate. I now employ migrant workers, and I’ve come to understand the sacrifices behind those decisions with greater empathy.
Nat: Sustainable Community Solutions
Nat stressed the importance of partnership over charity. Community organisations and social enterprises are often underfunded and lack long-term structures. Her focus on blended finance resonated with me. She also emphasised non-financial support. I found this relevant as I work towards sustainable models like Hope Haven—a community hub focused on connection and collaboration.
Disability, Opportunity, and Business
This discussion reaffirmed my belief: business can and must be a force for good—especially for disabled people. Inclusion is not just about visible disability. It’s about designing policies, cultures, and environments that welcome all forms of human difference, including neurodivergence and communication challenges.
Dignity and Business Responsibility
Dignity in a business context means providing meaningful employment and opportunity to disabled individuals, regardless of how their disability presents. Businesses have the power to transform lives by creating inclusive workplaces and fulfilling their ESG (Environmental, Social, and Governance) and CSR (Corporate Social Responsibility) commitments with real intent.
A few tools I’m developing:
Signed Social Story Series: Using Makaton, images, and video to support communication for individuals with speech difficulties and second-language English speakers.
Empower Eyes: A low-cost, everyday tool to assess visual impairment—currently being refined and prepared for tracking and efficacy.
Hope Haven: A model community centre that offers inclusive training opportunities. In collaboration with HappyLyfe, we’re working to create sustainable, ethical, vocational employment training through low-waste packaging.
Andrew: Profit With Purpose
Andrew offered a critical perspective:
“We are not equal and never will be. Each of us is unique.”
He reminded us that while equality isn’t about sameness, it’s about fair access and opportunity. He spoke of the power of ethical capitalism—how business and profit, when pursued with conscience, can reduce inequality in ways charity alone cannot.
This strongly aligns with my own mission: building tools and inclusive products that empower people to help themselves—thereby reducing dependency and increasing dignity.
Father Edgar: Making Inequality Personal
One statement from Father Edgar continues to echo for me:
“Make inequality a personal problem.”
That means recognising injustice not as someone else’s issue—but one that belongs to all of us. In Thailand, where I’ve lived for nearly a decade, you can visibly see wealth and poverty side by side. I support grassroots organisations like the Thai Child Development Foundation, Angel Arms, and the Bangkok Community Foundation. I shop local, reuse, recycle, and talk openly about disability—because small, consistent acts matter.
Education, Mindset, and Neurodivergence
Audience members rightly pointed out that education is key. Barriers like uniforms, transport costs, and school fees create serious inequality. But beyond logistics, mindset is perhaps the most powerful barrier of all.
As someone who is neurodivergent, I’ve found empowerment through digital communication. Platforms like social media and spaces like Proseed allow me to express myself in ways that feel authentic. They are tools of visibility and agency.
A Moment of Change
We are living through one of the most transformative periods of our lifetime. From my personal experience, I’ve seen a shift in public attitudes towards disability—towards positive language, greater representation, and a rights-based model.
Yet these advances are not universal. In lower-income settings, the digital divide, structural barriers, and underfunded services still keep disabled people marginalised. As progress moves forward, we must ensure it reaches not only the privileged but also the margins—bridging the gaps in access, opportunity, and dignity.
In Closing
This post is both a reflection and a call to action. Opportunity and inequality can be personal—but this is also optional. If we keep aggregating awareness, advocating, amplifying, and building inclusive tools and communities, we can bridge the gap.
This blog explores how multimodal communication can support teaching English. It is especially helpful for learners who may be developing language in different ways. Let’s take a closer look at the What? Why? When? Where? How?
❓What is Multimodal Communication (MMC)?
Multimodal communication means using more than one method or mode to share a message. It falls under the umbrella of AAC — Augmentative and Alternative Communication.
These modes can include:
📸 Photographs or images ✋ Makaton or simplified sign language 🗣 Spoken language 🧍 Body language and facial expressions 📱 Speech-generating devices (SGDs) or apps 📝 Writing or typing 🧃 Real objects (e.g. a juice carton to represent “drink”)
By mixing and matching these modes, we make communication more accessible. It becomes more engaging and inclusive. This is especially true for children who find spoken English difficult to understand or use.
❓Why Use Multimodal Techniques?
Much like how we might use multimodal communication gestures when traveling in a foreign country, and can’t speak the native language,
Multimodal communication helps to support:
Children with delayed or different language development
Non-speaking or minimally verbal children
Learners with unclear or inconsistent speech
Those with sensory, cognitive, or motor differences
Children learning English as an Additional Language (EAL)
These techniques help avoid communication breakdowns and build:
💬 Meaning 🧠 Memory 👂 Understanding 🖐️ Participation 💪 Confidence
❓When Should We Use These Techniques?
Every day, and as often as possible.
Multimodal communication becomes more effective when:
It’s used consistently across different places — home, school, and community
It’s paired with real-life situations (e.g. signing wait at a zebra crossing)
It’s modelled with patience, rather than taught as a formal lesson
Multimodal communication is about natural connection, not just teaching.
❓Where Can We Use Multimodal Communication?
Anywhere! But the method you choose might change based on the setting.
For example:
🏫 In school: visuals, signs, speech, writing 🏊 In the swimming pool: facial expressions and gestures 🛝 In the park: key words, pointing, body language
🧩 Be flexible. If one mode isn’t available, use another. All forms of communication modelling count.
❓How Do We Use Multimodal Communication?
There’s no “one-size-fits-all.” Every child communicates in their own way.
What matters is that we:
✔️ Adapt to the child’s needs 🕓 Slow down and allow time to process 🔁 Repeat key messages using different modes 💡 Model communication naturally, rather than instructing 🔄 Focus on connection over correction — understanding comes first
❓What is Makaton?
Makaton is a simplified signing system that removes complex grammar and supports spoken language. It focuses on key words.
