We have applied for funding to roll out screening at age 3, before children learn phonics, and then again before school entry, to identify those most at risk of struggling in a classroom with synthetic phonics instruction. By intervening early, we can provide support. This gives us at least 18 months to assist at-risk children and their families before they start KS1. This early intervention is particularly important for autistic children. The existing system holds them back.

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Using my new one-screen AAC device and others, we flip phonics so that autistic children can learn to read. Being non-speaking or pre-verbal isn’t a barrier. MySpeekie (Innovate UK funded) is designed to be neuro-inclusive and neuro-affirming. Unfortunately, very few SENCOs have been shown how to teach autistic pupils to read. Most of the children are reading by the time they start school, as the early ‘screen and intervene’ method resonates with them. Our pattern-seeking brains prefer direct and visual methods over ‘what sound does this letter make’ programs.

We understand how likely our children are to be failed by the traditional environment, so we need to intervene much earlier, especially in bridging the gap between spoken and written English.

More here soon.


Emma Hartnell-Baker,
The Neurodivergent Reading Whisperer