# data[].attributes.attachment_link.readable_text
Attention deficit hyperactivity disorder (ADHD) is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.

Symptoms of ADHD tend to be noticed at an early age and may become more noticeable when a child's circumstances change, such as when they start school.

Most cases are diagnosed when children are under 12 years old, but sometimes it's diagnosed later in childhood.

Sometimes ADHD was not recognised when someone was a child, and they are diagnosed later as an adult.

The symptoms of ADHD may improve with age, but many adults who were diagnosed with the condition at a young age continue to experience problems.

People with ADHD may also have additional problems, such as sleep and anxiety disorders.

Getting help

Many children go through phases where they're restless or inattentive. This is often completely normal and does not necessarily mean they have ADHD.

But you should discuss your concerns with your child's teacher, their school's special educational needs co-ordinator (SENCO) or a GP if you think their behaviour may be different from most children their age.

It's also a good idea to speak to a GP if you're an adult and think you may have ADHD, but were not diagnosed with the condition as a child.

What causes attention deficit hyperactivity disorder (ADHD)?

The exact cause of ADHD is unknown, but the condition has been shown to run in families.

Research has also identified a number of possible differences in the brains of people with ADHD when compared with those without the condition.

Other factors suggested as potentially having a role in ADHD include:

being born prematurely (before the 37th week of pregnancy)

having a low birthweight

smoking or alcohol or drug abuse during pregnancy

ADHD can occur in people of any intellectual ability, although it's more common in people with learning difficulties.

How attention deficit hyperactivity disorder (ADHD) is treated

For children with ADHD, although there's no cure, it can be managed with appropriate educational support, advice and support for parents and affected children, alongside medicine, if necessary.

For adults with ADHD, medicine is often the first treatment offered, although psychological therapies such as cognitive behavioural therapy (CBT) may also help.

Living with attention deficit hyperactivity disorder (ADHD)

Parents of children with ADHD

Looking after a child with ADHD can be challenging, but it's important to remember that they cannot help their behaviour.

Some day-to-day activities might be more difficult for you and your child, including:

getting your child to sleep at night

getting ready for school on time

listening to and carrying out instructions

being organised

social occasions

shopping

Adults with ADHD

Adults with ADHD may find they have problems with:

organisation and time management

following instructions

focusing and completing tasks

coping with stress

feeling restless or impatient

impulsiveness and risk taking

Some adults may also have issues with relationships or social interaction.

Page last reviewed: 24 December 2021
Next review due: 24 December 2024

# data[].attributes.attachment_link.title
Attention deficit hyperactivity disorder (ADHD)

# data[].attributes.attachment_link.description
Read about attention deficit hyperactivity disorder (ADHD), a condition that affects people's behaviour.

# data[].attributes.headline
Autistic Spectrum Disorders | Good Practice Guidance

# data[].attributes.subject
Autistic Spectrum Disorders | Good Practice Guidance

# data[].attributes.headline
Autism spectrum disorder in under 19s: recognition, referral and diagnosis

# data[].attributes.subject
Autism spectrum disorder in under 19s: recognition, referral and diagnosis

# data[].attributes.attachment_link.title
Autism spectrum disorder in under 19s: recognition, referral and diagnosis | Guidance and guidelines | NICE

# data[].attributes.attachment_link.description
Evidence-based recommendations on the recognition, referral and diagnosis of autism specturm disorder (ASD) in children and young people under 19

# data[].attributes.headline
The changing landscape of autism in North Yorkshire (Easy Read)

# data[].attributes.subject
The changing landscape of autism in North Yorkshire (Easy Read)

# data[].attributes.body
in North Yorkshire

# data[].attributes.headline
The changing landscape of autism in North Yorkshire

# data[].attributes.subject
The changing landscape of autism in North Yorkshire

# data[].attributes.body
in North Yorkshire

# data[].attributes.attachment_link.readable_text
Make a donation

Donate to Daisy Chain (registered with the Fundraising Regulator) to help support our support for autistic and neurodivergent children, young people and adults.

How it all began

Daisy Chain was established s a community iniative in 2003 as the dream of its founder, Lesley Hanson, whose son Jacob was diagnosed as autistic at an early age.

Read Our Story

# data[].attributes.attachment_link.description
We support and empower autistic and neurodivergent individuals through the provision of holistic person-centred services, whilst promoting training, wellbeing, inclusion and acceptance regionally and nationwide.

# data[].attributes.headline
Virtual Support Sessions – Autism Central

# data[].attributes.subject
Virtual Support Sessions – Autism Central

# data[].attributes.attachment_link.readable_text
Current Date: 04/24/2024 8:15 am

Current Date Str: 1713942900

Warning: Undefined variable $date_str in /home/customer/www/daisychainproject.co.uk/public_html/wp-content/themes/daisy-chain-theme/inc/woocommerce.php on line 366

Warning: Undefined variable $date_str_2 in /home/customer/www/daisychainproject.co.uk/public_html/wp-content/themes/daisy-chain-theme/inc/woocommerce.php on line 371

Current Date is Greater than Date

As part of the Autism Central programme, Daisy Chain provides virtual support sessions to help support individuals and families.
Sessions are an opportunity for parents/carers of autistic and neurodivergent children to connect with each other and get advice from the Autism Central team.

This group is suitable for you if you have a child who is diagnosed / going through the diagnostic process / has been identified by a professional as having a need relating to: autism, ADHD, FASD, Sensory processing differences, anxiety and social and communication differences.
Upcoming general virtual support sessions

Monday 20th May - 5.30pm-7pm

Monday 3rd June - 5.30pm-7pm

Monday 17th June - 5.30pm-7pm

Upcoming themed virtual support sessions

Friday 26th April - Virtual Support Session for Military Families / 5.30pm-6.30pm

Friday 10th May - Virtual Support Session for Military Families / 10am-11am

Thursday 18th April - Virtual Support Session for Grandparents / 2pm-3pm

Thursday 16th May - Virtual Support Session for Grandparents / 2pm-3pm

Wednesday 10th April - Virtual Support Session for Parents and Carers of Teenage Girls / 11am-12pm

Tuesday 7th May - Virtual Support Session for Parents and Carers of Teenage Girls / 1pm-2pm

These online sessions are free and open to families living in the North East and Yorkshire. Autism Central offers families and carers of autistic people high-quality and easily accessible autism education, training, and support through peer educators, alongside a dedicated website. Peer educators are autistic people, and parents and carers of autistic people, who have been trained to support other families. Daisy Chain Project hub is delivering Autism Central in the North East & Yorkshire NHS England region. www.autismcentral.org.uk

Please book a space for each individual session. A link to the session will be sent to you via email prior to it starting. You can access these sessions if you are a parent/carer/family member. You must book before 12pm the day before the session you'd like to attend to receive a link - any bookings received after this time may not be added to the register.