You:
Say the word
Sign the word
Use gestures to show the meaning
It’s a powerful tool for learners who are developing communication alongside or instead of spoken English.
When used naturally in conversation (not just commands), these words help children to:
Make choices
Express needs
Connect socially
Learn English in context
❓How Does Makaton Support English as a Second Language?
Makaton creates a bridge between a child’s home language and English.
It offers:
👁️ Visual cues for abstract English words 📣 Sound–meaning connections 🖐️ Gestural prompts that aid memory 💬 Early ways to communicate, even before fluent speech develops
In group settings, Makaton is inclusive — it helps everyone use the same universal signs to support understanding.
💬 My Personal Experience
Everyone communicates differently, and there is no right or wrong way to communicate with our kids. How we do it depends on what we want to say, how we naturally speak, and how we can adapt our message to support differences in processing, cognition, apraxia, and language development.
Key words are important because they help lay the foundation for basic safety, communication, and self-advocacy. My core keywords are:
Stop, Go, Wait, Want, Like, Do, Not
When these words are taught naturally as part of everyday conversation — rather than just used for giving directions — they become meaningful and usable in real-life situations. This creates a structure of understanding and builds the child’s ability to express themselves independently.
Using songs and storytelling to model the functions of language through Makaton (or other multimodal methods) reinforces the connection between sign and sound. Melody, imagery, movement, and expression add deeper meaning to the key words and make learning more engaging.
Music and stories are brilliant for:
🗣 Learning how language is used (asking, greeting, commenting) 🎵 Practising rhythm, tone, and pronunciation 🧠 Boosting memory and vocabulary 💖 Encouraging creativity, connection, and expression
What songs or stories would you like to learn? Please comment!
The work of thinkers like Dr. Joanna Grace helps us explore identity not as a fixed label, but as something multi-dimensional, evolving, and deeply connected to experience.
Here’s how James and I encounter and navigate these layers of identity:
Essentialist Identity: Our Inner, Unchanging Core
For James and I, our inner light was once dimmed by my struggle to truly understand his being, beyond the challenges of special needs parenting. In the early days of diagnosis and therapy, James was reduced to behaviours and diagnostic labels, which overlooked his true self. Yet, our joy, curiosity, and resilience exist beyond these external interpretations, and I’ve come to appreciate our existence more deeply as we navigate this journey together.
Structured Identity: How Our Environment Shapes Us
James and I are navigating an evolving understanding of a world that sometimes makes us feel different, abnormal, and excluded. The spaces we occupy shape us not only physically, but emotionally and socially as well. Access to disabled toilets, for instance, is a lifesaver for me. It means I can accompany James, who is almost as tall as I am, into the bathroom without being viewed as a potential risk to other children, simply because of his appearance. The environment and acceptance we encounter are influenced by many societal forces: from media representation and public understanding to legislation. These forces intersect to shape children’s growth, behaviour, emotional well-being, and inclusion.
Performative Identity: Adapting to Social Expectations
Performative identity explores how we adjust our behaviour to meet social expectations. Most people intuitively know how to behave in different settings—quiet in a library, more expressive at a party. For neurodivergent individuals like James and me, this social choreography isn’t always natural. When James flaps his hands or withdraws in busy places, it’s not misbehaviour; it’s communication. It’s his adaptive response to environments that don’t always cater to his needs. His actions are his language. Teaching him how to navigate these social scripts takes time, patience, and creativity.
This aspect of performative identity reminds us that we all perform to some extent. We have many roles —businesswoman, mother, sister, teacher, advocate—and the extent to which these roles affect our true selves is significant. Self-worth becomes central to the process of performing, especially when we feel pressured to act in ways that are not inherently true to who we are. For neurodivergent individuals, the process of being taught social skills can sometimes lead to masking, which can result in intense trauma. In these cases, the script needs to be rewritten, allowing for more authentic expressions of self.
Discursive Identity: The Power of Language
Language shapes how we see ourselves and how others perceive us. Words like “disordered,” “special,” or even “different” can unintentionally marginalise neurodivergent individuals. When we reflect on the evolution of language—terms like “retarded” or “spastic” that were once commonplace—we see the damaging impact of these labels, even when they were used with good intentions. For me, the label became James’s identity, and I admit there was a time I lost sight of his true essence. The words we use don’t just describe reality; they shape it. This is why it’s so important to choose our language carefully, to affirm rather than diminish the identities of others.
Phenomenalism: The Embodied Self
For individuals who are non-verbal or express themselves differently, Phenomenalism affirms that their inner world is real and present. Their movements, expressions, rhythms, and reactions are meaningful. These should not be dismissed as mere behaviour, but recognised as communication.
Joanna encourages us to engage with others in ways by learning to listen more deeply to alternative ways of being. Joanna’s work helps us go further. She teaches us not to judge a person’s worth by their physical or verbal capabilities alone. She urges us to understand that identity is a synergy of mind and body.
Beyond Identity: The Evolving Nature of Self
For James and I, our identity is lived through rhythm, repetition, emotion, and connection in tandem. His body is his language, and his sensory world is central to how he experiences and communicates who he is. Through this lens, his being and belonging are deeply tied to his sensory experience. This is why we need more inclusive spaces that recognise and accommodate the diverse ways people experience the world.
We are individuals, but we are also mother and son, and together, we share an embodied identity—one where I am his voice, his gateway to the world.
When we acknowledge that our identity is not fixed but deeply rooted in the present moment, and shaped by lived experiences, we can imagine a world where the environment evolves to accommodate every person’s needs.
In a nutshell, AAC, or Augmentative and Alternative Communication, refers to methods used by individuals who struggle with speaking or writing to express their thoughts, needs, and ideas. AAC doesn’t just facilitate communication; it promotes a different style of learning—one that places empathy at the forefront.
