# data[].attributes.body
Autism means someone’s brain works in a unique way so they might see, feel, or understand the world around them differently. That’s not wrong or bad—it’s just different! This 5 minute video, Amazing Things Happen, helps explain autism in a simple, friendly way. It’s a great place to begin if you’re curious or want to understand yourself or someone better.

# data[].attributes.attachment_link.title
Amazing Things Happen - by Alexander Amelines

# data[].attributes.body
The National Autistic Society has loads of helpful information about autism for all ages. Whether you’re a parent, young person, or just want to understand more, this is a great place to explore.

Contact: 0808 800 4104 | Website: www.autism.org.uk

# data[].attributes.attachment_link.description
We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

# data[].attributes.body
Here is more information about Autism in

English, Urdu/Hindi, Punjabi, Gujarati and Bengali from the Greenwood Institute.

# data[].attributes.attachment_link.readable_text
School of Media, Communication and Sociology

The Understanding Autism Spectrum Disorder project has been designed to help individuals and families develop a greater understanding of childhood autism.

Autism Spectrum Disorder is a complex condition to understand and we had lots of advice from families of children with ASD. Families said they wanted information about autism that was brief but useful, trustworthy, and could be shared with the rest of the family.

Therefore, we have created a series of short information films (approximately 5 minutes each) on different aspects of autism, which have been recorded in a number of different languages. In these videos, we cover some of the more common characteristics of autism and some of the more common difficulties that are seen.

We hope these information videos, which have been created by a partnership between the University of Leicester, Leicestershire Partnership NHS Trust, and was funded by Carlton Hayes Charity, will be helpful in learning about autism. The material can be accessed on most devices, including phones and tablets.

Included in these videos are:

What is ASD and what causes ASD?

Understanding social and communication difficulties.

Understanding the difficulties in social imagination.

Understanding and managing behavioural problems.

Managing sleep problems.

Understanding sensory problems

The different presenters are current practicing clinicians who have considerable experience working with children with this condition.

# data[].attributes.attachment_link.title
Understanding Autism Spectrum Disorder (ASD) | School of Media, Communication and Sociology | University of Leicester

# data[].attributes.attachment_link.description
School of Media, Communication and Sociology The Understanding Autism Spectrum Disorder project has been designed to help individuals and families develop a greater understanding of childhood autism. Autism Spectrum Disorder is a complex condition to understand and we had lots of advice from families of children with ASD.

# data[].attributes.body
https://www.scottishautism.org/services-support/family-support/online-support-right-click

A flexible, online programme created by Scottish Autism to support parents and carers of autistic children and young people. Includes practical advice, videos, and expert insights you can access at your own pace, whenever it suits you.

# data[].attributes.attachment_link.readable_text
Important note for professionals

The Right Click programme has been developed specifically for parents or carers of autistic individuals. During the registration process, participants will be asked questions about their young child, teenager or adult so that we can provide more tailored support if required. We are not accepting people on a professional capacity however, if you wish to preview some of the material to determine suitability for parents/carers that you support, please contact us at rightclick@scottishautism.org to make arrangements.

# data[].attributes.attachment_link.description
The Right Click programme has been developed specifically for parents or carers of autistic individuals. During the registration process, participants will be asked questions about their young child, teenager or adult so that we can provide more tailored support if required.

# data[].attributes.body
We encourage you to spend some time looking at videos on our SCYPS YouTube page compiled by the therapy teams. These can support with making progress with activities of daily living and building communication.

# data[].attributes.attachment_link.title
Living In A Sensory World - 1: Introducing Our Senses

# data[].attributes.headline
Worried about talking to your child about their autism diagnosis?                                        Here is some guidance and tips around navigating these conversations with your young ones by the NAS.

# data[].attributes.subject
Worried about talking to your child about their autism diagnosis?                                        Here is some guidance and tips around navigating these conversations with your young ones by the NAS.

# data[].attributes.body
https://www.autism.org.uk/advice-and-guidance/topics/diagnosis/after-diagnosis/talking-about-and-disclosing-your-autism-diagnosis

# data[].attributes.attachment_link.title
Talking about and disclosing your autism diagnosis

# data[].attributes.attachment_link.description
Information about the different experiences and views autistic people have of discussing and disclosing their diagnosis.

# data[].attributes.headline
If you are unsure about how best to support your child with their feelings, Young Minds have a parents section, including Parents Helpline and Webchat:

# data[].attributes.subject
If you are unsure about how best to support your child with their feelings, Young Minds have a parents section, including Parents Helpline and Webchat:

# data[].attributes.body
https://www.youngminds.org.uk/parent/

# data[].attributes.attachment_link.readable_text
It's okay to reach out for help. Your situation is unique and no parent has all the answers. We all need a little extra support sometimes, and we hear from parents and carers just like you all the time.

So, if you're worried about the mental health and wellbeing of a child or young person up to the age of 25, you can chat to us by phone, email or webchat.

Our Parents Helpline is also accessible for those who are hard of hearing or speak English as an additional language. If English is not your first or preferred language, we can arrange for a language translator to support you on a call with one of our helpline advisers. Or if you would like to use our webchat or email service, we offer a digital translation service.

# data[].attributes.attachment_link.title
Parents Mental Health Support | Advice for Your Child

# data[].attributes.attachment_link.description
Practical tips, advice and where you can get help if your child or teenager is struggling with their mood, feelings, or their behaviour seems different.

# data[].attributes.headline
Ambitious about Autism: Including ‘Right From the Start - toolkit’ for supporting younger children:

# data[].attributes.subject
Ambitious about Autism: Including ‘Right From the Start - toolkit’ for supporting younger children:

# data[].attributes.body
www.ambitiousaboutautism.org.uk/information-about-autism/early-years/parent-toolkit

# data[].attributes.attachment_link.description
Do you think your child is autistic or have they been recently diagnosed?If the answer is yes, you will have many questions about what to do next. Our Right from the Start parent toolkit is here to help.

# data[].attributes.headline
We really recommend using Social Stories. These are short stories that you can write to support your child with a change. They can read them back and it helps make the change more manageable.

# data[].attributes.subject
We really recommend using Social Stories. These are short stories that you can write to support your child with a change. They can read them back and it helps make the change more manageable.

# data[].attributes.attachment_link.title
Social stories: an interview with Carol Gray

# data[].attributes.attachment_link.description
Carol Gray discusses social stories and tips for making them successful

# data[].attributes.headline
For support with behaviour, the National Autistic Society have excellent resources available online:

# data[].attributes.subject
For support with behaviour, the National Autistic Society have excellent resources available online:

# data[].attributes.body
https://www.autism.org.uk/advice-and-guidance/topics/behaviour

# data[].attributes.attachment_link.readable_text
Your Internet Explorer 11 browser is not supported by this site. Please upgrade to a recent browser for the best experience.

Knowing what causes distressed behaviour can help you to develop ways of dealing with it. You'll find practical information and tips in this section.

# data[].attributes.attachment_link.description
Your Internet Explorer 11 browser is not supported by this site. Please upgrade to a recent browser for the best experience. Knowing what causes distressed behaviour can help you to develop ways of dealing with it. You'll find practical information and tips in this section.

# data[].attributes.headline
Lumi Nova - Free app which CAMHS encourage 7 - 12 year olds in the Borough to try to manage their fears and worries 

# data[].attributes.subject
Lumi Nova - Free app which CAMHS encourage 7 - 12 year olds in the Borough to try to manage their fears and worries 

# data[].attributes.body
https://www.bfb-labs.com/ln-elft

# data[].attributes.attachment_link.readable_text
Lumi Nova is for 7-12 year olds experiencing mild to moderate anxiety. It is not recommended for use with children who have severe anxiety, are in crisis, have suicidal thoughts or are at risk of self harming without clinical supervision. See Instructions For Use .

# data[].attributes.attachment_link.title
Lumi Nova - Free for families in Bedfordshire, Luton, Newham & Tower Hamlets - Lumi Nova: Tales of Courage

# data[].attributes.attachment_link.description
Lumi Nova is for 7-12 year olds experiencing mild to moderate anxiety. It is not recommended for use with children who have severe anxiety, are in crisis, have suicidal thoughts or are at risk of self harming without clinical supervision. See Instructions For Use .

# data[].attributes.body
In collaboration with SEN professionals who share their experience and expertise, they have built an extensive library of SEN resources offering advice and support in the areas of ADHD, Autism, Education, Health and Care Plans (ECHP), Mental Health, Speech, Language and Communication.

# data[].attributes.attachment_link.readable_text
From articles and guides to videos, podcasts and presentations, our library of SEN resources are here to support you. Best of all, they're completely free. Start your search here and filter by SEN area of interest, targeted content for parents or professionals, or media type.

# data[].attributes.attachment_link.title
All SEN Resources | Witherslack - Witherslack Group

# data[].attributes.attachment_link.description
Unsure of where to start? Find all of our SEN resources here.

# data[].attributes.body
This page by Sheffield Children’s NHS Foundation Trust has information about a range of resources and support for specific areas your child may need help with including Sleep, Behaviour, Communication, Coping with Change, Social Stories, Support for Siblings, and a lot more.

# data[].attributes.attachment_link.provider_name
Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.readable_text
This page has information about a range of services and support for specific areas your child may need help with. You can access many of these resources directly without needing a referral. You can also access many of these service without a confirmed diagnosis, as they are based on need and not on having a specific diagnosis. This means you do not need to wait until your assessment appointment and can seek support as soon as you need it.

If a referral or diagnosis is required, we have clarified this in the information. The wait for an assessment can be very long and we know this is a difficult and frustrating time for your child and your family. Many of these services are the same ones we recommend to families after a diagnosis.

We work closely with colleagues in other services, including social care, schools and in the community. Information and resources are also available on their websites.

Autism Workshop

These workshop videos will take you on a journey of what autism is, how to support your autistic child in specific areas including communication, toileting, eating, sleep and behaviour.

Below are a series of videos that make up our autism parent and carer workshops. Prior to COVID-19 these workshops were offered as a 2 day face to face workshop for families. Due to the impact of COVID-19 we have had to adapt to new ways of working with the positive outcome of virtual working meaning we can provide these workshops to you virtually. We have now turned our face to face workshops into short, accessible videos which are available to everyone, whatever stage of the journey you are on. We have separated these videos out into modules to enable you to access the ones relevant to you. You can also revisit these at any time as a refresher if you wish or suggest them to families and friends to view.

They are designed for parents and carers of children and young people either with a diagnosis of autism, or who are awaiting an autism assessment. The aim of the videos is to support your understanding of autism and how it may impact your child. We offer basic autism strategies and ideas of ways to support your child and discuss other support and services that are available to you. As a team we feel this core information is essential and recommend all families with a children with or without a formal diagnosis access these videos. If you would like a further discussion with a clinician for your child in any area relating to the workshop, please fill in the evaluation form at the bottom of this page.