No products in the basket.

# data[].attributes.attachment_link.title
Virtual Support Sessions - AC - Daisy Chain

# data[].attributes.attachment_link.description
As part of the Autism Central programme, Daisy Chain provides virtual support sessions to help support individuals and families. Sessions...

# data[].attributes.attachment_link.title
How to Use a Sensory Diet (Explained by a Pediatric OT)

# data[].attributes.attachment_link.readable_text
How does regulation develop?

The ability to regulate starts to develop when we are a baby. Long before we can self-regulate we need help from our caregivers. When babies start to show distress, their caregivers swaddle, carry, rock and feed them. Caregivers should provide what is required to help the baby to organise their arousal. As these needs are met the infant learns patterns and rhythms. They learn that when they hear mum or dad's footsteps, help is on the way.

Regulation develops over time and with experience. Each time a child experiences dysregulation and is able to regulate they learn what helps them. However, this process starts with co-regulation.

Co-regulation

Co-regulation is when someone else helps another individual to regulate. We usually think of adults helping children. However, adults help adults all the time. Think about when a friend or family member was upset and you gave them a hug. Or, a time when they were angry and you listened. One unique feature of mammals is that we frequently co-regulate. You will see a mother cat regulate its kitten through licking but you would never observe a snake or crocodile doing this with their off spring.

Toddlers need huge amounts of support from their caregivers to regulate and self-soothe. Whilst they are starting to be more a bit independent, the regulation centres of their brain are still developing. Sarah Ockwell Smith suggests that it isn't until after a child's fifth birthday that their brain is developmentally mature enough for them to start to self-soothe or self-regulate. Parents of teenagers would also argue that hormones severely disrupt this skill.

Regulation with the help of caregivers is what teaches children to self-regulate as they get older. They learn what they experience. Co-regulation helps them to develop the brain networks and strategies they need to self-regulate.

Self-regulation

Self-regulation is the ability to stay regulated without the help of others. It is the ability to use your own strategies to either calm down or energise. Some individuals need more help to learn how to self-regulate than others. Often individuals with ADHD and ASD need more support to learn to self-regulate. Sensory regulation strategies can help with self-regulation. As can cognitive strategies. We will explore these further below.

Emotional regulation

Emotional regulation refers to the ability to regulate our emotions. Toddlers and teenagers find this difficult. For toddlers this is because they haven't yet established the language and brain connections to enable them to regulate their emotions. Teenagers find this more difficult as their hormones and brain connections and changing. They need time to get used to these changes.

Neurologically the front part of our cortex (our frontal lobe) is responsible for emotional regulation. The connections to this part of the brain continue to develop into adulthood. The ability to regulate emotions improves as these connections strengthen. Again, some individuals, including those with autism, need more support to develop these connections.

What about sensory regulation strategies?

Sensory regulation strategies are strategies which use the senses to help with regulation. These are often used to support individuals with autism and those who experience sensory processing differences. But in reality, they can be helpful for everyone.

The goal when using sensory regulation strategies is to help the individual to regulate. They are often using the sensory strategy alongside them, so to support co-regulation, initially. The longer term goal would be that they could self-regulate using the strategy. Programmes like the Zones of Regulation can be helpful to teach emotional regulation and how to use sensory regulation strategies.

Sometimes the individual may need to increase their arousal level. This would mean using a sensory regulation strategy that would make them more alert.

Alternatively, sometimes they may need to decrease their arousal level. So, they will need a sensory regulation strategy to helm them to calm down.

What are some examples of sensory regulation strategies?

I will break this section into two parts. Firstly, I will give strategies that can help to increase arousal. Secondly, I will look at ideas to help to calm down. If you want to read more about sensory strategies you could also read this article.

Sensory regulation strategies to help to increase arousal (or alert)

Our sensory diet/brain break movement video playlist is a great place to start!

Movement! Go Noodle have some great songs to follow along with if you're stuck inside. Playgrounds, cycling, scooters and running are good options for being outside.

You can also create fun indoor obstacle courses. This video gives a great example.

Sensory regulation strategies to help to decrease arousal (or calm)

We have some great slow movement and breathing activities here in this playlist

Heavy work is a helpful strategy for calming. We explore this further our blog The Mystery of Heavy Work.

Yoga can be a great option. Cosmic Yoga has some great videos to follow. Each video includes a story which can help children to stay engaged.

Breathing exercises can really help to calm and organise the brains. The Smiling Minds app is free and also has good content for children. The charity scope has also published a product called Mindful Monsters, which includes breathing and relaxation activities designed for children. This monkey video gives a nice breathing sequence for children to follow. Koala goes through 2 minutes of breathing here.

# data[].attributes.attachment_link.title
Sensory regulation strategies - how you can use them to help your child.

# data[].attributes.attachment_link.description
The ability to regulate starts to develop when we are a baby. Long before we can self-regulate we need help from our caregivers. When babies start to show distress, their caregivers swaddle, carry, rock and feed them. Caregivers should provide what is required to help the baby to organise their arousal.

# data[].attributes.body
A developmental resource for families of deaf children aged 0 to 3

# data[].attributes.attachment_link.readable_text
Back

Primary target audience: Parents and carers

This resource was initially known as the Early Support Monitoring Protocol for deaf babies and children and it was created to help the families of deaf children and the people that support them to observe, monitor and record the progress that children make.

This resource has been revised in consultation with families and professionals and is for the families of deaf children from birth to three years old.

This resource supports families and professionals to:

monitor the progress of your child's development

celebrate their successes

share this information with others

help you to think about what might happen next.

Success from the start is designed to help you:

share your observations of your child

recognise the importance of what they're doing now

support you in asking questions and understanding your child's development

be clear about what sorts of things your child may do next

have ideas as to what you and others can do to help.

# data[].attributes.attachment_link.title
Success from the start | Documents and resources

# data[].attributes.attachment_link.description
This resource helps the families of deaf children and the people that support them monitor their progress.

# data[].attributes.attachment_link.title
Preschools Start Here | The Speech and Language Garden

# data[].attributes.attachment_link.description
With rising numbers of children in Early Years who are late to talk or with unclear speech, there's plenty of information and training for EYFS Professionals and Practitioners in this section.

# data[].attributes.body
Our YouTube channel has several playlists to support speech, language and communication development including children who have English as an additional language.

