Our Well-being is the most important thing! If our wellbeing is off, we will not be in a good place to learn!
Our well-being can be affected by lots of things; feeling unwell, sensory processing difficulties (see sensory tab), communication difficulties, emotional difficulties and more.
We spend a lot of time getting to know each child’s individual preferences, sensitivities, learning styles and what makes them feel good!
We use this to help us plan each day to ensure positive well-being; we call this ‘Energy accounting’.
Energy accounting is where we think about the energy needed to do an activity, and the energy activities give us. This is different for every one. It’s easiest to think of it like a bank account- with deposits and withdrawals. Activities will cost/ be worth more for different people.
Deposits: Things we enjoy.
Withdrawals: Things we find difficult.
Follow this link to hear somebody talk about what energy accounting is like for them.
Autistic fatigue – a guide for autistic adults (autism.org.uk)
We use our routines, environment, visual supports and lots more to maintain positive well-being. We also have ‘free time’ and brain breaks scheduled throughout the day. Here’s a video to explain more…
The time table explained
7. Free time
In this video we’ll look at free time, why its important and what it looks like 🙂
There’s a video below about energy accounting https://t.co/PQ44uTiMhR
What are your/ your child’s deposits / withdrawals? Comment below 🙂 #wellbeing pic.twitter.com/0TKuBqzUYk
— Hawthorns Blossom (@Hawthorns_Bloss) April 29, 2020
We use all of the information we learn about our children to create a well-being profile so that all agencies working with our children, have lots of information readily available to support the child in the best way.
The profiles cover 5 areas;
- Social Emotional and Mental Health
- Physical and sensory
- Communication and interaction
Here’s an example of the information in a well-being profile…
Well-being profiles are all so useful for members of families or other people your child may spend time with.
Our children’s bodies will usually tell us how their sensory systems are feeling long before their words do. Children might cover their ears, hum loudly, chew clothes, lean on walls, swing on chairs, move slowly or really quickly! Here’s something that their bodies might be trying to say.