National Autism Charities

National Autistic Society Provides support, guidance and advice for autistic people and their families. Families can access information on the website directly and your child does not need a confirmed diagnosis.

Ambitious about autism Provide information and guidance about understanding autism, behaviours, early years, education and transition to adulthood.

Translating information to your home language: Google Translate

1) Click the Google Translate button:

2) Click on your home language. The text will then change

Google Translate may not translate all words correctly. Please contact us on 0114 271 7645 if you have any questions about the text.

Translating information to your home language: subtitles

1) Click the subtitles icon

2) Click the settings icon then ' subtitles/CC'

3) Click Auto-translate

4) Choose your language

You need to turn on the subtitles for all the videos.

The subtitles are translated through YouTube. Some words may not be translated correctly. Please contact us on 0114 271 7617 if you have any questions about the videos. We can arrange a telephone call with an interpreter if needed.

# data[].attributes.attachment_link.title
Autism support - Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.description
This page has information about a range of services and support for specific areas your child may need help with. You can access many of these resources directly without needing a referral. You can also access many of these service without a confirmed diagnosis, as they are based on need and not on having a...

# data[].attributes.body
Autism Central is the National Peer Education Programme for families and support networks of autistic people of all ages in England. The programme is delivered by Anna Freud and commissioned by NHS England.

We offer families education, coaching, and connection through resources, one-to-one peer support, and community events.

# data[].attributes.attachment_link.title
Autism Central - England's Peer Education Programme

# data[].attributes.attachment_link.description
Autism Central offers a wealth of resources for parents, carers and personal assistants of autistic people in England - from articles and learning materials to signposting you to services and support in your local area.

# data[].attributes.headline
Your Local Parent Support Services in Newham 

# data[].attributes.subject
Your Local Parent Support Services in Newham 

# data[].attributes.body
We have been advised by parents who have been to the Being a Parent workshop in Newham that they have found it really useful and this is a chance to meet other local families in a similar position.

Newham Families Advice and Support | Parent and Carer Learning Opportunities: Parenting Support In partnership with schools, children’s centres and the community and voluntary sector, Newham offers a range of programmes, workshops and online resources for parents to access for free. Some are mentioned below:

Programmes for Parents/Carers of Children with Additional Needs:

o  Time out 1-11 years 7-week programme 2.5 hour sessions: The programme gives parents the opportunity to Share their feelings and experiences, Helps parents come up with their own solutions to their problems on the basis of works for them. Explores helping to build the child’s self-esteem, Supports the child cope with their feeling, Assist parents to understanding and managing behaviour, Advises parents on the home, school issues and the wider family, Additional 4 sessions available for parents of children with ASD and ADHD.

o   EPEC – ASD 5-18 years 10 week programme 2.5 hour sessions: Being a Parent ASD is for parents/carers with a child with autism or waiting an assessment. It is a peer led parenting programme. Includes - Strengthening parent- child bonds and relationship, Parents learn a range of positive parenting skills, How to better understand children’s feelings, Value effective parent-child communication, Build better, more resilient family relationships.

# data[].attributes.attachment_link.title
Newham Families Advice and Support | Peer to Peer Parenting Services

# data[].attributes.attachment_link.description
Parenting is one of the toughest jobs we will ever have to do! So don’t do it alone.Newham have a team of parents who are experienced in raising their own families and are trained and supported to be there for YOU!

# data[].attributes.headline
You can access Parent groups, Peer support, Advice on EHCPs, DLA workshops and more through Mencap!

# data[].attributes.subject
You can access Parent groups, Peer support, Advice on EHCPs, DLA workshops and more through Mencap!

# data[].attributes.body
The organisation who are there for parents is called Mencap. Through the local group you can meet other parents who are in a similar situation and get support with applications.

If you’d like to contact them directly, you could email ieva.jupe@mencap.org.uk or call 07814 078247.

# data[].attributes.attachment_link.title
Support for parents and carers of children and young people

# data[].attributes.attachment_link.description
Information about the support your child can get and how you can get it for them.

# data[].attributes.headline
Not sure which local services are available to you? Or which ones would be helpful to meet your family's needs? Reach out to NEHWAM FAMILY NAVIGATORS NOW!

# data[].attributes.subject
Not sure which local services are available to you? Or which ones would be helpful to meet your family's needs? Reach out to NEHWAM FAMILY NAVIGATORS NOW!

# data[].attributes.body
Newham Families Advice and Support | Family Navigators: Family Navigators help families find and access support in Newham.

# data[].attributes.attachment_link.title
Newham Families Advice and Support | Family Navigators

# data[].attributes.attachment_link.description
Family Navigators help families find and access support in Newham. What do we do? Empower: Navigate and sign post families to services, offers and opportunities with in Newham. We also provide practical advice and guidance where possible. Engage: We connect you to the right support you need,…

# data[].attributes.headline
Find local services, advice, and activities for families in Newham — from parenting support and childcare to health, wellbeing, and community resources.

# data[].attributes.subject
Find local services, advice, and activities for families in Newham — from parenting support and childcare to health, wellbeing, and community resources.

# data[].attributes.attachment_link.readable_text
The Family Hubs Network has officially launched in Newham!! Family Hubs are designed to offer early support to children, young people and families, building upon the existing Early Help offer, and acting as a 'one stop shop' for general advice and guidance on a range of needs and services. Families can access various support including health services (antenatal, maternity, health visitor, school nurses); infant feeding support, early years education and childcare, youth services, parenting and relationship support and much, much more!

Please click on the brochure to find out what is going on across the East Ham and Plaistow Family Hubs Network.

The first pilot hub launched in April in the East Ham and Plaistow locality and offers local families a range of support and guidance. A number of hubs will be launched over the next two years and we are keen to hear what would work for you.

Get involved with our Family Hubs Parent and Carer Advisory Panels

We need the help of local residents who use our services to make sure that Family Hubs are designed to meet the needs of our local community.

We are establishing locality based Parent and Carer Advisory panels where parents and carers will work together with the Co-Production Lead and service partners to help design and evaluate services delivered at the Family Hubs. Feedback from this groups will inform local decision making.

We welcome families from different backgrounds and parents with children of different ages including from pregnancy upwards.

If you would like to become a panel member please register your interest by emailing us easthamfamilyhub@newham.gov.uk

Name

Gender

Telephone No.

Address and postcode

Please tell us why you would like to be a Parent/Carer panel member

Related Features

# data[].attributes.attachment_link.title
Newham Families Advice and Support | Newham Family Hub Network

# data[].attributes.attachment_link.description
The Family Hubs Network has officially launched in Newham!! Family Hubs are designed to offer early support to children, young people and families, building upon the existing Early Help offer, and acting as a 'one stop shop' for general advice and guidance on a range...

# data[].attributes.headline
YOU ARE NOT ALONE                                         It really is important to prioritise yourself as well as your child.  

# data[].attributes.subject
YOU ARE NOT ALONE                                         It really is important to prioritise yourself as well as your child.  

# data[].attributes.body
Lots of parents who go through this process find it helpful to talk to someone who is not directly involved with the child’s care.

You can sign up to Newham Talking Therapies https://newhamtalkingtherapies.nhs.uk and they will call you to discuss how they can support you.

You can also call the Samaritans at any time on 116 123 or e-mail jo@samaritans.org – they are there for anyone who is going through something difficult.

# data[].attributes.attachment_link.readable_text
Newham Talking Therapies

We are open and accepting referrals - please call 0208 175 1770. To refer yourself to the service, please use our online self-referral form. Booked appointments will go ahead as planned.

For general information, to cancel/reschedule your appointment or if you are having trouble getting through, please email us.

# data[].attributes.attachment_link.title
Newham Talking Therapies | East London NHS Foundation Trust

# data[].attributes.attachment_link.description
We are open and accepting referrals - please call 0208 175 1770. To refer yourself to the service, please use our online self-referral form . Booked appointments will go ahead as planned. For general information, to cancel/reschedule your appointment or if you are having trouble getting through, please email us .

# data[].attributes.headline
Free sleep support for families of children with a disability — get tailored guidance from Scope’s specialist sleep practitioners!

# data[].attributes.subject
Free sleep support for families of children with a disability — get tailored guidance from Scope’s specialist sleep practitioners!

# data[].attributes.body
The sleep service we recommend is called Sleep Right, for practical advice and tips for parents on common sleep challenges faced by children with a disability, including bedtime routines and managing night-time waking. You can register online here: https://www.scope.org.uk/family-services/sleep-right/  or contact 0808 800 3333

# data[].attributes.attachment_link.title
Helping your disabled child sleep | Disability charity Scope UK

# data[].attributes.attachment_link.description
Most sleep problems are caused by behaviours that your disabled child has learned. Here are some tips on how to help your child to sleep.

# data[].attributes.headline
Check out the one stop shop for all things you need to help with your sleep!

# data[].attributes.subject
Check out the one stop shop for all things you need to help with your sleep!

# data[].attributes.body
A go-to resource for parents and teens, with clear advice on healthy sleep habits, tackling sleep issues, and understanding teen sleep patterns.

Problem Sleeping? Call our National Sleep Helpline, open between 7pm and 9pm Mon/Tues/Thurs and 9am until 11am, Mon/Weds. 03303 530 541

# data[].attributes.attachment_link.description
Looking for advice on how to sleep better? Tweak your routine and understand the science behind your sleep patterns.

# data[].attributes.headline
For support with eating, please see the new Fussy Eaters webpage:

# data[].attributes.subject
For support with eating, please see the new Fussy Eaters webpage:

# data[].attributes.body
https://www.elft.nhs.uk/scyps/fussy-eaters

# data[].attributes.attachment_link.title
Fussy Eaters | East London NHS Foundation Trust

# data[].attributes.attachment_link.description
A new service in SCYPS for Fussy Eaters.

# data[].attributes.headline
Visit our Youtube Channel at ELFT SCYPS Newham

# data[].attributes.subject
Visit our Youtube Channel at ELFT SCYPS Newham

# data[].attributes.body
This YouTube playlist features short, practical videos from Speech and Language Therapists at ELFT, sharing tips and strategies to support your child’s communication at home. The videos cover key areas like interaction, play, and language development — and some are available in Bengali and Urdu.

# data[].attributes.attachment_link.title
Speech and Language Therapy - Early Years

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.headline
Learn how to support your child with Speech and Language difficulties with the Language, Communication and Interaction Service (LCIS) who offer free training and support to Parents/Carers

# data[].attributes.subject
Learn how to support your child with Speech and Language difficulties with the Language, Communication and Interaction Service (LCIS) who offer free training and support to Parents/Carers

# data[].attributes.body
The Language, Communication and Interaction Service (LCIS) offers termly training courses for parents and carers of children with social communication needs, including Autism and Developmental Language Disorder (DLD).