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

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

# data[].attributes.attachment_link.readable_text
Latest

Related

Most read

Have you found the information on our website helpful today? If so, please consider donating! At IPSEA, we rely on your donations and fundraising efforts to help keep our vital services running. Read more
Donate

# data[].attributes.attachment_link.description
A range of model letters to download and amend for your own purposes. From requesting an EHC needs assessment, to complaining when the educational provision in an EHC plan is not being made.

# data[].attributes.headline
Compliments, Comments and Complaints- NYC

# data[].attributes.subject
Compliments, Comments and Complaints- NYC

# data[].attributes.attachment_link.title
Requesting an assessment for an education, health and care plan

# data[].attributes.attachment_link.description
Find out about education, health and care plans (EHCP) and how to request an assessment of your child’s needs.

# data[].attributes.attachment_link.readable_text
Chat, play, read!

Here are some tips and activities to help your child develop their speech skills:

use things your child is interested in for play, follow their lead and make sure you're physically at their level while playing

if you notice your child looking or pointing at something, talk to them about it before they lose interest in it

picture books introduce your child to new things they haven't seen yet in real life - ask them to tell you the story, or talk about what the characters might be thinking and feeling

make reading, singing and playing even more fun by using lots of actions and different voices

take turns to make noises or speak - your child will be able to hold longer conversations, so slow down your speech, give them plenty of time to respond and listen carefully to what they have to say

talk to your child in short, simple sentences, as it's easier for them to understand you and have a go at copying when they are ready

try to use the same book or sing the same song, as young children learn a lot from repetition

# data[].attributes.attachment_link.description
Find out how you can help your child with their speech & language development. If you have any concerns, talk to your doctor or health visitor.

# data[].attributes.attachment_link.title
Intensive Interaction Outcomes: the Fundamentals of Communication

# data[].attributes.attachment_link.title
How to do Intensive Interaction - the principles of the approach

# data[].attributes.headline
A Guide to the Autism Community Connector and Engagement Team

# data[].attributes.subject
A Guide to the Autism Community Connector and Engagement Team

# data[].attributes.body
Brougham Street Community Nursery School is a partner of the Principle Trust.

# data[].attributes.attachment_link.title
The Principle Trust Children's Charity | Principle Trust

# data[].attributes.attachment_link.description
The Principle Trust Children's Charity, we help children suffering from difficulties such as long-term, life threatening or limiting illnesses. Find Out More.

# data[].attributes.headline
NYCC Short breaks for disabled children and young people

# data[].attributes.subject
NYCC Short breaks for disabled children and young people

# data[].attributes.attachment_link.readable_text
Short breaks are matched to meet the child's needs, interests and preferences and aim to provide:

extra social opportunities for the child

a break for the parents and child

time for parents to spend with other children in the family

See our short breaks statement to find out who can access a short break, what is available at different levels of need and how this can be accessed.

There are three different types of short breaks available:

Universal support

This is the support available to everyone through universal settings, such as, libraries, leisure centres, children and family hubs and social activities. The majority of children who require services will receive them through such resources. Information on local services is available on our children and family hub page.

Additional support

Some disabled children and young people with less complex needs will require additional support to access some universal services. Additional support is often short-term assistance to help access mainstream services such as youth groups, scouts, guides and sports clubs. This might include advice or training for providers or short-term additional support to enhance confidence and skills, if necessary.

For more information on additional support from your local early help consultant, please contact us.

Specialist support

For more information, see the disabled children and young people section.

How do I apply for short break funding?

Short break grants are awarded to families with children under the age of 18. If you feel that your family would be eligible and you wish to apply for a short break please complete the self-referral application form (docx / 144 KB) .

Further details about how to apply and submit your form are included within the self-referral form.

Application process

To apply you must follow our application process:

application forms, including any supporting documents, must be received by the deadline time and date

no late applications can be accepted

all applications must be completed on a 2023 self-referral application form

Application process opens

1 May 2023

Closing date for receiving all applications and supporting documents

5pm on 31 May 2023

Date of panel

13 and 14 June 2023

Notification of panel decision

28 June 2023

If you require any help in submitting your application or supporting documents from your local Early Help Team please contact us.

Please note that the Early Help Team cannot provide you with any advice on the suitability of your application or advice on needs/assessment or documentation.

# data[].attributes.attachment_link.title
Short breaks for disabled children and young people

# data[].attributes.attachment_link.description
Short breaks are available to families to provide a break from caring for a disabled child and for the child to have a break from their carers.

# data[].attributes.attachment_link.readable_text
Overview of SEND Statutory process, how to make an EHC Assessment Request and what is involved once a child has an EHCP.

From September 2014, Statements of SEN were replaced by Education Health and Care Plans (EHCPs) and a new SEND Code of Practice alongside a new Children and Families Act came into place. This is a brief summary of how NYC discharges its Statutory SEND duties, the processes to follow and the forms and tools we use.

Key points:

All schools and settings are required to follow the SEND Code of Practice in terms of identification of SEND, delivering the graduated response to emerging SEND and using their delegated SEND budget (for statutory school age) to support children and young people as per Chapter 6 in the SEND Code of Practice

School Responsibilities

To adhere to the guidance and statutory duties outlined in chapter 6 of the SEND Code of Practice to ensure that children and young people are appropriately supported at SEN Support levels with a SEN Support plan that is reviewed termly alongside parents / carers / young people

Local Authority Responsibilities

To conduct statutory assessments within statutory timescales

References/Links to Associated Information

EHCAR Proforma (January 2020)
Annual Review Proforma Banding Process and Descriptors Annual Review Checklist for SENCos May 2022
Statutory Guidance
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Contact for more information

sen@northyorks.gov.uk

# data[].attributes.attachment_link.title
Statutory SEND Processes (EHC Assessments and EHCPs)

# data[].attributes.attachment_link.description
Overview of SEND Statutory process, how to make an EHC Assessment Request and what is involved once a child has an EHCP. From September 2014, Statements of SEN were replaced by Education Health and Care Plans (EHCPs) and a new SEND Code of Practice alongside a new Children and Families Act came into place.

# data[].attributes.attachment_link.description
Welcome to SENDIASS North Yorkshire SENDIASS North Yorkshire is a service for parents and carers of young people aged 0-25 with special educational needs and... Continue Reading Home

# data[].attributes.attachment_link.description
Introduction As of 1st September 2020, most of the services previously offered through Inclusive Education Services (IES) plus the Statutory SEN Team as well as some additional services will be provided through 4 Locality based hubs. Where are they? Hambleton/Richmondshire Harrogate/Knaresborough/Ri…

# data[].attributes.attachment_link.description
Early Development Specialist Teachers (EDSTs) and Portage Team EDSTs are part of the Cognition and Learning Team within the North Yorkshire Special Educational Needs and Disabilities (SEND) Hubs. They provide advice and support for children at early stages of their development with identified SEND in a range of settings.

