Many writers ask themselves, 'How do I write for children with Special Educational Needs? It's a crucial question that opens the door to creating truly inclusive and meaningful stories.
Writing for children with special needs presents unique and fulfilling challenges. Whether you’re creating a story, an educational resource, or a fun activity book, creating content which resonates with and supports children of all abilities requires empathy, patience, and understanding to make sure all children are seen and all children can identify with..
Understanding the Basics: How Do I Write for Children with Special Educational Needs
Disabled children are not all the same, and using the term "the disabled" can be misleading as it implies homogeneity. Similarly, there is a diversity of opinions among them regarding the extent to which they wish to share their experiences and who should have the authority to narrate their stories, as well as the content of those narratives.
In the UK, where education and inclusivity are paramount, it's important to approach the process with care, keeping the diverse needs of children at the forefront.
So join me and I will take you through some key strategies to help you create content that children with special needs will engage with.
First of all, let's get the mini answer before we head in a little deeper.
To write for children with special needs, clarify language, use clear visuals, incorporate interactive elements, and embrace repetition. Understand different disabilities, like autism and ADHD, and ensure accessibility for sensory impairments. Foster empathy through characters and validate emotions to connect with readers.
Reflecting Disability
Representation of disabled people in UK children’s books.
The Reflecting Disability research is funded by the Arts Council England to explore the quality and quantity of representation of disabled people in UK children’s book for 3 - 11 year-olds.
Understand the Different Needs
Before putting pen to paper, you need to understand the various types of special needs you may encounter. These can include:
Learning disabilities: Such as dyslexia, dyscalculia, or auditory processing disorder.
Autism spectrum disorders (ASD): Children with autism may have difficulty with communication, social interaction, and sensory processing.
Attention Deficit Hyperactivity Disorder (ADHD): Children with ADHD may struggle with focus, organisation, and impulse control.
Physical disabilities: Some children may have mobility challenges or health conditions that impact their ability to interact with content.
Sensory impairments: Visual and hearing impairments require content that is accessible, such as large print or audio options.
By understanding the spectrum of needs, you can tailor your writing to create an inclusive environment where every child feels seen and supported.
If you're writing a children's story for a child with autism, consider sensory sensitivities when describing environments or sounds.
Clarify Language Without Oversimplifying
When writing for children with special needs, it's essential to strike a balance between simplifying the language and maintaining the integrity of the message. You want your writing to be accessible but not patronising.
Use Clear, Direct Language
For children with learning disabilities or autism, using clear and direct language is often more effective than flowery or overly complex sentences.
Here's an example, instead of saying, "The night sky was illuminated by countless stars, twinkling like diamonds," you could write, "The sky was full of stars, shining brightly." The latter version is easier to process but still gives a vivid picture.
Limit Figurative Language
While similes and metaphors can enrich writing, they may confuse children with special needs, especially those on the autism spectrum, who may take phrases literally. Stick to more concrete descriptions to avoid misunderstandings.
Break Down Complex Ideas
When tackling complex subjects, break them into smaller, manageable chunks. If you're writing about emotions, instead of introducing too many feelings at once, you could focus on one emotion per page or chapter.
This allows children to digest the information at a more comfortable pace.
Design Matters
Dyslexia-Friendly Fonts: Use fonts like Open Dyslexic, Comic Sans, or Arial. Avoid italics or decorative fonts.
Spacing: Ensure sufficient space between lines, words, and letters.
Page Layout: Use uncluttered layouts with clear headings and short paragraphs to aid focus.
Tinted pages: Use slightly coloured backgrounds for text as bright white can make text jump. Thicker paper is better - so text from the previous page doesn't show through.
Use Visual Supports
Many children with special needs are visual learners. Incorporating visual aids: illustrations, diagrams, or charts can help them better understand the content.
Tactile Features: Explore textures, embossed letters, or pop-ups for children with sensory processing needs.
Research from the UK’s National Autistic Society suggests that visuals can help children with autism process information more effectively.