Courses include topics such as SCERTS for parents/carers, Intensive Interaction, and using Core Vocabulary Boards at home. These sessions are designed to give you practical tools and strategies to support your child’s communication and interaction.

You don’t need a referral to LCIS to attend — the courses are open to parents/carers of children attending any Newham school (mainstream or specialist), from Reception to Year 11, or those living in Newham.

Courses are delivered either online or in-person at the Tunmarsh Centre, depending on the term. Course dates and booking information are shared at the start of each term and can be found through your child’s school or on the Local Offer website.

🔗 Click here to view LCIS courses on the Newham Local Offer

# data[].attributes.attachment_link.readable_text
The Language, Communication and Interaction Service (LCIS) is a multi-disciplinary team of specialist teachers, speech and language therapists and SEN Early Years and School- Age Practitioners. We are a specialist service that works with families; children's centres; other early years settings; and schools to support and develop provision for children and young people aged 0-16 years with social communication difficulties, autism and for some with Developmental Language Disorder (DLD) and speech sound disorder.
What we offer
The Early Years team support children with autism and/or social communication needs and their families both in their nursery and at home. We also provide a range of specialist groups and interventions. For further information please see the Early Years LCIS

The School Age team support children and young people in mainstream primary and secondary schools, who have social communication needs, a diagnosis of Autism or Developmental Language Disorder (DLD) / speech sound disorder. The School Age team provides support through direct work with pupils in school, working alongside school staff to deliver specialist interventions/programmes and general support to develop and enhance schools' autism provisions. For further information, please see the LCIS School Age Offer. Our offer to schools includes specific support from a specialist teacher and SEN practitioner, as well as a range of training courses for the staff supporting your child. Our trainers are experienced specialist teachers, speech and language therapists and SEN Practitioners. Our schools training offer can be viewed here: Newham Families Advice and Support | Speech, Language & Communication Staff Training. Our training courses for parents/carers are available further down this page.

Youtube - Newham Support for SEND

Youtube
LCIS videos are available on the YouTube channel 'Newham Support for SEND'. These videos may give you more ideas and information on supporting autistic children and young people and those with social communication needs or Developmental Language Disorder (DLD). Newham Support for SEND - YouTube. Further useful videos are available on the ELFT SCYPS YouTube channel here: ELFT SCYPS Newham - YouTube

LCIS Training/Support for Parents/Carers

Referral

For children of nursery age, a referral to LCIS can be made by your child's nursery or a health care professional who is working with your child. They can make this referral through the Early Notification Panel Early Notification - Welcome - Newham Online Forms (achieveservice.com).

For school-aged children and young people in Reception to Year 11, we accept referrals from your child's school for support from a specialist teacher/SEN Practitioner. We do not accept referrals from parents/carers. The LCIS referral form is available for schools on Newham Connect. Please note that your child's school can access parts of our offer including training and drop-in consultation meetings without needing to make a referral for your child.
Email: lcis@newham.gov.uk Phone: 0203 373 3764 (term time only)

Resources for home

Useful resources

Early Years LCIS - An information sheet which outlines what specialist teachers and SEN practitioners offer in their work.

SCERTS at LCIS - An outline of the Social Communication, Emotional Regulation and Transactional Supports (SCERTS®) framework and how it is used in Newham

SCERTS Practice Principles - A description of the SCERTS practice principles.

LCIS Guide to Obtaining Pupil Views - Participation is about children and young people having their voice heard when decisions are being made that affect their lives, and being actively involved in decision-making processes.
Participation is a process rather than an event, with varying degrees of involvement and varying ways in which such information can be obtained. This document has information about practical tools for schools to use to ensure that children and young people have a voice These tools are useful to prepare for important meetings, but also on a regular basis to get feedback from children and young people about their experiences

LCIS Parent information Leaflet DLD - Information for parents/carers of children/young people who have a diagnosis of Developmental Language Disorder

Transition to School - Ideas and strategies to help your child with preparing for the transition back to school or going to a new school

Our Sensory Zone: Our Sensory Zone | East London NHS Foundation Trust (elft.nhs.uk)

Widgit Software | Widgit Symbols Help Communication

# data[].attributes.attachment_link.keywords[]
lcis; communication; language; speech; autism; dld; countdown; scert;

# data[].attributes.attachment_link.title
Newham Families Advice and Support | Language, Communication & Interaction Service

# data[].attributes.attachment_link.description
Who are we The Language, Communication and Interaction Service (LCIS) is a multi-disciplinary team of specialist teachers, speech and language therapists and SEN Early Years and School- Age Practitioners. We are a specialist service that works with families; children's centres; other early years settings; and...

# data[].attributes.headline
Arc in the Park – A Welcoming Play Space for Children and Young People with SEND 

# data[].attributes.subject
Arc in the Park – A Welcoming Play Space for Children and Young People with SEND 

# data[].attributes.body
Locally, Arc in the Park by Ambition Aspire Achieve run monthly activity sessions for families with additional needs. These come highly recommended. School, social care or family support workers can refer you.

# data[].attributes.attachment_link.description
Offering young people with multiple needs bespoke experiences and programmes which support, resource and enable them to overcome their difficulties.

# data[].attributes.headline
Free SEND session on Saturdays in Stratford Children's Story Centre

# data[].attributes.subject
Free SEND session on Saturdays in Stratford Children's Story Centre

# data[].attributes.body
Discover Stories in Stratford have a SEND session on Saturdays which is free to children 5-11 years, if you register with them in advance. ​The sessions feature visiting artists from various art forms, including storytelling, photography, music, dance, theatre and animation. Click here to find out more.

# data[].attributes.attachment_link.title
Mighty Mega - Discover Children’s Story Centre

# data[].attributes.attachment_link.description
A free weekly club at Discover for disabled children and children with SEN, their families or carers.

# data[].attributes.headline
Claiming financial support from the government: 

# data[].attributes.subject
Claiming financial support from the government: 

# data[].attributes.body
💷 Help with Extra Costs: Disability Living Allowance (DLA) for Children
If your child has a disability or health condition, you may be able to get DLA to help with everyday care or mobility needs. The link above explains who can apply and how to get started.

# data[].attributes.attachment_link.readable_text
Skip to main content

Cookies on GOV.UK

We use some essential cookies to make this website work.

We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

Accept additional cookies Reject additional cookies View cookies

Disability Living Allowance ( DLA) for children may help with the extra costs of looking after a child who:

is under 16

has difficulties walking or needs much more looking after than a child of the same age who does not have a disability

They will need to meet all the eligibility requirements.

The is between £26.90 and £172.50 a week and depends on the level of help the child needs.

If your child lives in Scotland

You need to apply for Child Disability Payment instead of DLA for children.

If your child is getting DLA for children but they have moved to Scotland, you'll need to report this change so they can get Child Disability Payment instead.

If your child moves from Scotland to England or Wales

If your child gets Child Disability Payment, you must:

Your Child Disability Payment will stop 13 weeks after your child moves - apply for DLA as soon as possible after moving or your payments could be affected.

# data[].attributes.attachment_link.title
Disability Living Allowance (DLA) for children

# data[].attributes.attachment_link.description
Help for children under 16 with disabilities - DLA rate, eligibility, how to apply, claim form.

# data[].attributes.body
🎁 Family Fund – Grants for Families Raising Disabled or Seriously ill Children.
Family Fund gives grants to help with the extra costs of raising a child who has a disability or health condition. This could be for things like equipment, family days out, or household items. Click here to find out if you can apply.

# data[].attributes.attachment_link.description
Family Fund deliver grants for families raising a disabled or seriously ill child or young people on a low income across the UK

# data[].attributes.headline
Newham Local Offer:                                Directory of services in the borough

# data[].attributes.subject
Newham Local Offer:                                Directory of services in the borough

# data[].attributes.body
🏡 Support for Families in Newham
This website brings together local services, activities, and support for families in Newham—including help with childcare, special needs, parenting, and more. A useful starting point for finding what’s available near you.

# data[].attributes.attachment_link.description
Service Directory Welcome to Newham’s Family Information Service and our Local Offer for children and young people with Special Educational Needs and Disability (SEND) and their families.Within the website we aim to provide information and advice to enable families to access support, advice and activities. This…

# data[].attributes.headline
Parent Forum for parents and carers of children with a disability in Newham                               

# data[].attributes.subject
Parent Forum for parents and carers of children with a disability in Newham                               

# data[].attributes.body
www.newhamparentforum.co.uk/

🗣️ Newham Parent Forum
A local group run by and for parents and carers of children with disabilities or additional needs in Newham. Connect with others, share experiences, and have a voice in shaping local services.

# data[].attributes.attachment_link.title
Newham Parent forum – A Voice for all Parents of Children with Additional Needs

# data[].attributes.headline
🤝 Need Help or Have Questions?             Talk to PALS

# data[].attributes.subject
🤝 Need Help or Have Questions?             Talk to PALS

# data[].attributes.body
PALS: Complaints service
The Patient Advice and Liaison Service (PALS) is there to support you with any questions, concerns, or feedback about NHS services. They can help sort out problems, explain what’s happening, and guide you to the right support.

# data[].attributes.attachment_link.title
What is PALS (Patient Advice and Liaison Service)?

# data[].attributes.attachment_link.description
Find out more about the Patient Advice and Liaison Service (PALS), which offers confidential advice, support and information on health-related matters.

# data[].attributes.headline
Free Legal Advice on Education for Children with SEND

# data[].attributes.subject
Free Legal Advice on Education for Children with SEND

# data[].attributes.body
📚 IPSEA:

Another organisation you may find helpful is Independent Provider of Special Education Advice (known as IPSEA). IPSEA offers free and independent legally based information, advice and support to help get the right education for children and young people with all kinds of special educational needs and disabilities (SEND).

# data[].attributes.attachment_link.provider_name
(IPSEA) Independent Provider of Special Education Advice

# data[].attributes.attachment_link.title
(IPSEA) Independent Provider of Special Education Advice

# data[].attributes.attachment_link.description
IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

# data[].attributes.headline
Support and Information for Families of Disabled Children

# data[].attributes.subject
Support and Information for Families of Disabled Children

# data[].attributes.body
CONTACT are a national organisation for families of disabled children. They offer a guide for families which you can order or download from here: https://action.contact.org.uk/page/13234/subscribe/1 or have four London bases, the closest being Lambeth.

Phone: 07976 201 031 | Email: lambeth@contact.org.uk

# data[].attributes.attachment_link.description
for families with disabled children | Contact

# data[].attributes.headline
Clear and practical information about Education, Health and Care Plans — what they are, how to apply, and how they can support your child in education.

# data[].attributes.subject
Clear and practical information about Education, Health and Care Plans — what they are, how to apply, and how they can support your child in education.