# data[].attributes.headline
Applying for Element 2 (Inclusion Funding)

# data[].attributes.subject
Applying for Element 2 (Inclusion Funding)

# data[].attributes.attachment_link.readable_text
What is SEN Support funding, who is it for and how do I apply for it?

In 2018, NYCC identified 3 situations in which it may be helpful to speedily allocate Element 3 funding to support a short term exacerbation in SEND (which would not require an EHCP in the long time) or to support a school / setting where a newly moved-in child demonstrated exceptionally high needs and would require funding through the EHC Assessment process.

What is the criteria:

What is the process:

School Responsibilities

Local Authority Responsibilities

References/link to associated information
Element 3 Funding Request
Contact for more information

sen@northyorks.gov.uk

# data[].attributes.attachment_link.description
What is SEN Support funding, who is it for and how do I apply for it? In 2018, NYCC identified 3 situations in which it may be helpful to speedily allocate Element 3 funding to support a short term exacerbation in SEND (which would not require an EHCP in the long time) or to support a school / setting where a newly moved-in child demonstrated exceptionally high needs and would require funding through the EHC Assessment process.

# data[].attributes.attachment_link.readable_text
There are two main sources of SEN funding in schools.

The first is the SEN delegated budget (also called element 2 or the notional budget) and it usually comes as a shock to discover that it has nothing to do with SEN nor is it ringfenced to that area. The second is Top Up funding (element 3).

Element 2 funding is based on a formula derived by your local authority. The basic formula is the same across the country, but local authorities decide what percentage of each specified element they take into consideration when calculating it. Factors that may be included in the calculation include:

Prior attainment

EAL

IDACI (your local deprivation index figure)

Free School Meals

Mobility

You will notice that there is a key factor missing, SEN. SEN is considered to be a perverse measure since it is not centrally controlled. All the factors used in the formula funding are sourced externally and not based on an opinion (bearing in mind the SEN label is very subjective).

The value that the formula spits out is the delegated budget...and it is not worth £6000 per SEN student, how can it be? We never even looked at SEN values...

So, to kill the SEN myth, this figure comes about because of the difference in element 1 funding (the base amount of money that schools get for allocating a child a place). In mainstream schools it is funded at around £4000 per child (slightly less in primary) but for a special school placement it is funded at £10000. The different is £6000. The suggestion is that if a mainstream school needs to provide more than £6000 of additional support to a child then they are receiving a special school level of education.

The support for the vast majority of children will cost in at a lot less than £6000.

Element 3 funding, or top up, is the extra funding ring-fenced to an individual application. The government call it top up (and ask for it on their census return) but local authorities may refer to it by a whole range of acronyms. Generally, schools have to apply for this funding, and it meets the needs of children who have surpassed the £6000 expenditure. Of course, if you never had the £6000 in the first place then this can be complicated. Some local authorities automatically apply an element of top up funding when writing their EHC Plans, whereas others leave it to the school to make an application for the additional money they need.

This is why programs such as Edukey's Provision Mapping are an essential tool in the SENCOs kit.

Making applications for funding will often involve submitting a costed provision map and providing evidence of interventions and their outcomes.

Often one of the greatest fears when submitting an application for funding is giving evidence that says a child has not made progress. It is inherently built into the teaching profession that we must demonstrate improvement or even accelerated progress. Yet, sometimes, the children we are working with, despite intensive support and intervention are not making those small steps. These are the children for whom we need additional money to provide more support and different approaches and so we should not be afraid of showing that what we are doing so far isn't working, but with additional money this is what we can try and achieve.

Be aware of any local authority deadlines for top up funding and any specified format in which they have to be submitted. (I once worked for a LA where you could only bid in the October for children in odd numbered year groups, which was not helpful for Y3 in junior schools and Y7 in secondary where they may well be settled for that honeymoon period!)

# data[].attributes.attachment_link.title
SEN Money - There are two main sources of SEN funding in schools

# data[].attributes.attachment_link.description
There are two main sources of SEN funding in schools. The first is the SEN delegated budget (also called element 2 or the notional budget) and it usually comes as a shock to discover that it has nothing to do with SEN nor is it ringfenced to that area.

# data[].attributes.attachment_link.readable_text
Filling in the DLA form can be difficult for a parent, but don't be put off.

Someone at your nearest Citizens Advice might be able to sit with you and help you with the form, or even fill it in for you.

You can also call Contact (for families with disabled children) helpline if you have questions - they're experts in DLA for children.

Contact (for families with disabled children)
Telephone: 0808 808 3555
Monday to Friday, 9:30am to 5pm
Calls to these numbers are free.

Filling in the form

Keeping a diary of your child's care needs before you fill in the form can help when it comes to answering the questions. This way you'll have recent examples of how you care for them, and a good idea of how long it takes you to do certain tasks like helping them get ready for school.

If you haven't kept a diary yet, it might be worth spending a week (or longer) keeping a diary before you start the form. You can use our template [ 99 kb] to do a diary for a week. Make a note of what help is needed, why, when and for how long.

You should try to fill in the form over a few sessions rather than doing it all at once - you'll probably find that your answers will be better.

Don't just use the tick boxes on the form - you'll have a better chance of getting the benefits your child needs if you use the boxes below the questions to explain and give examples of their needs. Write about specific occasions where your child needed help or care because of their disability or heath condition.

At times you might feel like your child's condition or behaviour doesn't fit into the questions you're being asked, particularly if your child has a condition that isn't physical. It's normal to feel like this, so don't let it discourage you.

Remember, some of the main factors that the DWP are looking for are:

that your child needs more care or supervision than a child of the same age who doesn't have a health condition

if your child has problems walking

if they need guidance or supervision in unfamiliar places

if they have care or supervision needs that a younger child might have but which a child of their age would not normally have

But don't let this list limit you at all - each child has very different needs so it's important to describe your own child and the care they need. Think of examples of the type of help you give your child and how long it takes. If your child's condition varies, think of their needs on both bad and good days and how many of each they have in a typical week.

You should also think about how your child's condition affects them in other ways. For example, many children experience anxiety or depression because of a health condition. Make sure you explain the full picture.

Focus on the care they need because of their disability rather than the care they need because of their age.

The person who'll make a decision on your child's DLA won't be a medical expert, so they won't know a lot about disabilities and health conditions. It's important you give as much information as possible about your child's condition and the care and supervision they need. Don't feel like any detail is too small to include - use an extra sheet of paper if you need to.