Picture Books and Illustrated Guides
For younger children or those with developmental delays, picture books are an excellent way to tell a story.
Simple illustrations that elaborate on the text can help children make connections between words and images. This is particularly beneficial for children with dyslexia or ASD.
Colour-Coded Sections
Using colour coding to highlight different sections or ideas can help children with ADHD or learning disabilities focus better.
If you're writing an educational guide, you might use one colour for instructions, another for key information, and a third for tips or reminders. The visual distinction helps them stay organised and engaged.
Incorporate Interactive Elements
Interactive content can be a game-changer for children with special needs, keeping them engaged and helping them retain information. The UK’s educational framework often emphasises the importance of multisensory learning, where children can experience content through touch, sound, and movement.
Use Call-and-Response
Call-and-response writing encourages participation. For instance, you could ask a question in your text, like, “What colour is the cat?” and provide the answer in the following sentence.
This technique works especially well for children with ADHD, who may benefit from short bursts of interaction that keep them focused.
Hands-On Activities
If you're writing a workbook or educational guide, include opportunities for children to draw, colour, or complete tasks.
For example, if you’re writing about animals, you might include a section where children draw their favourite animal or trace the outline of an elephant.
This is particularly useful for children with sensory needs, as it allows them to engage with the material physically.
Embrace Repetition and Routine
Children with special needs, particularly those with autism or ADHD, thrive on repetition and routine. Repeating key concepts or phrases throughout your writing can help reinforce learning.
Humour and Fun: Use humour where appropriate to maintain interest and create positive associations with reading.
Repetition and Rhythm: Familiarity in patterns can aid memory and comprehension.
Use Predictable Patterns
When telling a story, try to create a predictable structure. For example, if your character always says "Good morning!" at the start of each day, children can begin to anticipate and follow the flow of the story.
This predictability reduces anxiety and helps children feel more in control of their learning experience.
Reiterate Important Information
If you’re teaching a new skill, such as how to tie a shoelace, don't be afraid to repeat the instructions in different ways.
You might write, “First, make a loop with one lace. Then, do the same with the other lace.” A few pages later, you could restate, “Remember how we made loops with both laces? Let’s try again!” Repetition helps reinforce the learning process, particularly for children with memory or attention challenges.
Build Emotional Connection and Empathy
While writing for children with special needs involves certain technical considerations, it’s also about creating an emotional connection.
Children with special needs often experience the world differently, so it’s important to write characters or scenarios that validate their feelings and experiences.
Develop Empathetic Characters
If you're writing a story, consider including characters who face challenges similar to those of your audience. For instance, a character who uses a wheelchair or who struggles with focus during class can help children feel seen and understood.
Author Julia Donaldson, well-known for her work on The Gruffalo, often includes characters who show kindness and understanding, qualities that resonate strongly with children who may feel ‘different’ from their peers.
Validate Emotions
Children with special needs may have difficulty processing emotions, so it’s essential to address feelings in a simple, non-judgmental way.
If a character is feeling anxious, explain that it’s okay to feel this way and offer strategies to cope. This not only helps children relate to the story but also gives them tools to manage their emotions in real life.
Ensure Accessibility
Finally, ensure that your content is accessible. For children with visual impairments, provide large print options or audiobooks.
For children with physical disabilities, make sure any interactive elements are easy to use without requiring fine motor skills.
Test and Refine Your Work
Engage SEND Readers: Organise reading sessions with SEND children to gather feedback with teachers.
Consult Experts: Work with SEND educators, therapists, and specialists to ensure your work aligns with best practices.
Iterate: Be prepared to make adjustments based on feedback.
Accessible Formats
What happens if you cannot decipher these words?
Using pictograms can benefit children with special needs, particularly those with communication challenges such as autism or learning disabilities. Pictograms serve as visual aids that can help children understand and convey meaning more effectively than words alone. Symbols can represent daily activities, emotions, or instructions, making it easier for children to process information and express their needs. This is especially crucial for those who may struggle with verbal communication.