Low-tech AAC includes simple tools like pictures, visuals, or printed symbols. For example, a person might use a picture board with images of everyday items to communicate needs or wants. It can also include using a computer or camera to create or show visuals to aid communication. Low-tech solutions are accessible and easy to implement in various settings, offering an effective way to support communication without needing advanced technology.
No-tech AAC could be using everyday objects as symbols or objects of reference and body language. For instance, an individual might use the wrapper of a favourite food to signal a desire for that item. Additionally, facial expressions, basic gestures and Makaton (simplified, non grammatical sign language) are all important no-tech communication tools. These methods make use of what we already have at hand to communicate effectively.
High-tech AAC involves more advanced tools like speech-generating devices, applications, vocal output devices, switches or eye-gaze technology. These tools provide individuals with more complex and dynamic ways to communicate, offering them the ability to produce speech, text, or even control their environment. Vocal output devices can be particularly useful for individuals with severe communication impairments, giving them a greater degree of control over their interactions and choices. Equally, sophisticated speech-generating applications support language learning by reinforcing structure, syntax, and semantic coding — helping children build meaningful, grammatically rich communication. Speech-generating applications (SGDs) can support language development by organising vocabulary into categories and grammatical structures, tools to help reinforce sentence building. This structured approach allows children to form more meaningful, age-appropriate communication over time, even when spoken language is limited.
Switches other enabling devices For individuals with very impaired communication abilities, switches can offer opportunities to make choices and effect change in their lives. Switches are simple, accessible devices that allow users to make a selection or communicate by pressing a button. These can be connected to various devices, enabling a person to activate communication aids or control their environment, such as turning on a light or selecting a recorded message which enables a person to communicate basic needs or responses, such as saying “I want a drink” or “I need help,” with just one press of a button. These tools provide an invaluable opportunity for individuals who cannot use more complex speech-generating devices to still exercise choice and have a say in their daily lives.
Nowadays, there are inexpensive toys that allow you to record simple messages so this idea can be adapted to suit the individual.
In a nutshell, AAC is all about providing alternative ways for people with speech or language challenges to communicate effectively with others.
How can AAC aid learning for those with minor learning challenges?
AAC can play an important role in supporting individuals with minor learning challenges by helping them communicate and engage more effectively in their learning environments. Here are some of the ways it aids learning:
Improved Clarity and Expression: Whether using pictures or speech-generating devices, AAC helps individuals express their thoughts clearly, reducing frustration and promoting greater participation in classroom activities and discussions.
Support for Reading and Writing: For individuals with challenges such as dyslexia, AAC can assist with reading and writing by offering visual cues, word prediction, and text-to-speech options. These tools make it easier for students to access and express information.
Boosting Confidence: Many learners with communication difficulties may feel isolated or unsure of themselves in class. AAC methods, from picture boards to more advanced devices, offer them ways to engage and build confidence in their learning journey.
Reinforcing Concepts: Visual aids and symbols used in AAC can reinforce learning concepts, helping learners better understand and retain information. These supports can help break down complex ideas and make them more accessible.
Personalised Learning: AAC can be tailored to suit each individual’s unique needs. Whether using low-tech tools like pictures or high-tech speech-generating devices, AAC makes learning more accessible and ensures that students can engage in ways that suit their abilities.
Why would speaking people use it?
Speaking people might use AAC for several reasons, even if they can talk. Here are some common scenarios:
Temporary Speech Loss: For individuals recovering from surgery, illness, or injury (e.g., after vocal cord surgery), AAC can help them communicate while their speech returns.
Speech or Language Disorders: Some people have speech disorders like stuttering or aphasia (a condition that affects speech after brain injury), where AAC can serve as a backup or enhance communication.
Accessibility: In noisy environments or situations where speaking is difficult (e.g., in a loud crowd or during meetings), AAC devices can offer a clearer way to communicate.
Enhancing Communication: For some, using AAC can support more efficient communication, especially if they have specific needs or prefer to use visuals or text.
Multilingual Communication: AAC tools may be used to bridge language barriers between people who speak different languages.
In these cases, AAC can act as a useful tool to improve communication, clarity, and accessibility, even for people who are able to speak.
The evolution of child development theories is deeply connected to broader historical, biological, and technological changes that have shaped human societies.
The growing recognition of neurodiversity necessitates an ongoing reimagining of how we parent, teach, and learn. These changes highlight the importance of tools for connection, such as AAC (Augmentative and Alternative Communication), that facilitate and support children’s unique needs, helping them navigate and find meaning in a world that often requires adaptation.
From the early philosophical insights into childhood, through the scientific revolutions in biology and psychology, to the rise of inclusive educational practices and digital learning tools, our understanding of how children grow and develop has become more nuanced and interconnected. AAC, along with the many other frameworks that exist today, will continue to play a critical role in shaping a future where every child’s voice is heard, valued, and respected.
In a society that constantly evolves and challenges traditional norms, it’s critical to appreciate that each child’s developmental journey is unique—with tools like AAC, emotional intelligence, and inclusive education as vital support systems.
The Four-Pronged Approach to Human Development
A great way to deepen our understanding of these interconnected factors is by exploring Urie Bronfenbrenner’s ecological systems theory, which outlines how children’s development is shaped by their interactions with different layers of their environment, from immediate family settings (the microsystem) to broader societal and cultural factors (the macrosystem).
A Bio-Psycho-Social-Societal Lens: Understanding the Whole Child
Biological: This focuses on physical growth, brain development, and genetics—basically, the body’s role in development.
Psychological: This covers emotional and cognitive development, how children form identities, and their inner world.
Social: This looks at the immediate environment—family, peers, and community—and how these relationships shape children’s behaviour and skills.
Societal: This examines the broader societal forces—like government policies, education systems, media, and cultural expectations—that influence a child’s opportunities and sense of self.