# data[].attributes.body
Ambitious about Autism – EHCP

# data[].attributes.attachment_link.description
Education, Health and Care (EHC) plans are a vital tool that help many autistic children and young people unlock the support they need at school and beyond. They were introduced by the Children and Families Act 2014 and are for children and young people aged up to 25 who need more support than is available through special educational needs (SEN) support.

# data[].attributes.headline
A free, downloadable pack to help you understand and navigate the EHCP process — including tips, templates, and guidance for each step.

# data[].attributes.subject
A free, downloadable pack to help you understand and navigate the EHCP process — including tips, templates, and guidance for each step.

# data[].attributes.body
Witherslack Group – EHCP Support Pack

# data[].attributes.attachment_link.title
Education, Health and Care Plan (EHCP) Support Pack

# data[].attributes.attachment_link.description
Witherslack Group have developed a comprehensive EHCP Support Pack to guide you through the different stages of obtaining a plan.

# data[].attributes.headline
A free, downloadable pack to help you understand and navigate the EHCP process — including tips, templates, and guidance for each step.

# data[].attributes.subject
A free, downloadable pack to help you understand and navigate the EHCP process — including tips, templates, and guidance for each step.

# data[].attributes.body
Witherslack Group – EHCP Support Pack

# data[].attributes.attachment_link.title
Education, Health and Care Plan (EHCP) Support Pack

# data[].attributes.attachment_link.description
Witherslack Group have developed a comprehensive EHCP Support Pack to guide you through the different stages of obtaining a plan.

# data[].attributes.headline
Newham Educational Psychology Service (EPS)

# data[].attributes.subject
Newham Educational Psychology Service (EPS)

# data[].attributes.body
Newham Educational Psychologists (EPs) are employed by The Local Authority to provide professional advice on children’s special educational needs, between the ages of 0-25.

# data[].attributes.attachment_link.readable_text
Newham Educational Psychologists (EPs) are employed by The Local Authority to provide professional advice on children's special educational needs, between the ages of 0-25. The Educational Psychology Service (EPS) work with children and young people (CYP), school staff, parents and other organisations to support the CYP in overcoming individual and systemic barriers to their progress and development. The aim is help CYP achieve positive outcomes in areas such as learning and cognition, social and emotional development, behaviour and mental health. Practice is informed by a wide range of psychological and pedagogical theories, principles and research and this rooted in our consultation based approach.

# data[].attributes.attachment_link.keywords[]
cognitive assessments special educational needs ehcp assessment semh send sendco mental health wellbeing consultation

# data[].attributes.attachment_link.title
Newham Families Advice and Support | Educational Psychology Service

# data[].attributes.attachment_link.description
Newham Educational Psychologists (EPs) are employed by The Local Authority to provide professional advice on children's special educational needs, between the ages of 0-25. The Educational Psychology Service (EPS) work with children and young people (CYP), school staff, parents and other organisations to support the CYP in overcoming individual and systemic barriers to their progress and development.

# data[].attributes.headline
If you're a parent or carer of a child or young person aged 0–25 with special educational needs or disabilities (SEND), you can book an appointment at the SEND Surgery for personalised advice and support. 

# data[].attributes.subject
If you're a parent or carer of a child or young person aged 0–25 with special educational needs or disabilities (SEND), you can book an appointment at the SEND Surgery for personalised advice and support. 

# data[].attributes.body
These one-to-one sessions offer guidance on a range of topics, including EHCPs (Education, Health and Care Plans), social care, education, and other areas you might have questions about. It's a great way to get clear, helpful information tailored to your family's needs. Click here for more information.

# data[].attributes.attachment_link.title
Newham Families Advice and Support | SEND Surgery Sessions

# data[].attributes.attachment_link.description
Please book an appointment at the SEND Surgery if you are the parent or carer of a child or young person, aged 0-25 years, and you need advice and guidance about the following: EHCP plan Social Care Therapies SEND Travel Assistance Family Support Please email SendSurgery@newham.gov.uk to request an appointment. The time of your appointment will be confirmed by email. Please let us know what your main concern is so we can make every effort to book your appointment with the most suitable practitioner. You will meet with one practitioner only. Bookings only – drop in sessions cannot be accommodated. Meetings are 15 minutes long. Sessions for the Autumn term are: Winter Term 2023 13th December 2023 Representatives from Newham Parents Forum are available to support parents and offer further information about their role. If you would like additional support in requesting an appointment, please contact: 07495 021 062 or email info@newhamparentforum.co.uk

# data[].attributes.attachment_caption
Education Psychology Drop In Sessions: 2025

# data[].attributes.body
The EP service offers drop in sessions - They are often booked up far in advance, but is amazing if you keep checking it regularly!

Sessions are offered to any Newham parent or carer. They run between 10 am and 12:30pm. For available dates/times, click 'select a date'.

# data[].attributes.headline
Uniquely Human – Podcast discussing new ways of understanding neurodiversity with a variety of guests

# data[].attributes.subject
Uniquely Human – Podcast discussing new ways of understanding neurodiversity with a variety of guests

# data[].attributes.attachment_link.readable_text
Dr. Barry Prizant is a speech-language pathologist with more than 50 years experience as a researcher and international consultant for autistic and neurodivergent individuals and their families. He is an Adjunct Professor of Communicative Disorders at the University of Rhode Island and Director, Childhood Communication Services (a private practice). Previously, he served as Associate Professor in the Department of Psychiatry in the Brown University School of Medicine, and held a tenured professor appointment at Emerson College. Publications include 5 books, most notably Uniquely Human: A Different Way of Seeing Autism (2015; 2022) and The SCERTS Model manuals, an educational approach implemented in more than a dozen countries. He has published 150 scholarly chapters and articles and serves on numerous professional advisory boards for journals and professional organizations. Barry has presented more than 1000 seminars and keynote addresses internationally, including two invited presentations at the United Nations for World Autism Awareness Day. His career contributions have been recognized with honors from Brown and Princeton Universities, the Autism Society of America and the American Speech-Language-Hearing Association.

# data[].attributes.attachment_link.title
Uniquely Human: The Podcast - Uniquely Human: The Podcast

# data[].attributes.attachment_link.description
Uniquely Human: The Podcast, a show that illuminates and celebrates Autism and Neurodiversity. Hosted by Barry Prizant and Dave Finch.

# data[].attributes.headline
A short Podcast featuring one of our paediatricians talking about understanding Autism

# data[].attributes.subject
A short Podcast featuring one of our paediatricians talking about understanding Autism

# data[].attributes.body
https://www.reenaanand.com/unpacking-autism-ep-1-autism-today-a-changing-conversation-with-dr-shermina-sayani/

# data[].attributes.attachment_link.readable_text
Hi everyone, thank you for tuning in to today's podcast. I am super excited about the person I'm introducing you to today. Her name is Doctor Shermina Sayani, who works for the NHS East London Foundation Trust. She's the paediatric lead for the autism pathway, medical advisor for adoption and fostering, and consultant developmental paediatrician in community child health. She's involved in some incredibly fascinating research projects looking to reduce the waiting time for an autism diagnosis, but I'll let her tell us a bit more about that.

On top of all of that amazing stuff, Doctor Sayani is also a poet and a playwright, having scripted and delivered live productions in the Ismaili community. She's just an all-round incredible human being and I am delighted that you've been able to take some time out today to share your thoughts with the parents tuning in and our listeners. So, Dr Sayani, welcome. Thank you for being here.
Dr Sayani: [1:18]
Thank you so much Reena. Thank you for inviting me - a very grand introduction. I'm just really pleased to be getting involved in this actually, and being able to share a lot of information that I think families don't often hear - so thank you.
Reena:
Oh, you're very welcome. So, tell us a bit more about you. Who is Doctor Sayani?
Dr Sayani: [1:39]
So, as you mentioned, I'm a children's doctor. I have probably been working in the NHS for about, I think 18 years now. And I've been a consultant - so a senior doctor - for about five years and I got interested in autism during my junior doctor training, so about a decade ago when I picked this particular specialty, which is called community paediatrics, which often gets involved in the diagnosis of children with autism, because we specialise in child development and obviously autism spectrum disorders are a kind of developmental condition. So yeah, so that's kind of who I am from a work point of view. I do work in the NHS. I also work in the private space as well where we run a kind of small clinic that works in conjunction with psychiatry, which is fantastic because we know in autism there can be mental health comorbidities or connected conditions. So I work a bit in both spheres. So yeah, that's me. And on the side, I do a bit of writing and, you know, have a bit of fun, do a bit of creative stuff as well.
Reena: [2:50]
And you're an amazing mum - just to add that in. Because that's a full-time job.
Dr Sayani:
I think that should have gone first, shouldn't it? It's so bad - we never introduce the key things to us. Yeah, I've got a little boy, who's not so little. He is now twelve. He's fabulous and brilliant and probably the reason why we do all these things. Isn't it really?
Reena:
Totally. Thank you. And so why? Why autism? What is it about autism that interests you?
Dr Sayani: [3:18]
So that is a very good question and it has become my intense interest, I think, over the last ten years. I think what fascinates me about it and what first brought me to autism when I was learning as a junior doctor, is that it was so misunderstood. The term that used to be used about autism is that it's an enigma, literally. People don't really understand the condition and that fascinated me. So as a junior doctor, the way you tend to interact with children and young people who have autism, is that you will meet them maybe on the wards or in a clinic. And often that interaction can be quite a challenging space. Because sometimes you're the person who's going to take their blood or you're the person who's gone to examine them. And this is a child that really is challenged with communicating with you, how they're feeling. And I think that was the bit that I was a bit like, 'well, if I don't know how to communicate with this little person, I can't do my job'. And so it became my real interest, you know, to kind of work out what is this thing: what is autism? Why does it present the way it does? And yeah, and try to kind of be better at explaining it to families, but also be better at interacting with the children that I meet because it is super, super common and probably more common than we first realised, as you know.

I think when they first started thinking about autism, if you look at the history of autism, when we were sort of considering it as a condition - so Leo Kanner and Asperger and all these people - some eighty years ago now, when we were thinking about it then, we thought it was a really rare condition. And what we understand now is probably that actually there's been lots of people around on the autism spectrum for hundreds and hundreds of years, but we haven't diagnosed them or it's been misdiagnosed as other things: as learning disability, as mental health issues. Particularly if you look at autism in women, that's a really interesting case because I think they have been notoriously misdiagnosed and so it really is an enigma, and it's about us learning from the people who are managing their way through the world with the condition, what this means.