The use of pictograms can benefit children with special needs, especially those facing communication difficulties like autism or learning disabilities. Pictograms act as visual tools that enhance children's comprehension and communication abilities beyond the limitations of words. By depicting a variety of daily tasks, emotions, and directions, symbols convey information processing and enable children to articulate their requirements more easily. This is particularly vital for individuals encountering challenges in verbal expression. Pictograms can be used to open up books to a wider reader.
In the world of words, we discover not only the power to project our thoughts and feelings but also the ability to shape our reality and redefine our existence.
Through words, we set out on a journey of self-discovery, exploration, and connection. Let us embrace the profound beauty, joy and power of words and pictures in books.
In the UK, organisations like BookTrust and RNIB offer accessible reading options, including braille, large print, and audio formats. Consider partnering with these organisations or ensuring that your content can be adapted for a variety of formats.
In the digital age, think about offering your content online with accessibility features.
Text-to-speech options or adjustable font sizes can make your writing more accessible to children with special needs.
How Do I Write for Children with Special Needs? - Final Thoughts
So as we’ve discovered in this blog writing for children with special needs requires an open mind and a compassionate heart.
By simplifying language, incorporating visuals, embracing repetition, and building emotional connections, you can create content that is not only inclusive but also deeply impactful.
Whether you're writing a storybook or an educational resource, remember that every child deserves to feel understood, capable, and engaged. With these strategies, you’re well on your way to making a positive difference in their lives!
In the United Kingdom, the term "special educational needs" (SEN) describes children and young people who need extra support in education or health settings. Official contexts also use the term "special educational needs and disabilities" (SEND). However, there is a growing view that "special needs" is outdated, with some preferring terms like "additional needs" or "support needs" instead.
Advocates for changing this terminology highlight a few key reasons:
Implications of Extra Effort: "Special" can suggest that supporting disabled individuals is an extra burden, which can foster unhelpful perceptions.
Stigma and Stereotyping: Labelling needs as "special" often emphasises difference, which can lead to stigma and exclusion.
Connotations of "Special": Some feel that calling individuals "special" is unhelpful, reinforcing outdated or negative stereotypes.
Disability Rights Perspective: Many disability rights advocates consider "special needs" a dysphemism—a term that can unnecessarily emphasize limitations rather than focus on positive, inclusive support.
Reflecting these perspectives, many style guides, including the National Centre on Disability and Journalism, discourage the term "special needs" altogether. Instead, they recommend using terms that reflect the individual's preferences - a practice that emphasises respect and personal choice.
Writing about disability for disabled children requires editors to engage thoughtfully with the intended audience to ensure respectful and accurate representation. Disability is a complex, varied experience, and individuals hold different personal boundaries regarding disclosure. Some people prefer to share very little about their disabilities, while for others—especially disabled and neurodivergent individuals—the idea of "proof" can be traumatic, given the often difficult path to diagnosis.
Discussions within the disabled community reflect these nuances, leading to the consensus that creators, writers and consultants should have the choice to disclose or not, respecting each individual's preference.
This raises essential questions: Who has the right to write? Can a writer who has researched thoroughly, engaged respectfully, and worked with people who have lived the experience authentically portray characters with experiences they do not share? And is there a risk that marginalised writers may feel pressured to focus solely on their lived experiences? These questions underscore the delicate balance between authenticity and creative freedom, highlighting the importance of respectful and informed storytelling and continued conversations as information changes and what is perceived wisdom today - may be wrong tomorrow.
Writing for SEND children is a chance to make a real difference, and your insights are invaluable. This blog is a space to share ideas, offer advice, and explore ways to create accessible, inclusive, and engaging books.
If you have experiences, suggestions, or feedback—big or small—please share them in the comments. Let’s work together to inspire a love for reading and learning in every child.
Share Your Experiences: What strategies or tools have helped you or the children you work with engage with books?
Offer Feedback: If you see areas where my ideas can improve, please let me know. Constructive criticism is always welcome!
Suggest New Approaches: Are there techniques or innovations you’ve seen that could help make books more engaging or accessible for SEND readers?
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