Stages, Conflicts, and Virtues
Erikson’s theory revolves around stages, conflicts, and virtues. The resolution of these conflicts leads to the development of virtues that serve as strengths throughout life. Below is a table of Erikson’s stages, the conflicts, and the resulting virtues:
Infancy (0-1)
Conflict: Trust vs Mistrust
Virtue: Hope
Early Childhood (1-3)
Conflict: Autonomy vs Shame/Doubt
Virtue: Will
Play Age (3-6)
Conflict: Initiative vs Guilt
Virtue: Purpose
School Age (7-11)
Conflict: Industry vs Inferiority
Virtue: Competence
Adolescence (12-18)
Conflict: Identity vs Confusion
Virtue: Fidelity
Early Adulthood (19-29)
Conflict: Intimacy vs Isolation
Virtue: Love
Middle Adulthood (30-64)
Conflict: Generativity vs Stagnation
Virtue: Care
Old Age (65+)
Conflict: Integrity vs Despair
Virtue: Wisdom
Erik Erikson’s psychosocial development theory is an essential framework for understanding how children navigate stages of growth. For neurodiverse children. Milestones such as trust, competence, or autonomy don’t always follow a neat, linear path for every child. For instance, children with autism may develop autonomy and competence in different ways, but they can still achieve these milestones. This is where AAC tools become invaluable. They provide alternative communication methods that allow children to express themselves in ways that are meaningful to them, ensuring that their developmental journey is accessible and inclusive.
Rather than seeing child development as a series of isolated stages or conflicts to be resolved, I believe it’s more helpful to acknowledge, identify, and address them as part of who we are at any given point in time. The goal is not to reach the highest stage of development for all. Personally, I value moments of isolation, as they provide space for reflection and self-awareness. Recognition of our capacity for conflict, resolution, and virtue is circular or even spiky, is my personal key to self-acceptance and self-actualisation.
Child Development Evolution timeline
Era: Pre-Industrial Era (Before 1700s)
Biological: Children were viewed as miniature adults, with no clear distinction for childhood.
Psychological: Emotional and cognitive development were overlooked; children worked from an early age.
Social/Societal: Family was central, education was minimal, mostly religious.
Key Philosophers & Thinkers: John Locke: “Blank Slate” theory (Tabula Rasa); Jean-Jacques Rousseau: Advocated for natural development, childhood as a time of freedom.
Era: Industrial Revolution (Late 1700s – 1800s)
Biological: Urbanisation led to public health advancements but increased exposure to illness.
Psychological: Darwin’s evolutionary theory reshaped understanding of human development.
Social/Societal: Progressive education emerged, with Dewey promoting experiential learning. Froebel introduced kindergarten. Child labour laws emerged; schooling systems expanded beyond religious institutions.
Key Philosophers & Thinkers: Charles Darwin: Theory of Evolution and Natural Selection; John Dewey: Progressive education and experiential learning; Friedrich Froebel: Founder of kindergarten, play as essential to development.
Era: Early 20th Century (1900s – 1950s)
Biological: Medical advances improved child health.
Psychological: Freud and Piaget revolutionised early childhood understanding. Freud’s psychoanalysis and Piaget’s cognitive stages shaped modern developmental psychology.
Social/Societal: Increased focus on early childhood education, with psychological theories influencing schooling.
Key Philosophers & Thinkers: Jean Piaget: Stages of cognitive development; Lev Vygotsky: Social-cultural theory, Zone of Proximal Development (ZPD).
Era: Late 20th Century (1960s – 1990s)
Biological: Advances in neuroscience and genetics led to recognition of developmental disorders.
Psychological: Erikson’s psychosocial stages highlighted identity and emotional growth.
Social/Societal: Focus on mental health, identity, and inclusion in educational settings.
Key Philosophers & Thinkers: Erik Erikson: Psychosocial stages of development; Jerome Bruner: Scaffolding, the role of social context in learning.
Era: 21st Century (2000s – Present)
Biological: Neuroplasticity and neurodiversity shape modern approaches to child development. Advances in medicine means those with Profound, Multiple and/or Complex Learning Disabilities are thriving beyond previous expectations.
Psychological: Emotional intelligence, as defined by Goleman, becomes a key developmental focus.
Social/Societal: AAC tools and inclusive education policies ensure developmental equity for all children.
Key Philosophers & Thinkers: Daniel Goleman: Emotional intelligence; Norman Doidge: Neuroplasticity, the brain’s ability to adapt; Stephen Hawking: Advocate for neurodiversity and inclusion.
Generation Overview, Impact and Mental Health
The generational shifts highlighted illustrate how the understanding of mental health, diagnoses, and special educational needs has transformed over the past century. This progression demonstrates how societal forces like economic conditions, media exposure, and technological advancements intersect to shape how we view children’s growth, behaviour, and emotional well-being.
The Role of AAC in Supporting Child Development
AAC tools as a tool for connection and inclusion enable us to go beyond teaching children to communicate more effectively. We are empowering them to navigate the world with empathy, understanding, and a deep sense of their own value. This aligns perfectly with Maslow’s view that self-actualisation comes not from achieving a singular, predefined goal, but from the freedom to express who we are and connect meaningfully with others.
AAC tools, whether they are high tech, low tech or no tech, are not just about learning or meeting educational requirements; they are tools for connection, transcending the national curriculum to create more meaningful relationships.
Maslow’s Hierarchy of Needs: Facilitating Self-Actualisation
Maslow believed that once our basic physiological and psychological needs—such as food, safety, belonging, and esteem—are met, we can then move toward fulfilling our fullest potential, which is self-actualisation.
For children with communication challenges, AAC tools serve as a bridge between meeting these foundational needs and realising their fullest potential. The ability to communicate freely and connect with others is crucial to fulfilling the need for belonging, which is the foundation of Maslow’s theory.
AAC doesn’t just facilitate communication; it promotes a different style of learning—one that places empathy at the forefront.