Useful guides for filling in the DLA form

We recommend that you read Contact's guide for filling in the DLA form on their website. Their expert guide will:

give you detailed tips on how to fill in the form

explain what the questions mean

tell you how to answer specific questions

It might seem like a lot to read, but it's worth taking the time to find out what the form is really asking you. You'll have a better chance of getting the DLA you need if your form gives the most accurate account of your child's needs possible.

They also have a guide to claiming DLA for children with autism or learning disabilities .

Get a professional to fill in question 38

It's a good idea to get a specialist or professional who knows your child to fill in question 38.

They should be someone who knows about your child's condition. For example, if your child has a physical condition or has difficulty walking you should ask a doctor, nurse or care worker. If your child's condition is more related to learning difficulties or behavioural problems, you should ask someone like their teacher or specialist support worker. A 'Special Educational Statement' could also be included as evidence - talk to your school to get one.

Before they answer the question, talk to them about how you care for your child and how much time you spend caring for them. Tell them that the DWP wants to know how your child needs more care than a child of the same age without any disabilities or health conditions.

If you get someone from school to fill in question 38 for you, it's important that they have actual knowledge of your child's needs during a typical school day. A member of school staff might want to talk about the positive aspects of your child's progress - but it will be more helpful if they talk about the additional help your child needs. It might be worth leaving the statement out if you don't think they've made a strong enough case for you to get DLA.

The box for question 38 is quite small - if the person filling in the form runs out of space you can get them to continue on a separate sheet of paper.

Before you send the form

Read through the form again before you send it to make sure you've answered everything properly.

Make a copy of the form in case you need to refer to it later, or in case it gets lost.

# data[].attributes.attachment_link.title
Help with filling in the DLA form for your child

# data[].attributes.attachment_link.description
Filling in the DLA form can be difficult for a parent, but don't be put off. Someone at your nearest Citizens Advice might be able to sit with you and help you with the form, or even fill it in for you.

# 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.

Accept additional cookies Reject additional cookies View cookies

To claim DLA for a child you need to be their parent or look after them as if you're their parent. This includes step-parents, guardians, grandparents, foster-parents or older brothers or sisters.

If your child currently lives in England or Wales you can apply by either:

printing off and filling in the DLA claim form

phoning the Disability Living Allowance helpline and asking for a printed form

If your child moves from Scotland to England or Wales

Your Child Disability Payment will stop 13 weeks after your child moves.

Apply for DLA for children as soon as possible after moving to avoid a gap between payments.

When you'll be paid

DLA can be paid from the start of your claim. It cannot be backdated. Your claim will start on the date the form is received or the date you call the enquiry line (if you return the claim pack within 6 weeks).

You'll usually get a decision letter about 8 weeks (40 working days) after your form is received. The letter will tell you when you'll get your first payment.

If the child might have 6 months or less to live

There are special rules if a medical professional has said the child might have 6 months or less to live, so they can get DLA more quickly.

Phone the Disability Living Allowance helpline to start your claim. Ask a medical professional for form DS1500. They'll either fill it in and give the form to you or send it directly to the Department for Work and Pensions.

If you disagree with a decision

You can challenge a decision about your claim. This is called asking for mandatory reconsideration.

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

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

# data[].attributes.body
Carers Resource can offer support and advice when applying for Disabled Living Allowances

# data[].attributes.attachment_link.readable_text
A carer is someone who, without payment, provides help and support to a friend, neighbour or relative who could not manage otherwise because of frailty, illness or disability. They may even be juggling paid work with caring responsibilities at home. Carers have a tough job - it can mean unrelenting pressure, little chance to relax and a lot of worry. The system is complicated, and the issue is hidden.

Carers' Resource provides support for carers, no matter what their age, race, religion or needs. Follow the links to discover what support we can offer you as a carer, or as someone who might work with carers.

We deliver services in Bradford, Craven, Harrogate and Selby Districts.

Your local Carers' Resource office

Bradford

15 Park View Court, St Paul's Road, Shipley BD18 3DZ [Google maps]

☎ 01274 449660

Harrogate

11 North Park Road, Harrogate HG1 5PD [Google maps]

☎ Tel 01423 500555

Skipton

Ronaldsway House, 36 Brook Street, Skipton BD23 1PP [Google maps]

☎ Tel 01756 700888

Ripon
Visits by appointment only
Community House, Sharow View, Allhallowgate, Ripon HG4 1LE [Google Maps]

☎ Tel 01765 690222

# data[].attributes.attachment_link.description
A carer is someone who, without payment, provides help and support to a friend, neighbour or relative who could not manage otherwise because of frailty, illness or disability. They may even be juggling paid work with caring responsibilities at home. Carers have a tough job - it can mean unrelenting pressure, little chance to relax and a lot of worry.

# data[].attributes.attachment_link.readable_text
An Education, Health and Care Plan (EHCP) is a way of getting your child specific support at school. Legally, local authorities must provide the support in a child's EHCP.

Children should get an EHCP if Special Educational Needs (SEN) support cannot meet their needs. Most children who have an EHCP:

have SEN support first

need to show how SEN support is not enough for them

Parents and carers can apply to the local authority for an EHCP needs assessment. This is easier if the school supports you.

If the school does not support you, you can still apply to the local authority. You do not need a report from an educational psychologist to do this.

What's in an EHCP

An EHCP is a legal document. It is sometimes called an EHC Plan.

It covers:

your child's needs

the benefit or difference the support should make to your child (outcomes)

the support that your local authority must provide (provision)

This could be because your child needs support with:

reading, writing and numbers

talking and listening

social skills and emotions

physical skills

Support (provision)

The Children and Families Act 2014 says that special educational provision is anything that "educates or trains" your child.

For example:

speech and language therapy

physiotherapy

occupational therapy

cognitive behavioral therapy

support from a trained emotional learning support assistant to do group play

a laptop with voice control software and training on how to use it

Example EHC plans, including outcomes (Council for Disabled Children)
Asking for an assessment and your rights

First, find out if the school agrees that your child needs an assessment. You can still apply to the local authority without them if you need to.

Find out if the school agrees that your child needs an assessment

Talk to your child's teacher and Special Educational Needs Co-ordinator (SENCO). Say why you think your child needs an EHCP. For example, your child:

needs more support than school can give through SEN support

is not making expected progress

is not able to take part in the social parts of play and school

needs to go to a different school that can meet their needs

If your teacher and SENCO do not think that your child needs an EHC assessment, you can write to the:

head teacher

school governor responsible for SEN

If this does not work, you can apply directly to your local authority.