And I think the medical community is still learning and we've made mistakes. You know, I think there was a very medical model, a very kind of pathological model of autism. We've discussed this before and I think my curiosity is I want us to learn more, to move away from that model and to serve the children and young people and families that we work with better. So I think that's my 'why'.
Reena: [6:02]
It's a very powerful 'why'. That's amazing. I'm just conscious, I suppose there might be some parent listeners who may have some misconceptions about what autism is. And I think there's now been a huge shift in understanding that autism is not linear. But you know, that it's actually quite damaging to have labels such as 'high functioning' and 'low functioning' and that people are just so static - and actually in life nobody is ever just static. So, it's even more damaging to try to put that sort of label on an autistic person. But we now see it more as a spectrum through which people might even fluctuate on a day-to-day basis, depending on the environment and what's going on in their life. As a parent who might be listening and who might be wondering 'okay, what is it?' How would you in really simple terms, explain it?
Dr Sayani: [6:56]
Yep sure, as best I can, because definitions have changed, I think. So, we classify autism as a developmental condition. So, what that means is there's something about the wiring of the developing brain that's a bit different to the neurotypical population. And I always say that it's just about diversity. So in the same way that I have rather curly hair, someone else will have straight hair. I have this coloured skin, someone else will have another colour - eyes, all of those things - we vary as human beings, and in the same way, our brains are wired differently. But what's interesting about autism is that you get a kind of specific pattern of wiring that we can almost classify this as a group of people. They all present differently; it's very infamous that every autistic person will present completely differently, because whatever's happening in the wiring of their brain is also integrating with who they are as a personality. That's the wonderful unique person that comes out at the end.

The kind of characteristics that we're looking for, is there will be difficulties in the way that they communicate, but in particular in the way that they communicate socially.So, when we talk about communication, the first thing you think about is language, and some people on the spectrum will have difficulties with speech. They may even have speech delay. Some may never get to a point where they have fully articulate sentences speech, some will stay at one word, some will be non-verbal and some will be able to do conversational interaction. That's the interesting thing. That's why it's the spectrum. But it's not just the fact that you're using language, and that might be a challenge, but it's also about how you communicate with somebody else. So, you and I, even if we spoke different languages, if we came from different countries and spoke different languages, we'd probably be able to communicate because we'd use what we call non-verbal communication. So I'd use eye contact. I might use some gesture. I'm a bit of a gesturer. I might use that quite a lot to help you understand what I'm trying to say. You know, I'll try and convince you by looking a bit more intensely and then look away if it's a bit too much. And that is all part of what we call non-verbal communication and part of that sort of social interaction, and that can be a challenge in autism. That's the bit that's hard. You know, we talk about how eye contact can be a real challenge and how to do that in a natural way. It just doesn't come quite naturally to people on the spectrum.

And then the other thing is how you then not just communicate, but make relationships. So can you make those friendships, you know, are you interested in it? Some people on the spectrum are just not interested necessarily in connecting with people, and that's okay. But the problem is, the world is a social world where the expectation is - particularly for children - that you make friends, that you are able to talk to your teachers and that you learn through friendship and play. And if that doesn't come naturally to you, that can be a real challenge.

So it's sort of social communication, relationships, and then it's these other little bits we call the 'B' symptoms. So, it's things like being really intensely interested in subjects, becoming so focused - almost that hyper-focus or that mono-focus that you can't think of anything else. And it's all you can talk about, and you want to tell everybody all the facts about it because it's so fascinating to you. And I think that's one of the symptoms. But what's fascinating about these symptoms is if you look in the neurotypical population, you'll find it too. As I just said to you, my intense interest has been autism over the last ten years.

And that's the point really, that you will see these in the neurotypical population. But when they concentrate in one person and they start to impact on how they function, then that's the challenge. Like if you're so intensely interested in something that you can't learn, you can't go into other subjects because you're just thinking about that subject. That's when it's a problem. So intense interest. And then there's what we call repetitive movements or repetitive speech. So, some children will echo speech. Some children are great mimics. They can learn the whole of a script from something off the telly or YouTube. But then again, it becomes something that is so intense for them, they can't learn other things and they can't function in the world. Sometimes it's about repetitive movements, you know, rocking or spinning or tiptoeing or whatever it might be.

And then there's also the sensory symptoms, which have become really quite a big part of the autism spectrum now, I suppose, which we didn't really count before. But the way that you sense the world is kind of different, so light coming into your eyes may feel different. Sound can be really intense for you compared to somebody else. Smells can be really intense, or you might not feel a sensation at all. So you might be really insusceptible to pain. Or when it's cold, you want to wear a t-shirt even though it's 5 degrees outside. So there's all these things about the wiring, but we seem to see this pattern in the spectrum. So I think that's a very long answer, but I think that's how I would describe autism. Does that make sense to you Reena?
Reena: [12:02]
Oh completely, yeah. I mean, I could just see Evy through most of those examples, the whole friendship thing. The friendships remain a challenge, but he just wasn't interested. Unless - someone could play next to him, and that's okay as long as they don't touch any of his stuff and don't talk to him, then that was as much as he would tolerate as a friend for a very long time. It's only now, he's now nine, and we're starting to get into that space of friendships and the sensory thing. I mean, he walked in the bathroom at the weekend and he said 'It smells different. I don't like it'. I had changed the diffuser and yeah, he's just like: 'It's awful'.
Dr Sayani:
Because he's got such a good sense of smell.
Reena:
Yeah, totally heightened. And noise, you know - he hears everything. I can't even talk about him in the next room. He can hear everything.
Reena: [12:55]
So something that was very interesting - and this data is very old, from the National Autistic Society - it's about 10 years old. When they undertook their 'Diverse perspectives' study, one of the points that they raised in there was that people from Black, Asian and minority ethnic backgrounds were less likely to get an autism diagnosis for their children, and also less likely to seek appropriate support.

They'd also said that as of 2012, Asian pupils made up around half of the autistic population and there hasn't been a significant amount of research done since then, so it would be very interesting to know what later data shows, although I know the Autism Research Centre in Cambridge has said that whereas before there was a perception that autism wasn't that prevalent, we're now looking at 1-in-57 children being on the autistic spectrum, which approximates 1.76% of the population. So, we're talking about a pretty significant number.

They have also commented on the fact that there are more variations in ethnic minority communities, and more research specifically on that needs to be undertaken. I'm really interested to hear from you what you think about that, and also from your lived experience through your practice in the NHS and privately: what do you see as some of the barriers that might prevent parents seeking an autism diagnosis for their child?
Dr Sayani: [14:29]
Really good question and all of this feels really familiar to be honest. So, one of the things we do in the NHS - and we needed to - I work in a borough called Newham, it is in the east of London. It's really diverse. About a quarter of our population on our waiting list registers themselves as Asian Bangladeshi, and then within that there's different dialects like Sylheti speaking, Bangladeshi etc. So that's just a quarter and then we've got so many other Asian Pakistani groups, Indian groups, other ethnic minorities, lots of different Black African populations - so it's quite a diverse borough. What we have had to do in Newham is actually create a clinic to help families with the diagnosis.

So there are some families who when they go through the diagnostic process - and they're often from ethnic minority backgrounds - find it challenging to accept that diagnosis. They will come along the process, they'll do the process, they'll sign up to it, and then they get to the point of the diagnosis. And they're like, 'I don't know'. And so I tend to meet them to just hear their perspective. I mean, the first thing I would say is you can't force a diagnosis on anyone, right?

So the guidelines in the United Kingdom - we call that the NICE guidelines for us -essentially say that to make a diagnosis of autism you do all your assessments, but you've got to do it in collaboration with the parents and carers, because that's the people who are with that child every single day and understand them. And also, those are the people who are going to take that child forward with that diagnosis and help them navigate the world, right. So it has to be that collaboration.

But when you talk to families, they will often talk about stigma. You know, they will talk about, 'Yes, but if my child gets this diagnosis, what will my family think? What will my community think?' You know, 'Will they be treated differently?' There's a lot of misperceptions - this is all anecdotal, but families talk about mothers getting blamed - 'Your child is autistic because there's something wrong with you'. Which is horrendous, because actually, first of all, there isn't something wrong with the child when they have autism in the first place. It's just another way of thinking and being. But also that's completely untrue. We know that these are just traits that we see in the population that are probably filtered through millions of genes, and then end up in a child. They're not because of one thing or another. And so I think that can be really challenging.

But, you know, families have said things to me like 'Will my other daughter get married if my community knows that my first child has autism, because I'm worried that it's going to add that stigma', you know, or just not being believed. 'No, that's rubbish. It doesn't exist'. Or, there's been some studies with British Somali communities where they've talked about actually, they believe that autism is a western disease, because there was nobody diagnosing it back home. So it must be something to do with being in this rainy, grey country. Maybe it's that we don't get enough sun. And actually, those are reasonable things to think if it's not part of your paradigm, your norm - you've not heard of these things before. And what you have heard can sadly be really stigmatising. And then there are words that we use - the hardest word that I hear sometimes is 'paagal'. These words associated with madness or craziness. Even when we use interpreters, actually, during clinics, we're very clear that the terms need to be neuro-affirmative, so that we're not reinforcing any stigma or biases.

But these tend to be the challenges, so I can imagine people won't come forward. When they do come forward, they're not really sure if they want to take on that diagnosis. And then the next step of going out into their own communities and talking about it can be very hard, and they can be very isolated and they can feel like, well, no one else is like this. I can't go to my mosque or my gurudwara or my temple or whatever it might be, because everyone will see me and everyone will know that my child has this diagnosis, and then I will be shunned or I will be blamed - so it's very challenging.

But I think that the point you made about 'there needs to be more research' - there definitely needs to be more research and it's what we're looking at. So at the moment we've got this project going on looking at a digital tool for autism diagnosis. But what's great is because it's based in Newham, we're thinking about how can that apply to our ethnic population, particularly for example our Bangladeshi population which is a large proportion. So that's great, and the future research which I'd love to do and I'm looking at doing at the moment, is to hear the stories of families who've come from different communities - from our South Asian communities - and hear how they understand autism. Because some of the things that are named autism by diagnostic criteria - eye contact, this, that and the other - are not seen that way through the lens of their linguistic and cultural background. They see it differently. And what I worry about, is that as a doctor, you're almost becoming like an imperialist western kind of power and saying, 'Well, this is the diagnosis your child has'. You know, 'This is the criteria that I've used. This is what you have to accept'. That doesn't feel right to me either because of that whole thing of co-collaborating in understanding where families are coming from. I don't know if that's answered your question, but that I think are the barriers and that we do need to do more research. There's no question about it.
Reena: [20:17]
No, absolutely, it does. And it reminds me, actually, there was a really interesting white paper that was released not too long ago that I contributed to, and it looked at autism presentation in girls. And what was really interesting was that in some communities an autism diagnosis was okay for their daughter, but not okay for their son, because in that particular family dynamic for the son to have it could potentially have negative ramifications in the future. Whereas it was OK for the daughter to have it. Whereas in other communities - and these are all South Asian communities - it was okay for the son to have it because then they throw all the support behind that child to get whatever they needed to do for that child, so to empower him to be the best he could be. But they didn't want it for their daughter because they were worried about, as you mentioned, marriage prospects and things along that sort of narrative. Do you see that difference in boys and girls and acceptance in your practice?
Dr Sayani:
Yeah, there's definitely a different way of looking at it, whether it's a boy or a girl. I mean, first of all, historically autism has been diagnosed more in boys. And we believed as a medical community, it's because it was more preponderant in boys. It was just more common in boys. But the reality is, if you look as you go up the age groups, the girls start being diagnosed more. So probably what's actually happening is that girls do something we call masking or camouflaging.