Chemical Exposure and Sustainability
In parallel with the rise of diagnoses and special educational needs, there has been growing concern about the impact of modern diets and chemical processes on mental health. The mass production of food, with an emphasis on processed ingredients, artificial additives, and high levels of sugar, has been linked to various developmental and mental health issues in children.
Increased exposure to chemicals such as plastics, pesticides, and artificial additives in food production has raised concerns about their effects on children’s neurological and cognitive development. Some studies suggest that exposure to these chemicals can lead to developmental delays, attention issues, and increased vulnerability to mental health conditions like anxiety and depression.
The increasing focus on mental health and special educational needs has led to significant changes in how children are supported in educational systems. Special education provisions have expanded greatly, with a growing understanding that children with neurodiverse conditions such as autism, ADHD, and dyslexia are not “broken,” but rather have different ways of experiencing and interacting with the world.
As we shift towards a more eco-conscious and sustainable future, the question becomes: how do we foster a world that nurtures children’s development in all aspects—biologically, emotionally, socially, and environmentally? As we address sustainability, it’s not just about saving resources or reducing waste—it’s about creating a world where children’s neurodiverse needs are understood, supported, and respected.
Call to Action
I’d love to hear your thoughts! Please share your experiences or reflections on how child development has changed across generations. How do you think these shifts will impact the next generation?
Reflecting on my own parenting journey and considering the influence of mass media and societal tools like parenting guides and Augmentative and Alternative Communication (AAC), it is clear how these tools and philosophies shape not only how we guide children but also how we understand their uniqueness in relation to their environment.
I think key to it all is the realisation that we all experience these virtues differently, depending on our position, stance, and outlook. This has a profound impact on how we understand neurodiversity and teach children. We are a product of a society that has imposed specific ideas, but we are also part of a society that challenges them.
The journey of Special Educational Needs (SEN) has evolved significantly in recent decades, shaped by social change, shifting policies, and an increasing recognition of the importance of inclusion. This post looks at how the UK, Thailand, and the U.S. approach SEN, highlighting key developments, current challenges, and the role of advocacy in driving change.
Historically, children with disabilities in the UK were excluded from education, often placed in institutions with minimal educational opportunities.
Pre-1900s: Limited support for children with SEN, who were largely considered “uneducable.”
1900s to 1940s: Special schools emerged, but children with disabilities were still segregated from mainstream education.
Shifting Towards Inclusion: 1970s to 1990s
The 1970s marked a turning point for inclusive education.
Education (Handicapped Children) Act 1970: This Act began allowing for more integration of children with disabilities into mainstream schools.
Disability Discrimination Act 1995: This Act made it illegal to discriminate against disabled individuals in various areas, including education.
The 2000s and Beyond: Personalised Support and EHC Plans
The introduction of Education, Health, and Care (EHC) Plans in 2014 marked a more personalised approach to SEN, ensuring tailored support for each child.
Education, Health, and Care (EHC) Plans: These plans offer coordinated support across education, health, and social care, emphasising the need for inclusion and individualised resources.
Neurodiversity Movement: Growing recognition of autism and ADHD has changed the way SEN is perceived.
Current Challenges in the UK
Despite advancements, challenges persist:
Funding Shortages: In 2020, nearly 30% of local authorities in England reported insufficient funding for SEN services, impacting support for children with complex needs.
Teacher Training: A 2019 study found that 44% of teachers feel unprepared to support students with SEN effectively.
SEN Approaches in Thailand
Developing Inclusive Education: 1990s to Present
Thailand’s journey towards inclusive education has been slower but steady.
Special Education Act 1999: Marked the beginning of Thailand’s efforts to create a more inclusive education system.
Barriers to Implementation: Despite these policies, children with disabilities often still attend separate schools due to resource constraints, and training for teachers is limited.
Current Challenges in Thailand
Resource Limitations: A lack of trained staff and resources hinders the implementation of inclusive education.
Cultural Attitudes: Disabilities are often viewed through a charity lens, and stigma remains a challenge in broader societal acceptance.
SEN Approaches in the United States
Legislative Milestones: IDEA and ADA
The U.S. has had robust legislation supporting children with SEN since the 1970s.
IDEA (Individuals with Disabilities Education Act, 1975): Guarantees free appropriate public education (FAPE) for students with disabilities.
ADA (Americans with Disabilities Act, 1990): Prohibits discrimination against individuals with disabilities in all public spaces, including education.
Current Challenges in the U.S.
Underfunding: Despite strong laws, special education in the U.S. is often underfunded. A 2020 study found that 60% of public schools report that they lack sufficient funding for special education services.
Disparities Between States: There are significant variations in how states implement IDEA, with some states offering better resources and services than others.
Comparing SEN Approaches: Key Differences and Similarities
Legal Frameworks
Comparing SEN Approaches: Key Differences and Similarities
Legal Frameworks
UK: The Children and Families Act 2014 introduced EHC Plans, which provide personalised support.
Thailand: The Special Education Act 1999 aimed to promote inclusive education but faces challenges with implementation.
U.S.: IDEA and ADA ensure access to education, but implementation varies across states due to funding and resource disparities.
Inclusion and Integration
UK: Strong focus on integrating children into mainstream schools, though underfunding is a significant hurdle.
Thailand: Inclusion is progressing but remains inconsistent, with many children still in segregated schools.
U.S.: Legal requirements ensure inclusion in mainstream schools, but funding issues and state-level disparities affect the quality of support.
Cultural Attitudes
UK: Over time, attitudes have shifted from exclusion to a focus on inclusion and empowerment.
Thailand: Disability is still often viewed through a charity lens, but attitudes are slowly changing.
U.S.: A rights-based approach, largely driven by advocacy groups, has shaped attitudes towards disability.
Current Challenges
UK: Funding shortages, teacher training, and resources remain barriers.
Thailand: Limited resources, teacher training, and societal stigma hinder full inclusion.
U.S.: Underfunding and disparities in implementation across states are ongoing issues.