You can apply directly to your local authority

If the school will not support you, you can still apply by writing to your local authority.
Model letter: Making a request for an EHC needs assessment (IPSEA)
Search your local authority's website to find out who to contact to "request an EHC needs assessment". This will usually be the SEN team.
Find your local authority (GOV.UK)
Your local authority must say if they will assess your child

Legally, your local authority must assess your child if all the following apply:

you ask for an assessment

your child has or may have special educational needs and

may benefit from an EHCP

This is in the Children and Families Act 2014 and the SEND code of practice: 0 to 25 years (GOV.UK).

Complain if your local authority does not respond within 6 weeks

If your local authority does not respond within 6 weeks, you should write to complain.
Template letter: Complaining when your local authority does not respond before the 6-week time limit (IPSEA)
Saying that SEN support is not enough for your child

If your child has been getting SEN support, write to the school about how your child is not meeting their SEN goals.

For example:

"We've had 3 meetings where we've set targets and made plans. But my child still is not meeting their targets. We said that we'd look at these if they were not being met.

"We've had advice from the speech and language therapist and educational psychologist, but I think my child needs an EHC needs assessment to get more support."

Include information from your:

SEN review meetings

any other agreements

parts of your child's developmental history that explain the difficulties they are having at school

Model letter: complaining when your child is not getting enough SEN support (IPSEA)
Asking the local authority for an assessment without the school

You can apply directly to the local authority for an EHC needs assessment:

You can still apply even if the school does not support you.

You do not need a report from an educational psychologist to apply.

For example, your child may still need the support in an EHCP even if their academic performance is average.
Template letter asking your local authority for an EHC assessment (IPSEA) Asking for an EHC assessment (GOV.UK) Asking for an EHC needs assessment (IPSEA)
Delays to EHCP needs assessments

Legally, local authorities must do EHC needs assessments even if this is hard for them.

Local authorities must do this within 20 weeks. This starts when you ask for an assessment if your child is eligible. If they are going to take longer than 20 weeks, they must consult you.

If your local authority thinks your child is not eligible for an assessment, they must say why.

If there are delays to your child's EHCP assessment, ask your local authority to explain why.

Contact your Special Educational Needs and Disabilities Information Advice and Support Services (SENDIASS) if they do not give you an explanation. Look on your local authority's website.
Find your local authority (GOV.UK)
Before the assessment

If your child is getting SEN support, collect anything that shows your child is not making expected progress. Keep the original documents and send copies.

For example:

referrals to doctors, occupational therapy or speech and language therapists

letters or reports from health professionals, including any you've paid for

a report by an educational psychologist

notes on meetings you have had with teachers on how your child is not meeting their SEN outcomes

your child's school record, which should include school reports and any SEN support records

Model letter: Asking for a copy of a child's school record (IPSEA)
What happens in an EHC needs assessment

Most assessments include a:

headteacher

doctor

educational psychologist

Another professional may come too. For example, a social worker. Your child's views are also important.
What happens in an EHC needs assessment (IPSEA)
After the assessment

If you do not get an EHCP

You can appeal if your local authority assesses your child but decides not to give them an EHC plan. A rejection is sometimes called a 'non-statutory' EHCP.
EHCP declined, appeals and SEND tribunal
You get an EHCP

If your local authority agrees that your child needs an EHC plan, they will prepare a draft plan and send you a copy to review. Throughout the process, they must include both:

your views

your child's views, unless your child is not able to share them

Your local authority should give you 15 days to comment on the draft EHCP. Your feedback is sometimes called 'representations'.
What an EHC plan contains (IPSEA) Example EHC plans, including outcomes (Council for Disabled Children)
Saying you do not agree with the draft EHCP

The draft plan is where you can make suggestions, correct any mistakes or challenge any recommendations you disagree with. You can say if you do not think the draft plan will help your child to meet their agreed outcomes. You should also say why you think this.

Annual reviews

Your child's EHCP must have a formal annual review within 12 months of the final plan or the last review. The annual review is a way you can raise concerns or suggest changes if you're not happy with the content of an EHC plan.
EHCP reviews Model letter: Complaining when the LA has not completed an annual review (IPSEA)
Your mental health

Being a parent can be hard. Looking after your mental health and wellbeing is important. Everyone manages their mental health differently.

If you need support, here are some things you could try:
Managing your mental health Support groups for parents
Sleep Right, for parents and carers of disabled children who want to improve their child's sleep

Last reviewed by Scope on:

Was this page helpful?

Close

Was this page helpful?

Need more help with EHCPs?

# data[].attributes.attachment_link.title
Apply for an EHCP | Disability charity Scope UK

# data[].attributes.attachment_link.description
Guide for parents of disabled children applying for an education, health and care EHC plan if you do not have an educational psychologist report.

# data[].attributes.headline
The Ages and Stages of Children's Communication from Birth to Five Years

# data[].attributes.subject
The Ages and Stages of Children's Communication from Birth to Five Years

# data[].attributes.attachment_link.title
EHCP-guide-to support at PDA profile of autism

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

# data[].attributes.attachment_link.readable_text
Every school class is likely to have at least one pupil with allergies. The most serious allergic reaction (anaphylaxis) usually begins within minutes and is potentially life-threatening. Unfortunately, there have been cases of fatal anaphylaxis happening when a child is at school. Lessons learnt from these tragic cases emphasise the need for all school staff to be able to recognise the signs of an allergic reaction and have the confidence to manage this.

We encourage a whole school allergy awareness approach. Our AllergyWise® for Schools online training course for all school staff includes lesson resource packs to help educate your pupils about allergies.

# data[].attributes.attachment_link.description
Every school class is likely to have at least one pupil with allergies. The most serious allergic reaction (anaphylaxis) usually begins within minutes and is potentially life-threatening. Unfortunately, there have been cases of fatal anaphylaxis happening when a child is at school.

# data[].attributes.headline
Introduction to Augmentative and Alternative Communication (AAC)

# data[].attributes.subject
Introduction to Augmentative and Alternative Communication (AAC)

# data[].attributes.attachment_link.title
Introduction to Augmentative and Alternative Communication (AAC)

# data[].attributes.body
This information film starts with a five minute countdown as it was recorded live.

# data[].attributes.attachment_link.title
Marge Blanc: Making Sense of Echolalia: It's All About Language Development!

# data[].attributes.attachment_caption
A weekly play intervention progressing through a hierarchy of food groups designed to support children who have sensory issues related to food

# data[].attributes.body
https://www.beyondautism.org.uk/about-autism/understanding-autism/autism-and-eating/making-food-fun/

# data[].attributes.body
SENsory Friendly Family Swims at Craven Leisure Centre.

Sunday 9.00 - 10.00am

https://www.facebook.com/cravenleisure/posts/sensory-friendly-family-swimssunday-900-1000ama-new-addition-to-our-new-pool-pro/4141250355910824/

# data[].attributes.attachment_caption
A toolkit designed to promote recognition, discrimination and production of early speech sounds

# data[].attributes.body
https://www.youtube.com/watch?v=yNQN4sWaUsI&t=420s

# data[].attributes.headline
Libraries launch sensory resources for children with autism

# data[].attributes.subject
Libraries launch sensory resources for children with autism

# data[].attributes.attachment_link.readable_text
Young people who are on the autism spectrum are being invited to their local library to enjoy new sensory resources in a relaxed environment.