So in the early years they managed to get round the social issue. They mimic other children. They watch really closely how to be social. And they learn that probably because that's a cultural thing too, because it's an expectation of girls to know those things. And then as they get older and the social demands get more, then it might be revealed. I mean that's just generally, but I think definitely in populations they will see things differently depending on whether it's a boy or a girl. Sometimes the boy is their pride and joy, and kind of the marker of their family and community and the person who's going to pass on who their family is, and if that boy - and especially if they're the only boy - has autism, that can be a challenge.

Equally, sometimes diagnosing autism in the girls is harder because if you say, 'Well, your daughter doesn't really engage with social interaction and she doesn't like looking at people' - I remember one family telling me, I was describing her eye contact and I said, 'You know, I think she's finding it really hard to give eye contact. Can you can see the way she looks down when we talk, even though she's talking lots, but she's not looking'. And they said, 'No, no, no, that's not eye contact. She's just shy. She's just coy you know', in that almost Bollywood-esque kind of way in which women will look down and away. They had interpreted it that way. And 'She doesn't want to make lots of friends, that's okay'. You know that for them, that isn't that important. She needs to be this sort of quiet girl and that's a good thing. 'What's wrong with that?'. I think that the lens through which they're seeing it for the girl or the boy makes a determination as to how they're going to accept that diagnosis and take it forward.
Reena: [23:44]
Yeah, yeah. It's so interesting, isn't it? It was really interesting the point you made about the whole kind of 'Here's your diagnosis' from a kind of white imperialistic perspective. And I'm conscious that when I was going through all of the different appointments with Evy there was no representation. I saw no doctors or professionals from a Black, Asian or minority ethnic background. And I can only imagine that it must be hugely empowering for the people of Newham whom you're serving to see and receive this kind of message and diagnosis from someone who looks a bit like them. What's your perspective on representation in healthcare in this sort of space?
Dr Sayani: [24:27]
Interestingly, the NHS is probably one of the most culturally diverse organisations in the world, I think. We have brought all sorts of people of all colours and shapes and sizes from all the parts of the world, and that's fantastic. So I think if you walk into your regular hospital or your clinic, you will see people who look like you, you will find people who look like you. But I think what you're talking about is that representation when you're in that kind of diagnostic space or in the therapeutic space, and I didn't really realise how important it was. But I think it comes out when you have the opportunity to be able to be at the same level as the families who are coming to you - you understand them and they understand you.

In medicine before, it was very much the old-fashioned way of doing things, you're a bit in your ivory tower and you're a bit distant from the patient and there's a kind of almost power relationship between you, and then you keep your distance. You're not too familiar with them, and there's all of that. But you see, the problem with that is that there isn't compassion, but if you don't come to the level of your patient and really understand who they are, then there isn't compassion. And I think the things that I do- and it's not miraculous things - but the things that I do and some of my colleagues do who are also from ethnic minority backgrounds - is we can say, 'I know that back home people haven't heard of this', or 'I know within my own family, people would not know of this'. And suddenly that brings a bit of ease into the situation.

Or just being able to - my Bangla is not brilliant, but I can pick up a few words. So even when we're having a consultation, sometimes I know what that family is going through and I can see, I can hear the words that they're saying and I can stop it and say 'Hang on, let's talk about this'. And actually, that's a really valuable thing. That's something that's a little bit of magic that you can add because we understand each other, because we're on the same level. I think that helps because there is a distance, there can be a distance when you don't see someone who looks like you, when it feels they won't understand you. I completely get that.

And I think we need to encourage more people from BAME groups. I keep saying 'ethnic minority', I should say 'global majority'. We should be encouraging them to come into this space so that there is comfort for families and for children, and even for adults, for autistic adults, to be able to connect with people that understand them. I think that's what it's about, isn't it? It's just about that being human and understanding each other.
Reena: [27:12]
Absolutely, absolutely. I mean is there anything that comes to mind - I guess to kind of follow on from that point - from a healthcare perspective, what more practitioners could do? Obviously, they can't change their colour, but what could they do in order to get into that space where they can understand their patients better?
Dr Sayani: [27:38]
That's such a good question. I think the first thing lies in what I talked about before, which is moving away from medical models of autism. You know, we still - in the criteria that we use for diagnosis, so we use this diagnostic manual and we call it the DSM 5 criteria - we still use the word disorder, for a start. Yeah, it's not a disorder. It's just a way of being. It's not something wrong with you as such. I think that's the thing - we need to shift from a very pathologising way of thinking to a more neuro-affirmative way of thinking, so that families don't feel as soon as they come in the room that you are othering them before you've even begun.

And I think another part of that is what I talked about before: traits of autism you find throughout the population. You know, in almost every consultation I do, I will say to families 'And, I don't enjoy eye contact much, and sometimes if I've had a social event, I get really exhausted and the next day I just want to be on my own'. And by saying that, we're saying, 'Well, actually these traits are just part of being human'. And here I am, another human with the same traits, but it's just in the intertwining of the complexity. Your child has the condition, but that doesn't make us different. And you will find that there are definitely more autistic traits in doctors and psychologists anyway. There's good studies to show that. So if we know that already, why are we not sharing that? Why are we keeping ourselves distant from our patients? So I think that's what would help: neuro-affirmative language, you know, making families feel that we're on the journey with them, not just putting something on them. Yeah, I think that would make the difference.
Reena: [29:30]
I think that's hugely powerful. Especially as an Indian woman having been brought up to see doctors in the ivory tower - to feel that a doctor was almost meeting me eye to eye and treating me with that compassion - especially at the beginning when it was so hard to process what was going on and to talk about it. If you at least feel that the professionals are with you on that journey, it can be very heartening, because there's a fine line between accepting it and embracing life and moving on, and going the other way. So, yeah, I think that's hugely helpful. And I guess, you know, it occurs to me that there may be some parents listening who don't have a diagnosis, but maybe have a suspicion as to whether or not their child might be autistic. What should those parents do? Where should they go? What should they ask for, in your opinion?
Dr Sayani: [30: 29]
It's a really good question. I think it depends on the child's age as to where to go next. Children particularly who have non-verbal or limited-verbal autism often present earlier - and so you're thinking about sort of nursery age. So, what I would recommend is that it's good to get as much information as possible from all the people around you. So the nursery is a really good stop to say, 'I'm concerned about this. Are you guys concerned?' and particularly 'How is my child interacting with other children?' Because sometimes - particularly if you don't have siblings - you won't really know what that deal is, so go into a nursery environment and ask them. And often nurseries and schools are trained in autism and recognition. So you can have those conversations. Don't be afraid to just say 'Something doesn't quite feel right here. What do you think?'. I would say that's really important.

Then other sources of help. Your health visitor is actually really important. They often come to do a two-year check, and sometimes that's when they can pick things up. So, it's another resource that you can go and talk and say 'Does this feel right compared to other children, does this look OK?'.So that's to evaluate. And then you have your children's centres as well, which often have brilliant resources to support children's interaction and development and play. So, these are places you can go when you're not quite sure and you just want that chat.

But if you are concerned and you actually want that referral then your GP is definitely the place to go. The challenge with the GP is that obviously they have a very short consultation, and most NHS trusts will need more information in order to accept a diagnosis. So actually, sometimes it's better if your nursery or school makes the referral, or - depending on which area you live, if they're not allowed to make the referral directly - sending a report from nursery or school with the GP referral is very powerful. Certainly in our trust, children who are school age, we won't accept a referral without a school report. So getting information from everyone is really good, if you want to go down the route of 'I think we need a diagnosis'.

Second thing I would say is that if you think about who can support you, and some people go into the private sphere to get support. I think in the early years in particular, speech therapists and occupational therapists with specialisms in autism. It's really important, because speech therapists do a lot of work. Some of them just work on speech only; some of them work on feeding. So it's really important to go to a speech therapist who has some specialty understanding of autism and they can support. Equally occupational therapy as well. So if you're going into the private space, because the NHS space is taking a long time, these are often places that you can go to get support. And I suppose that's the key thing.

And then I would say Google is a dangerous place. So my favourite is the National Autistic Society website. It's full of videos, there's lots of different things, there's even bits in different languages. I just think it's a good place to start if you're not really sure, you don't really understand what's going on. I don't know how you feel, Reena, but I think there's so many sorts of resources out there, but I think the National Autistic Society is reliable, so that's a good place to start that. Do you think that would help families?
Reena: [33:51]
Absolutely, absolutely. When you were talking it reminded me of when I went to the GP. I'd been told by a friend - I had a friend who was a special educational needs teacher - I said, 'Oh, I think he (Evy) might be autistic, but I'm not sure. I'm not even sure what autism is. What do you think?' And he said, 'Yeah, actually possibly. Go to the GP', and I went to the GP and the GP said, 'Oh, don't be ridiculous. He doesn't look autistic to me. Half of my medical school were autistic', and sent me out. And I just left.

Yeah, I look back and I'm like 'Oh my goodness' and I just went. I just was like, 'Oh okay, great'. I think at that stage as well it was welcome that someone was telling me that my child was okay. So, there was a part of me that despite just being brushed off in a two-and-a-half minute meeting, someone with medical authority just told me my child was not autistic. I'll take that, you know? But actually, there were some free speech and language therapy sessions in the borough, hosted by one of the children's centres, that I happened to be available on that date, and I just took Evy along. And they spotted that he had speech delays and speech sound difficulties. And from there they then did the programme of speech therapy and then produced the report and then I started all of that.