The Future of SEN: Moving Towards Greater Inclusion
As we look to the future, the emphasis on inclusive education, personalised support, and neurodiversity will continue to grow. However, challenges such as underfunding, resource allocation, and staff training must be addressed.
UK: There is an ongoing need for better funding and training to fully implement the vision of inclusive education.
Thailand: Further investment in teacher training and support services is critical for inclusive education to succeed.
U.S.: Ensuring consistent implementation of IDEA across states and increasing funding will be key to meeting the needs of all students with SEN.
Comparison of Disabled Population and Education Access
Population of Disabled People
UK: Around 15% of the population has a disability (Office for National Statistics, 2019).
Thailand: Thailand: Approximately 4.8% of the entire population has a disability (National Statistical Office of Thailand, 2019).
U.S.: Over 12% of the population has a disability (CDC, 2020).
Percentage of Disabled Children in Education
UK: Around 90% of disabled children are educated in mainstream schools, but challenges remain in ensuring appropriate support. (Department for Education, 2020)
Thailand: About 40% of disabled children attend special schools, with limited access to inclusive education due to resource constraints. (UNICEF, 2021)
U.S.: 95% of children with disabilities are educated in public schools under IDEA, but disparities in the quality of support persist. (U.S. Department of Education, 2020)
The Future of SEN: Moving Towards Greater Inclusion
UK: Increased funding and teacher training are needed to realise the full potential of inclusive education.
Thailand: More investment in teacher training and resources is crucial for progress.
U.S.: Ensuring consistent implementation of IDEA across states and increasing funding will be key.
Advocacy
Advocacy groups, such as the National Autistic Society in the UK, Thailand’s National Council on Disability, and the American Association of People with Disabilities, continue to play an essential role in pushing for these changes. For families, educators, and policymakers alike, the ongoing dialogue and action around SEN will shape the future of education for children with disabilities.
Makaton sign language uses the body to aid communication. It’s similar to an extension of the natural gestural body language we use when we travel – trying to make ourselves understood. It is known in Special Educational Needs and Disabilities (SEND) as an AAC tool.
The Benefits of Makaton: Engagement, Inclusion & Communication for All
Makaton is more than just a sign language system—it’s a powerful tool for connection. Makaton blends signs, symbols, speech, and body language to support and enrich communication for everyone, not just those with speech challenges.
Keeps Focus and Enhances Engagement
Makaton signing helps children maintain focus by adding a visual and physical element to communication. For example, Sarah, a young girl with ADHD, found it difficult to sit still and concentrate during lessons. By incorporating Makaton signs into classroom instructions, Sarah was able to focus better. She could follow along because the signs added meaning. They acted as a physical memory anchor (muscle memory). Sarah could associate this with the verbal instructions, making them easier to remember.
Makaton offers benefits to all children, not just those with specific communication challenges. Studies have shown that children who use sign language, including Makaton, exhibit increased brain activity. These activities occur in areas related to language development, promoting cognitive growth. Learning signs connects words with physical actions, enhancing learning through multisensory experiences and offering a deeper understanding of the world.
Develops hand-eye coordination and fine motor skills
Makaton encourages the development of motor skills, which contribute to the creation of new neural pathways in the brain. This leads to improvements in problem-solving, language comprehension, and memory, benefiting children across various developmental stages
Learning fine motor skills, which are essential for cognitive development. Fine motor activities, such as hand-eye coordination and finger movements, play a crucial role in neural development. They support children’s ability to learn. They help them solve problems and communicate effectively.
Kinesthetic Learning beyond Key stage 2
Makaton enhances kinesthetic learning by linking physical actions with words. This makes the learning process more interactive and accessible for all children. Beyond Key Stage 2, this can greatly influence children’s ability to learn new concepts. The impact is especially evident when they can connect movement and gesture with content. Kinesthetic learning, which involves physical movement, helps reinforce memory and understanding by engaging multiple senses.
For example, a child learning about “weather” could sign different types of weather (e.g., “sun,” “rain,” “cloud”) while physically mimicking actions, such as moving hands to imitate the rain or spreading arms to show the sun. This connection between action and word supports content learning. It strengthens the child’s ability to recall and understand the concept.
Introduces diversity into communication
Makaton introduces diversity into communication, making learning more accessible to all children and creating a joyful, inclusive environment. Whether it’s the joy of signing a song or the excitement of learning a new word, Makaton enriches children’s lives in meaningful ways.
Our way
When I use Makaton in public with others, becomes an emotional bridge. It allows others to acknowledge James’ communicative capacity. It gives them a model they may use if they wish to acknowledge James’ presence. They can also use it if they wish to communicate differently.
Supports Mental Health and Wellbeing
For children like James, who struggle to express their emotions verbally, it can be beneficial. It also supports verbal children to express their feelings and needs. The pressure of producing verbal speech and expression is removed, reducing anxiety and frustration.
I began modeling and practising Makaton signs with James in a natural way, which is known as non-direct teaching. As a result, he became more comfortable trying to sign himself. As I learned more, I signed more. It doesn’t matter if his signs are not correct. It is difficult for him. The feedback is his attention, fueled by engagement, confidence, and well-being.
The emotional support of adult modelling encourages a safer environment where children can explore communication openly and without correction.
Reduce isolation
One of the most profound benefits of Makaton is its ability to break down communication barriers. Without accessible communication methods, children can easily feel isolated and disconnected from their peers. Makaton empowers children by offering a means of interaction, even at a basic level. A simple gesture, like a wave or a sign for “hello,” can reduce feelings of loneliness and exclusion.
Better Outcomes
A study by the National Institute of Health found that inclusive communication strategies in schools led to better academic outcomes. These strategies also fostered a greater sense of belonging among students with special needs.