North Yorkshire's library service has launched Stimkits, which get their name from the practice of 'stimming', a word used by people with autism to describe self-stimulatory behaviour.

Six kits have been purchased to be used across the county's libraries to create a relaxed and safe space. They include a blackout pop-up tent, lights and various handheld sensory items.

A similar initiative was championed in Knaresborough library, where equipment was provided by a local organisation. Visitors said that it creates a welcoming environment for children and their families, helping children keep calm, relaxed and happy in the library space.

Executive member for libraries, Cllr Greg White, said: "The library service is committed to demonstrating inclusivity for all visitors. The introduction of Stimkits provide an additional resource to create an inviting and welcoming space for parents and carers of children on the autism spectrum.

"We are confident the kits will prove popular and will help to encourage more people through the doors. We will keep working with local parent and carer groups to promote good practice in using sensory spaces and resources."

The Stimkits are available for booked sessions in libraries across the county. Any individual or group interested in a session can contact libraries@northyorks.gov.uk

# data[].attributes.attachment_link.title
Libraries launch sensory resources for children with autism

# data[].attributes.attachment_link.description
Young people who are on the autism spectrum are being invited to their local library to enjoy new sensory resources in a relaxed environment. North Yorkshire's library service has launched Stimkits, which get their name from the practice of 'stimming', a word used by people with autism to describe self-stimulatory behaviour.

# data[].attributes.headline
NHS Speech Therapy Resource Early Years Pack

# data[].attributes.subject
NHS Speech Therapy Resource Early Years Pack

# data[].attributes.headline
The Communication Chain and Key Messages

# data[].attributes.subject
The Communication Chain and Key Messages

# data[].attributes.headline
Supporting Language Development at Home and in Nursery

# data[].attributes.subject
Supporting Language Development at Home and in Nursery

# data[].attributes.attachment_link.title
Supporting Language Development - parents

# data[].attributes.headline
Independent Provider of Special Education Advice

# data[].attributes.subject
Independent Provider of Special Education Advice

# 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
Transforming Children and Young People's Mental Health

# data[].attributes.subject
Transforming Children and Young People's Mental Health

# data[].attributes.body
Supporting the mental fitness of our staff team

# data[].attributes.attachment_link.title
SEND Information Advice and Support Service (SENDIASS)

# data[].attributes.attachment_link.description
SENDIASS is a free confidential and impartial information, advice and support service for parents/carers as well as young people themselves.

# data[].attributes.attachment_link.readable_text
Child Autism UK helping children

Child Autism UK helps children with autism achieve their potential. We provide services to enable children to overcome difficulties with communication, learning and life skills and give families the techniques and strategies to cope with autism through the use of evidence-based strategies. Child Autism UK also provides training for families, schools and professionals working with young children.

Autism, according to the NHS Information Centre, is estimated to affect around 1% of the UK population. That's 700,000 people who live with the condition. Autism is a lifelong condition but the difficulties autistic people in life can be significantly managed through support at an early age. Skill and coping strategies learned as children have lifetime relevance and can make an enormous difference to their ability when they become autistic adults to make the most of their lives.

Is my child autistic?

Often the first contact between a family and Child Autism UK is when a family is struggling to come to terms with any distress their child may be experiencing and any behaviours they may have. Child Autism UK provides a helpline that can provide parents in this situation with valuable advice. We offer information to help them make informed decisions about their next steps.

How do we get a diagnosis for autism?

Assistance available for the families of autistic children depends on the diagnosis of the child and how the child is being affected by the condition. The diagnosis process and the Education and Healthcare (EHC) Plan process are significant hurdles. Child Autism UK provides advice and support to families facing the processes on which funding for the treatment of the condition depends. We can also provide a limited number of Bursaries to families unhappy with their final EHC Plan (subject to meeting eligibility criteria).

What support is available for autism?

There is a range of support that can be put in place to help your child overcome obstacles they are experiencing. Child Autism UK promotes early behavioural intervention based on strategies from Applied Behaviour Analysis (ABA). This ensures children learn life skills and coping mechanisms that will equip them for life within education and adult life. ABA used within a properly designed programme at an early age can help transform the lives of autistic children and their families.

Child Autism UK

Child Autism UK has been providing services in the UK for over 25 years. Under our previous name 'Peach', we were instrumental in establishing ABA in the UK. We have a very dedicated team that continues to provide excellent services, and information and advice to parents. We want every autistic child to reach their potential. We really value partnerships working with families, schools, other professionals and ABA practitioners.

Child Autism UK has been involved in setting standards and ethical practises in the UK for many years and the CEO and Clinical Manager are involved through the UK Society for Behaviour Analysis. The UK-SBA sets standards and ensures ethical and values-led practise of Behaviour Analysis here in the UK. Their register of practitioners is accredited by the Professional Standards Authority (PSA) and all Child Autism Staff are registrants.

# data[].attributes.attachment_link.title
Support, advice and services for autistic children - Child Autism UK - releasing potential

# data[].attributes.attachment_link.description
Peach offers early intervention for young children with autism and is the leading UK provider of EIBI / ABA (Applied Behavioural Analysis) services and support.

# data[].attributes.attachment_link.readable_text
The Royal Society for Blind Children offers a range of services including emotional support and practical advice for families, opportunities for children and young people to build confidence and skills through activities, and a specialist further education college.

What we do

RSBC Dorton College of Further Education

RSBC Dorton College is an independent specialist college in the London Borough of Bromley. We offer a day provision for vision impaired 16-25-year-olds and many of our students have additional needs.

Learn more

Activities

RSBC's wide range of fun online and in-person activities for vision impaired children and young people to reduce isolation, build friendships and teach new life skills.

Book

Follow Us On Social Media

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies.

# data[].attributes.attachment_link.title
Welcome to the Royal Society for Blind Children

# data[].attributes.attachment_link.description
The Royal Society for Blind Children supports blind and partially sighted children and young people, and their families.