So it's really interesting that you said all that and that was my experience. Because we haven't actually talked about what we were going to talk about at all today, but that was exactly it and unless you have something from someone reputable, a GP is just not going to do a referral.
Dr Sayani: [35:41]
The challenge is that, though autism is being better understood now than it ever has been, the message has not necessarily spread to every GP in the land. You know, if you think about it, I feel like I'm educating my team at the moment - and we're an autism specialist diagnostic team - about neurocognitive sort of ways of looking at autism or the diverse spectrum. You know, even ten years ago, the attitude of doctors working in the area compared to now has changed hugely. So, you're right, it doesn't filter down to GPs all the time. Some are good and some will pick it up, others may not. And that's when you probably need, you know - our partners in education can sometimes be really helpful and powerful and I think children's centres are brilliant in that way, and we partner a lot with children's centres. So, there may be other individuals that you need to go to, and take it with a pinch of salt if the GP says 'Hmm...' because they don't have enough time. That's why autism takes time to assess. It's because you can't do it in ten minutes.
Reena: [36: 52]
Thank you. And on a final note, what one thing would you say to any parent listening in, based on your experience and what you've seen? What would be your parting message to the parents tuning in today?
Dr Sayani: [37:06]
Okay. So, if you suspect that your child has autism, or even if you have a diagnosis, I think the first thing to remember is autistic children are fabulous children. They're brilliant, and autistic people make the human population the wonderful, creative, inventive population that it is, and it's probably what's brought human beings forward over the last thousands of years. And so if all those traits are causing challenges in your child, that's nothing to be ashamed of. But what it does mean, is it puts that responsibility on you to help them navigate the social world. That's the bit. That's what you need to be able to do - without stigma, because they're wonderful. You just need to sort of break into their world, and make that connection between their world and the social world. And then a whole bunch of joy comes out.

I mean, I think the autistic children and young people I've met are fabulous, all of them, but they're struggling because the world is not set up for them. So if you as parents can help them navigate that, just like any parent would do - that's what we do, isn't it? We help our children navigate the world - then wow, that's what's going to make the biggest difference in their lives. More than any therapist, more than any doctor or psychologist, it's those parents helping them through, plotting their path, guiding their way.
Reena: [38:40]
Absolutely. I completely agree. I think - I know - I am a better human because of Evy, because I see the world through a completely different lens and it made me question my values, and which beliefs I was prepared to leave behind and which ones I was going to take forward. And I don't think I would have done that if it wasn't for him. So I'm eternally grateful. And I tell him that all the time, and he just looks at me like I'm talking nonsense. But yeah, it's so true. It's a whole magical world out there and sometimes things which might feel a bit uncomfortable - they become comfortable when we allow ourselves to just step into a new space.

Doctor Sayani, you have been incredible. Thank you so much for your time today and sharing your wisdom and your experience. And I hope that parents listening in will feel heartened to know that there are incredible doctors like you out there, ready and willing to support their children on their journeys and helping the parents to enter their world as well.
Dr Sayani:
Thank you so much. Thanks, Reena.

# data[].attributes.attachment_link.title
Unpacking Autism Ep.1: Autism today: a changing conversation with Dr Shermina Sayani - Reena Anand

# data[].attributes.attachment_link.description
Dr Shermina Sayani, a consultant paediatrician with a ten-year special interest in autism.

# data[].attributes.body
🎧 The Other Side of the Spectrum – A Mom and Son Podcast
Join this heartfelt and honest podcast where a mom and her son share their experiences of life on the autism spectrum — exploring challenges, insights, and moments of joy from both perspectives.

# data[].attributes.body
Explore previous episodes of the ADDitude ADHD Experts podcast and listen to learn practical strategies and advice for managing the symptoms of ADHD

# data[].attributes.attachment_link.title
Access denied | www.additudemag.com used Cloudflare to restrict access

# data[].attributes.headline
SENsational Podcast - Celebrating Neurodiversity podcast

# data[].attributes.subject
SENsational Podcast - Celebrating Neurodiversity podcast

# data[].attributes.body
The Witherslack Group are a leading education provider for children and young people with special educational needs in the UK. On their channel, they welcome neurodiversity experts to share insights, strategies and advice for supporting neurodivergent children, exploring all things Autism, ADHD, mental health, and more.

# data[].attributes.attachment_link.title
SENsational - The Special Educational Needs Podcast

# data[].attributes.attachment_link.description
Podcast · Witherslack Group · We are Witherslack Group, the UK’s leading education provider for children and young people with special educational needs. On our channel, we welcome neurodiversity experts to share insights, strategies and advice for supporting neurodivergent children, exploring all things ADHD, autism, mental health, and more.Visit out website: https://www.witherslackgroup.co.uk/Get in touch: marketing@witherslackgroup.co.uk Hosted on Acast. See acast.com/privacy for more information.

# data[].attributes.headline
The Awesome Autistic Go-To Guide – by Tanya Masterman and Yenn Purkis  

# data[].attributes.subject
The Awesome Autistic Go-To Guide – by Tanya Masterman and Yenn Purkis  

# data[].attributes.body
A book which supports young people to take pride in their Autistic brain and identify their own strengths

# data[].attributes.headline
The Ice-Cream Sundae Guide to Autism -  by Debby Elley and Tori Houghton. Illustrated by J.C. Perry. 

# data[].attributes.subject
The Ice-Cream Sundae Guide to Autism -  by Debby Elley and Tori Houghton. Illustrated by J.C. Perry. 

# data[].attributes.body
A book to support young people to understand what makes them different in a positive frame

# data[].attributes.headline
Autism, Identity and Me: A Practical Workbook to Empower Autistic Children and Young People Aged 10+  by Rebecca Duffus.  

# data[].attributes.subject
Autism, Identity and Me: A Practical Workbook to Empower Autistic Children and Young People Aged 10+  by Rebecca Duffus.  

# data[].attributes.body
A book to help children and young people to develop a positive understanding of their autistic identity.

# data[].attributes.body
First hand description of the author’s experience

# data[].attributes.headline
M is for Autism/M in the Middle – Students of Limpsfield Grange School  

# data[].attributes.subject
M is for Autism/M in the Middle – Students of Limpsfield Grange School  

# data[].attributes.body
Fictionalised description created by a group of autistic young women

# data[].attributes.headline
Uniquely Human – Barry M Prizant and Tom Fields.  

# data[].attributes.subject
Uniquely Human – Barry M Prizant and Tom Fields.  

# data[].attributes.body
Practical guide to autism by an experienced specialist.

# data[].attributes.headline
A different sort of normal – Abigail Balfe.

# data[].attributes.subject
A different sort of normal – Abigail Balfe.

# data[].attributes.body
A fun book recommendation for YP aged 8 yrs and above

# data[].attributes.attachment_link.title
Limpsfield Grange School on Instagram: "Looking to build your understanding of autism, anxiety, wellbeing, communication, identity and supporting autistic young people?

Our Autism Outreach Team has put together a carefully curated reading list packed with practical advice, lived experience, professional guidance and evidence-informed strategies for parents, carers, educators and professionals.

From understanding autism and social communication, to supporting anxiety, emotional wellbeing, autistic girls and young women, these books offer valuable insights and a great starting point for anyone wanting to learn more.

As always, there is no single book that has all the answers, but we hope this collection helps build knowledge, confidence and understanding.

If you'd like further support or guidance, our Autism Outreach Team is here to help.  Simply email outreach@limpsfield-grange.surrey.sch.uk

#AutismOutreach #AutismEducation #Neurodiversity #AutisticGirls #SENDSupport #InclusiveEducation"

# data[].attributes.attachment_link.description
21 likes, 0 comments - limpsfield_grange on June 1, 2026: "Looking to build your understanding of autism, anxiety, wellbeing, communication, identity and supporting autistic young people?

Our Autism Outreach Team has put together a carefully curated reading list packed with practical advice, lived experience, professional guidance and evidence-informed strategies for parents, carers, educators and professionals.

From understanding autism and social communication, to supporting anxiety, emotional wellbeing, autistic girls and young women, these books offer valuable insights and a great starting point for anyone wanting to learn more.

As always, there is no single book that has all the answers, but we hope this collection helps build knowledge, confidence and understanding.

If you'd like further support or guidance, our Autism Outreach Team is here to help.  Simply email outreach@limpsfield-grange.surrey.sch.uk

#AutismOutreach #AutismEducation #Neurodiversity #AutisticGirls #SENDSupport #InclusiveEducation". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

# data[].attributes.headline
Free Emotional Regulation Support Online by 'Assembly'

# data[].attributes.subject
Free Emotional Regulation Support Online by 'Assembly'

# data[].attributes.body
If your child is aged between 4 - 14 years and struggling with emotional outbursts and meltdowns, Assembly Emotional Regulation Programme offers access to clinicians who can help you. This support is currently free to access for families involved with the CHAND service. To find out more Click here

# data[].attributes.attachment_link.description
Cutting edge support for your child’s developmental needs

# data[].attributes.headline
KOOTH: A free online counselling and emotion well-being platform for ages 10-16

# data[].attributes.subject
KOOTH: A free online counselling and emotion well-being platform for ages 10-16

# data[].attributes.attachment_link.provider_name
Explore Kooth - All kinds of articles, stories and content to help you through tough times

# data[].attributes.attachment_link.title
Free Online Mental Health Support for Young People in London - Explore Kooth

# data[].attributes.attachment_link.description
Free Online Mental Health Support for Young People in London Life can be tough sometimes — but you don’t have to face it alone.Kooth is a free, safe and anonymous online mental health support service for young people aged 10 to 25 across London. Whether you’re feeling low, anxious, overwhelmed or just need someone to

# data[].attributes.body
https://www.youngminds.org.uk/young-person/mental-health-conditions/anxiety/

– Explore the young people’s section, including information about anxiety

# data[].attributes.attachment_link.description
If you’re struggling with your feelings, we have tips and advice from other young people, and information on getting the support you need for your mental health.

# data[].attributes.headline
CHILDLINE has lots of support and information about different areas of pressure and difficulty for young people

# data[].attributes.subject
CHILDLINE has lots of support and information about different areas of pressure and difficulty for young people

# data[].attributes.body
The link above includes information about helpful strategies like a calm zone with a toolbox to support young people feel better

# data[].attributes.attachment_link.description
Toolbox Menu. Press ALT and ENTER to access submenu.

# data[].attributes.headline
Happy Maps signposts to resources available for parents and children

# data[].attributes.subject
Happy Maps signposts to resources available for parents and children

# data[].attributes.attachment_link.provider_name
HappyMaps - Find the best support, advice and information on young people's mental health, all in one place. For Parents, Professionals and Young People.

# data[].attributes.attachment_link.readable_text
Read reviews

"I think this is a fabulous resource-very clearly laid out with the full range of supports available, from parenting tips through to professional help" (Parent)

"This is great to recommend to parents when they are worried about their children. It's the best website for mental health issues that I've found" (Teacher)

"Excellent. I work for CAMHS Bristol and regularly recommend this website" (Child and Adolescent Mental Health Services)

# data[].attributes.attachment_link.title
Home - HappyMaps: Help and Resources for Children's Mental Health

# data[].attributes.attachment_link.description
An award-winning website on children's mental health collating sensible and professional advice on common problems. With new self-help pages for young people.

# data[].attributes.headline
CAMHS resources also offers signposting to resources available

# data[].attributes.subject
CAMHS resources also offers signposting to resources available

# data[].attributes.attachment_link.readable_text
​

Beat is a website dedicated to Eating Disorders.