Builds Empathy and Understanding
Makaton signing is not just for children with communication challenges. It can also benefit all children. It fosters empathy and a deeper understanding of communication differences. When children engage with different methods of communication, they become more aware of others’ needs. They also develop greater respect for diversity. This cultivates an environment where empathy and inclusion thrive, preparing children for a diverse world beyond the classroom
Conclusion
We can create environments where all children have the opportunity to engage. They will learn and thrive by incorporating Makaton into everyday routines. The benefits of Makaton extend far beyond communication, promoting a world that celebrates diversity and inclusivity.
In environments where inclusive communication methods like Makaton aren’t used, children may feel disconnected from their peers. However, teaching Makaton ensures that all children, regardless of their communication abilities, can participate in learning and social activities. This inclusive approach fosters a sense of value and support, leading to improved self-esteem and social skills.
Makaton is one example of a low technology Augmentative and Alternative Communication method (AAC).
As simple as ABC? Addressing Barriers Collectively
Trigger Warning: This text contains references to derogatory and emotive language that may be distressing or upsetting.
As the year ends, I begin preparing for the festive season. I will use our Makaton signs for Christmas carols. This will demonstrate a different way of learning language and communication.
refers to the sounds we make, hear, and understand from the words we use. This is also known as pronunciation or speech sounds. It is crucial for understanding each other when communicating verbally. This applies when communicating with others in the same language or another language.
Stuttering (no longer an official diagnosis) could be described as a speech disorder or impediment. I prefer to call it a characteristic that affects pronunciation or phonology. If you belong to my generation and were raised in England, you might recall the chocolate biscuit bars called Penguins. The manufacturer, McVities executed a genius marketing campaign that caught the publics attention. In fact, it was so memorable I still buy and remember it 40 years later. It also provides a perfect example of a phonological difference. This difference is present in some populations of people: the prolongation or delay to a part or start of a word. The key points highlight that problems with phonology make communication difficult. Thankfully, it can be transient and is no longer diagnosed as a disorder! (Yet it is still classified in the DSM-V as a Childhood-onset Fluency Disorder).
Makaton
sign language uses the body to aid communication. It’s similar to an extension of the natural body language we use when we travel and try to make ourselves understood. It is known in Special Educational Needs and Disabilities (SEND) as an AAC tool. We use it to aid and augment communication. It is an alternative to speech and written communication. However, it is often used in conjunction with these more standard techniques for learning.
Makaton benefits all children by promoting focus, motor skills, and cognitive development while encouraging empathy and inclusion. By incorporating Makaton into daily life, we create an environment where learning is accessible, diverse, and enriched, benefiting everyone through different ways of connecting and expressing themselves.
Another key aspect of the “P-p-p Pick up a Penguin” song is its memorability! Perhaps it was the catchiness of the tune or because it was so amusing and different, it became so popular.
In terms of inclusion, promoting learning through song and sign is not a new concept. Yet it is has not yet become mainstream, memorable or universal enough that more people know it well. I spend quite a lot of time learning it, forgetting it and trying again. Like I do with most of my learning, especially Thai language… My understanding improved when I started making my own learning resources, specifically short videos that cater to my attention span, learning style and time constraints, and then use in songs. I share these on my social media, as I learn.They are a little rough and ready but they do the job and I don’t have the time.
Numerous benefits for institution-led Makaton learning are highlighted in the podcasts below. I will summarise them in a link below.
P, p, p – Prophecy, Policy, Political Correctness, Progression, Pygmalion, Presentation, Philosophy, Pathology, Perceptions, Problems
A quick discussion and play on the p, p, p theme – more “P” words.
In my opinion, when we label children as disordered and deficient, we create a ‘Pygmalion’ effect. This refers to an imposed identity, potentially through negative medical labelling. It is sometimes used in the context of a self-fulfilling prophecy. In this context, a belief or expectation about a person or situation leads to behaviours. As I like to break down words and phrases to understand them a quick Google search explains prophecies ‘as any statements or beliefs about the future, past, or present’. These statements ‘may or may not involve supernatural elements’. In social contexts, “self-fulfilling” describes something that becomes true because of the actions and beliefs built around it. For example, if a teacher believes a student is talented, they may give that student more attention. This extra attention leads the student to perform better, which then confirms the teacher’s belief.
A person’s potential can therefore be predicated upon the perception of themselves imposed by others. It is so powerful that sometimes policies are built around such perceptions.
‘Political Correctness’ is a term supported by radical policies that refers to the use of inclusive language and the avoidance of language or behaviour that can be seen as marginalising or insulting. This is crucial for groups that are disadvantaged or discriminated against, especially those defined by ethnicity, sex, gender, sexual orientation, or disability. This term has been around since the 1980s, and why I advocate for the use of neurodiversity-affirming language instead of derogatory and debilitating labels. It is more politically correct.
Considering the impending neurodiversity acceptance revolution, it is useful to understand historical labels for neurodiverse and disabled people. Some were called “feeble-minded,” “retarded,” “spastic,” and were thought of as useless at the extreme end of the scale. In addition, people used words like “chink,” “paki,” “nigger,” and “faggot.” in the contexts of bullying, shielded racism or cruelty.
I use them here to express the emotive quality of words, how they depict different eras and mentalities, and their subsequent disuse. I witnessed this progression and evolution of language and social conscience firsthand. I am thankful for the cultural revolution and appreciate the prevailing predominance of positive promotion of all people in the population. There is an increasing understanding and respect for difference. Yet, I was shocked to hear the word “retard” spoken from a young man’s mouth just a few weeks ago. This seems specifically relevant, as Joanna raises this controversially in her podcast ‘R is for Rosie’ (linked below). She notes that it is still used as a basis for humour. Consequently, it is prolonged and propagated by some people in some homes.
The final “P” word for this piece will be philosophy. The nature of our current reality (metaphysics) shapes our experience. The scope and limits of human knowledge (epistemology) are defined at a particular point in time. The principles of right and wrong (ethics), taught to us by our parents and public policy, guide us. The structure of reasoning (logic) and our appreciation of the beauty of our environment (culture) define who we are. These aspects define the meaning of life and affect how we exist and coexist.
