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The right to go out - Time to Connect resource

This three-part podcast addresses the common questions young people with additional needs have about applying to, choosing and attending university.

Time to Talk (TtT) was a six-month project (September 2020-February 2021) aimed at providing 16–25-year-olds in England with Special Educational Needs and Disabilities (SEND) free, strength-based support online to counter social isolation and provide motivation to make plans.

Highlights from the 2021 Inclusion Education Festival hosted by NDTi #inclusionEdFest.

Lessons about inclusion from autistic adolescent girls who stop attending school A subtitled video of the webinar from May 2021 by Dr Ruth Moyse. Children who stop attending school are often called truants or school refusers, placing the reason for their absence as a problem within the child. This session proposes a different way of interpreting their absence, by sharing lessons learnt from research with 10 autistic girls who stopped attending mainstream secondary schools.

Those living in our towns and cities have to find nature where they can, not in the big spaces but in the small ones, in life, in the sky, in the cracks in the pavements.

A perspective on Mental Health Awareness Week | About 2 weeks into lockdown#3, the staff team at NDTi started sharing pictures of our individual weekly walks on our teams site...it started to widen our window to the world.

"The mentoring sessions have been AMAZING for me...The mentoring alongside the other learning has allowed me to develop my knowledge and put that into practice and be called on to do the action."

Rewriting the Narrative Lessons about inclusion from autistic adolescent girls who stop attending schools Dr Ruth Moyse has created this summary booklet and poster to support her webinar from May 2021.

Rewriting the Narrative : Lessons about inclusion from autistic adolescent girls who stop attending school Dr Moyse used a type of free-form timeline (from a design by Majid, 2021) with the participants in her study. This enabled each girl to record the events and experiences from her school years that were of most significance to her.