An online learning and advice resource for anyone interested in, or concerned about, the mental health of children and teenagers.

A counselling service for children and young people up to their 19th birthday in the UK provided by the NSPCC

Parenting and family support

The ACAMH website has extensive information about youth mental health topics as well as resources for professionals working with young people and families

# data[].attributes.attachment_link.description
​ Beat is a website dedicated to Eating Disorders. An online learning and advice resource for anyone interested in, or concerned about, the mental health of children and teenagers.

# data[].attributes.headline
For information and resources on Children’s Mental Health: Check out Newham Schools Wellbeing Padlet

# data[].attributes.subject
For information and resources on Children’s Mental Health: Check out Newham Schools Wellbeing Padlet

# data[].attributes.body
Newham_Schools_Wellbeing (padlet.com)

Newham's Multi-Agency Collective Wellbeing Space

# data[].attributes.body
Parents are advised to visit the Occupational Therapy website page where they will find a wide range of different resources including handouts and videos covering specific functional areas like dressing, toileting, food and sensory preferences.

# data[].attributes.attachment_link.title
Occupational Therapy | East London NHS Foundation Trust

# data[].attributes.attachment_link.description
Read about Newham Children’s occupational therapy

# data[].attributes.headline
Supporting a Bereaved Child with Autism – Winston’s Wish

# data[].attributes.subject
Supporting a Bereaved Child with Autism – Winston’s Wish

# data[].attributes.body
This guide offers gentle, practical advice for supporting autistic children and young people through grief and loss. It includes strategies tailored to their communication needs and emotional understanding, helping families navigate these difficult moments with care.

# data[].attributes.attachment_link.title
Supporting a bereaved child who has autism

# data[].attributes.attachment_link.description
Children with autism may react differently to the death of someone important that you might expect. Here’s our advice on how to support them.

# data[].attributes.headline
Winston’s Wish – Bereavement Support for Children and Families

# data[].attributes.subject
Winston’s Wish – Bereavement Support for Children and Families

# data[].attributes.body
Winston’s Wish is a national charity offering support to children, young people, and families after the death of someone close. They provide resources, helplines, and therapeutic services to help families talk about grief and find support that fits their needs.

# data[].attributes.attachment_link.description
Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

# data[].attributes.headline
Advice around supporting a bereaved autistic child

# data[].attributes.subject
Advice around supporting a bereaved autistic child

# data[].attributes.body
https://www.childbereavementuk.org/supporting-a-bereaved-child-who-is-autistic

# data[].attributes.attachment_link.readable_text
Just like any other child, an autistic child will need their grief to be recognised and understood and to be given opportunities to express how they feel. Because of the nature of their autism, an autistic child may not respond to the death of someone close to them in the same way as other children but this does not mean they are not grieving. This information covers some of the challenges bereaved autistic children may face, and ideas for what might help.

How autism may affect a child or young person

Due to differences in how they process information and understand and understand abstract ideas, autistic children may have specific problems in developing their own ideas about death and the rituals that surround it. Other difficulties they face may relate to:

Mindblindness

An autistic child may find it more difficult to see things from another's point of view. This may make it hard for them to understand other people's feelings and behaviours, including not realising that others can help.

Information processing

An autistic child may have difficulties in understanding the rituals surrounding a death and in understanding the implications of a death. For example, they may not understand that because someone has died, this means they will not be there at the weekend, to take them to school or to celebrate a birthday.

Language and communication

An autistic child may find it difficult to understand abstract concepts and, as with any bereaved child, it can help to use clear, specific, concrete language, avoiding phrases such as 'gone away' or 'lost', which can be confusing. Autistic children may also find it difficult to let you know how they are feeling and to ask for support.

Preoccupations

An autistic child's focus on specific things may increase or grow more intense due to anxiety.

Imagination, time perception and memory

These may lead to difficulty in understanding the impact of a death. For example, understanding changes to routines, anticipating how things might be in the future and understanding events that they have not experienced before.

As well as suffering the loss of the person that has died, autistic children can be further distressed by all the changes that might happen in their day-to-day lives as a result of the bereavement. Below are suggestions on how to help support an autistic child who is bereaved.

Preparing for loss in advance

If the death of someone close is expected, children or young people can be prepared in advance and in a gradual way. They may need to be prepared for visits to a hospice or hospital. It is particularly helpful if they can be told beforehand about any changes they might notice, for example in the ill person's appearance (how they might sound, look or feel to the touch) or in everyday activities and routines. You may also need to explain whether there will be medical equipment such as intravenous lines or a ventilator, and that this might be noisy.

Keep to normal daily routines as much as possible.

Use clear, concrete language, avoiding euphemisms and abstract ideas.

Explain any likely changes in routine in advance, giving details about who will be doing what and when.

Use pictures and photographs to explain what will happen and when and how. For example, pictures of the hospice, or of the taxi that will take them to school or to swimming from now on.

Use calendars or other visual aids, for example, to mark hospital visits, as well as significant positive events such as visits to the park.

It can be helpful to develop rituals to mark a death, such as lighting a candle when an animal dies. The same ritual can then be used when a person dies.

When a death has happened

When someone dies, a child may need help in understanding the idea of death as well as opportunities to express their grief.

Use simple, concrete language and avoid euphemisms such as 'lost', 'passed away' or 'gone to sleep'. You may need to explain what dead means in concrete terms. You might say: 'When someone is dead their body is no longer working and their heart has stopped. A dead body cannot move or feel anything, so there is no pain.'

Use lots of examples to explain that death is permanent and not reversible, in a way that is appropriate to the child's understanding:

When someone has died they can never come back to life again.

Where possible, use pictures and real objects. Try to use a biological approach that is practical, clear, and visual, with concrete examples. For example, comparing a dead fish with a live fish, or observing flowers wilting and dying, or talking about what dead means when they come across a dead bird, for example.

Answer the child's questions as they arise - which may mean answering the same questions repeatedly. Answer simply, and honestly, and at an appropriate level for the child's understanding. Give enough information to answer the child's question, but without adding a confusing amount of detail.

Prepare the child for ceremonies or rituals that will include them, by visiting the relevant places beforehand. It may help to use photographs and draw up an explanatory story using words and pictures to explain what will happen. Clearly explain what the child is expected to do and show what other people will be doing and saying, and what will be happening around them.

Help the child to learn how to recognise different feelings and emotions in themselves and others as well as learning appropriate ways of expressing their feelings. You can do this by using everyday situations and events to point out different emotions in other people (such as on TV programmes, in magazines and stories), by using consistent and simple language to label emotions from the child's own experiences and by using pictures. Using pictures is particularly helpful for autistic children, and a 'feelings thermometer' can help a child express the intensity of an emotion. You can do this by drawing a picture of a thermometer with a rating scale up the side. Encourage the child to show where they are on the scale to rate the strength of their anger/sadness/worry. Similarly, using a picture of a volcano to illustrate anger and how it sometimes 'boils over' can be helpful.Using a 'comic strip conversations' technique can help others understand what an autistic child is thinking and feeling and can provide the opportunity to discuss things that the child might otherwise find difficult. This can help identify misunderstandings and highlight emotions that have perhaps not been openly expressed, or that have shown in other ways.

Keeping memories alive

When someone important to a child or young person dies, memories are an important part of the grief process. The person may be physically gone from the child's life, but the emotional bond will still be there. This is particularly true when a parent or main carer dies. Memories help any child to construct a sense of who it is they are grieving for and why. All memories have a part to play, whether of happy times or times that were not so good.

A piece of fabric, from an item of clothing worn by the person who has died, carried in a pocket or made into a cushion, can be comforting.

Similarly, smelling the favourite perfume or aftershave of the dead person on a hanky can be reassuring.

Putting together a memory box of physical reminders, chosen by the child. This can help give some insight into factors and events that are key to the relationship with the dead person. Try to include something relating to all five senses. A memory box, therefore, might include pictures of the person and pictures of things that person enjoyed, a small object that belonged to the person, a piece of fabric that is associated with that person (that may have a particular 'feel' to it), a memory stick with a playlist of music that the person enjoyed or videos of them, and something that reminds the child of the smell of that person (such as perfume, aftershave, toothpaste or deodorant).

Listening to audio tapes of the voice or favourite music of the dead person may be familiar and comforting.

Using photographs can help to create a timeline to spark off memories of significant events, and then build a life story of the person.

Visit our page: How we can support you for more on our services.

You can also call our Helpline 0800 02 888 40 , email , or use Live Chat on our website.

Latest

Related

Most read

Tag cloud

Short films delivered by our support practitioners giving guidance on a range of bereavement topics. Read more

A list of books and resources relating to grief and bereavement and what may help. Read more

Watch short films and read experiences of bereaved families and how support has helped them. Read more

# data[].attributes.attachment_link.keywords[]
charity bereavement child death grief loss baby stillbirth miscarriage suicide young people

# data[].attributes.attachment_link.description
Ways of recognising and understanding the grief of a bereaved autistic child and providing support.

# data[].attributes.body
This section on the NAS website looks at the subject of bereavement, how it can affect autistic people and what we can do to help

# data[].attributes.attachment_link.description
This section looks at the subject of bereavement, how it can affect autistic people and what we can do to help

# data[].attributes.body
https://learning.nspcc.org.uk/safeguarding-child-protection/children-who-have-send-asn-aln

# data[].attributes.attachment_link.readable_text
Our resources, information and guidance will help you protect children and young people who have additional needs and disabilities and help prevent abuse and neglect.

We are using the term special educational needs and disabilities (SEND) to refer to children who have disabilities or additional needs. Your organisation may use other terms such as additional needs, additional support needs (ASN) or additional learning needs (ALN).

# data[].attributes.attachment_link.title
Supporting children who have additional needs and disabilities: SEND/ASN/ALN | NSPCC Learning

# data[].attributes.attachment_link.description
Resources, information and guidance to help you protect children and young people who have additional needs and disabilities and help prevent abuse and neglect.

# data[].attributes.headline
Online Safety for Children with SEND – NSPCC

# data[].attributes.subject
Online Safety for Children with SEND – NSPCC

# data[].attributes.body
Helpful advice for parents and carers on how to keep children with special educational needs and disabilities (SEND) safe online. This guide offers practical tips tailored to the unique challenges some children may face when using the internet, apps, and social media.

# data[].attributes.attachment_link.title
Online safety for families and children with SEND

# data[].attributes.attachment_link.description
Online safety for families and children with SEND

# data[].attributes.body
This guide from The National College offers advice on how young people can build positive friendships in online spaces, along with tips for staying safe and recognising unhealthy behaviours. Great for parents supporting young people who are socially active online.

# data[].attributes.attachment_link.title
What You Need to Know: Making Friends Online | Free Guide

# data[].attributes.attachment_link.description
This free guide looks at the challenges of children forming friendships online, highlighting key risks and offers tips for staying safe.