In the context of disability, there appears to be a misbalance between values and pathology, perceptions and problems. This leads to discussions on the next play on the “P” word: the Pavlov’s Dog experiment and learned helplessness. To be continued 🙂
Self-Fulfilling Prophecy
The self-fulfilling prophecy can be observed in various contexts, including education, relationships, and organisational settings. It demonstrates how our beliefs and expectations can shape reality through our actions and interactions.
Merton’s work highlighted the power of social expectations in shaping individual and group behaviour, making the concept crucial for understanding social dynamics and interpersonal relationships.
Pygmalion – My Fair Lady, George Bernard Shaw, another phonological, musical story, and Christmas classic 🙂
I tuned into the SENDCast, a podcast that promotes understanding of current knowledge in the global SEND (Special Educational Needs and Disabilities) landscape and community. This week’s topic focused on the vital theme of Parent and Professional Partnerships.
The conversation highlighted a universal struggle: parents advocating for their children’s needs often feel unheard. This episode featured Denise B. Grant, CEO of Panda’s Tree, a pioneering organisation supporting the Black Down syndrome community. Yet, this challenge transcends individual communities and extends to all neurodiverse individuals, encompassing various cultural, societal, and generational differences.
Denise illustrated her point with an analogy about a surgeon who insists on operating without anaesthetic. This scenario reflects a clash of perspective. Professionals may be resolute in their practices, often disregarding parents’ pleas to hear their concerns. This dynamic resonates with my own experiences; when I advocated for practices I had seen work across organisations, nothing changed. The team was not joined up, which could be due to issues like experience, knowledge, and respect for the parent voice.
When James was six years old, our therapeutic support was abruptly terminated, largely due to my personality. The team did not appreciate my input, despite the vast amounts of money and time I had invested in this private organisation. Suddenly, James was unable to go to school, (for the two hours a day I begged for, and permitted only with private and paid support). Home support ended at the same time. I found myself back at square one, navigating the challenges of caregiving alone. Rest was impossible. Subsequently, James developed Tourette Syndrome, and the days and nights became indistinguishable. The beginning of another chapter another uphill struggle. I began taking antidepressants, which helped, but the isolation remained a constant shadow in our lives. I also gained 10 kilos as a side effect.
In respect of Person and Professional partnerships, my experience with different medications and their effects on my mind and body has been long and complicated. I have tried almost all classes of antidepressants, suffering from brain fog and impaired thinking and alertness. Unfortunately, I couldn’t find relief from any pill, and I simply could not continue taking a drug that affected my ability to care for him. Fortunately, my doctor supported me. She listened and helped me navigate my medications, allowing me the freedom to express my concerns. Unfortunately, this is not always the case, as I’ve learned from other parents and individuals in various online communities. The impact of medications can be devastating to mental state and varies from person to person, so concerns should not be disregarded.
Thus the necessity for professionals to listen to families and exhibit genuine empathy cannot be overstated. This reminds me of the German term “Verstehen,” derived from Max Weber’s philosophy, which means stepping into another person’s shoes and seeing the world from their perspective. This compassionate approach is crucial for fostering understanding and collaboration.
This desolation is mentioned by Denise, who mentions alarming statistics surrounding mental health in SEN families, including rising suicide rates.
This is why I advocate for using social media to create supportive spaces where we can share our voices and experiences. In numerous online community groups, I joined parents and individuals sharing feelings of joy, sorrow and hope. There were frank voices seeking connection and understanding. I appreciated the anonymity; some experiences were too raw to share with friends. These connections became a lifeline—simple affirmations of “I understand” or “me too” provided a sense of solidarity.
The SENDCast also sheds light on the pressures professionals face, often constrained by institutional limitations related to time and legality. As a result, they may resort to shortcuts in primary treatments for neurodiverse children, losing sight of the bigger picture and, sadly, the child at the centre of it all. One shortcut that I believe happens too frequently is medicating as a first-line response to behavioural differences. Medication should not be the primary treatment option; professionals must consider holistic support and work together instill values such as customised healthcare, inclusive education, community engagement, and sustainable support.
Disparities in training and teaching quality raise significant concerns, as unmet needs can persist into adulthood and sometimes lead to tragic outcomes. Cultural stigma and systemic inequalities further exacerbate these challenges, particularly for BAME and underprivileged groups.
Drawing from a lecture by Dr. Pritvi Patel at the University of Birmingham, I recognise the importance of the relationship between cultural backgrounds and support systems. This relationship is crucial in shaping effective advocacy. This is why I advocate for mirroring values of compassion and collaboration across cultures within the neurodiverse community.
The pillars of inclusion stress the importance of building knowledge together for a more empathetic society—one where no child is left behind. In a world grappling with a health crisis and increasing dissatisfaction, this commitment is more vital than ever.
Together, we can create resilient futures for all individuals and families, ensuring access to the resources needed to thrive. Every child matters. True inclusion demands a collective effort to listen, understand, and act on the diverse needs of our communities. We can promote pathways to support and resilience, striving for a healthier, more inclusive future.
Summary of Different Classes of Antidepressant Medicine:
Antidepressants generally fall into several classes, including selective serotonin reuptake inhibitors (SSRIs), which increase serotonin levels in the brain to improve mood, and tricyclic antidepressants (TCAs), which affect various neurotransmitters but often have more side effects. Other classes include serotonin-norepinephrine reuptake inhibitors (SNRIs), which target both serotonin and norepinephrine, and atypical antidepressants, which can work in unique ways and are often used when other treatments are ineffective.
The Happiness Index starkly contrasts the top and bottom-performing countries, particularly concerning students, schools, parents, and communities. Countries that excel often have robust support systems, engaged teachers, and involved parents, fostering nurturing environments.
I am James' mum 