# data[].attributes.attachment_link.title
National Deaf Children's Society | Supporting deaf children

# data[].attributes.attachment_link.description
We are the National Deaf Children's Society, the leading charity for deaf children and young people. We're here to support every deaf child who needs us.

# data[].attributes.attachment_link.description
Whether you're living with or caring for someone with spina bifida, you'll love this easy to use resource hub. We've pulled together our most popular information on a range of topics Shine members have told us are the most important to them.

# data[].attributes.attachment_link.readable_text
Whether you're living with or caring for someone with hydrocephalus, you'll love this easy to use resource hub.

We've pulled together our most popular information on a range of topics Shine members have told us are the most important to them, and made them all available here to access, order or download.
View Hydrocephalus Resource Hub

# data[].attributes.attachment_link.description
Whether you're living with or caring for someone with hydrocephalus, you'll love this easy to use resource hub. We've pulled together our most popular information on a range of topics Shine members have told us are the most important to them, and made them all available here to access, order or download.

# data[].attributes.body
If you are waiting too long for a referral to come through or need advice regarding the NHS service, PALS are there to help you.

# data[].attributes.attachment_link.title
PALS helps the NHS to improve services by listening to what matters to patients and their loved ones and making changes, when appropriate. Information Information on our Patient advice feedback and help centr (1)

# data[].attributes.body
At Brougham Street Nursery School and Childcare we are very proud of our inclusive practise. We believe that inclusion is everyone's responsibility. All of our staff team follow the 'Total Communication Approach', supporting all children with their language and speech development all of the time. In addition, we have a team of trained 'Champions' who alongside our staff team, support children who have special educational needs and/or disabilities.

# data[].attributes.body
Bryony Rust is a qualified Speech and Language therapist who shares great advice via her YouTube channel.

# data[].attributes.attachment_link.keywords[]
speech language "speech therapy" "speech and language therapy" parenting "late talkers" "speech delay" toddlers "speech activities" "toddler activity ideas" ...

# data[].attributes.attachment_link.description
Welcome! My name's Bryony and I'm a Speech and Language Therapist living on the Isle of Wight. Check out my website for details of group coaching, 1:1 therapy and online workshops.

# data[].attributes.headline
Making the Most Out of Speech and Language Appointments

# data[].attributes.subject
Making the Most Out of Speech and Language Appointments

# data[].attributes.attachment_link.title
Making the Most Out of Speech and Language Appointments

# data[].attributes.body
At Brougham Street Community Nursery School and Childcare we follow a 'Total Communication Approach' across all of our classrooms. This means that all of our children are being supported in their language development all of the time. This is especially important after lockdown as we have seen a significant increase nationally in the numbers of children who need support in their speech, language and communication development.

A total communication approach allows individuals with communication difficulties to communicate in the most accessible way to them

# data[].attributes.body
Time for Sounds is a program which the Speech and Language Therapists at Airedale Hospital regularly suggest for children who are experiencing difficulties with their speech , language and communication development. They have suggested it in the past to support children with a language delay, disordered speech and stammer.

# data[].attributes.attachment_link.description
A complete programme of activities which aim to develop the sound awareness skills. Helping to support the development of accurate enunciation (clear speech)...

# data[].attributes.attachment_link.readable_text
Sensory Integration and Processing

Sensory motor circuits are based on the theories of sensory integration and sensory processing.

Sensory Integration is the process by which the brain receives, organises and processes all the information received from the senses. The senses include touch, sight, hearing, smell, taste, body position and movement (proprioception) and balance/position against gravity (vestibular). The information received from these senses help us to make sense of the world. Effective sensory integration and processing enables us to respond appropriately to different stimuli in our environment and informs our everyday functioning.

An inability to effectively process, organise and correctly interpret sensory information is known as Sensory Processing Disorder (SPD), formally known as sensory integration dysfunction. Children with SPD may find functional daily activities challenging. The severity of these difficulties can vary greatly. However, 1 in 6 children experience significant disruption to their daily lives as a result of SPD.

# data[].attributes.attachment_link.title
Sensory Circuits - Childrens Choice Therapy

# data[].attributes.attachment_link.description
Sensory motor circuits are based on the theories of sensory integration and sensory processing. Sensory Integration is the process by which the brain receives, organises and processes all the information received from the senses. The senses include touch, sight, hearing, smell, taste, body position and movement (proprioception) and balance/position against gravity (vestibular).

# data[].attributes.attachment_link.description
Welcome to TACPAC - Communication through touch and music Parents Parent and Carer more Teachers Teacher in Special School more NHS NHS Occupational Therapist more New

# data[].attributes.attachment_link.readable_text
Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

# data[].attributes.attachment_link.title
Children's language development and parenting advice - BBC Tiny Happy People

# data[].attributes.attachment_link.description
A chatty child is a happy child, so Tiny Happy People is here to help you develop your child's communication skills through simple interaction and play.

# data[].attributes.attachment_link.readable_text
A carer is someone who, without payment, provides help and support to a friend, neighbour or relative who could not manage otherwise because of frailty, illness or disability. They may even be juggling paid work with caring responsibilities at home. Carers have a tough job - it can mean unrelenting pressure, little chance to relax and a lot of worry. The system is complicated, and the issue is hidden.

Carers' Resource provides support for carers, no matter what their age, race, religion or needs. Follow the links to discover what support we can offer you as a carer, or as someone who might work with carers.

We deliver services in Bradford, Craven, Harrogate and Selby Districts.

Your local Carers' Resource office

Bradford

15 Park View Court, St Paul's Road, Shipley BD18 3DZ [Google maps]

☎ 01274 449660

Harrogate

11 North Park Road, Harrogate HG1 5PD [Google maps]

☎ Tel 01423 500555

Skipton

Ronaldsway House, 36 Brook Street, Skipton BD23 1PP [Google maps]

☎ Tel 01756 700888

Ripon
Visits by appointment only
Community House, Sharow View, Allhallowgate, Ripon HG4 1LE [Google Maps]

☎ Tel 01765 690222

# data[].attributes.attachment_link.description
A carer is someone who, without payment, provides help and support to a friend, neighbour or relative who could not manage otherwise because of frailty, illness or disability. They may even be juggling paid work with caring responsibilities at home. Carers have a tough job - it can mean unrelenting pressure, little chance to relax and a lot of worry.

# data[].attributes.body
A guide to the typical stages of speech and language development in babies, children and young people.

# data[].attributes.attachment_link.provider_name
Speech and Language UK: Changing young lives

# data[].attributes.attachment_link.description
Sometimes sound as if they are stammering or stuttering. They are usually trying to share their ideas before their language skills are ready. This is perfectly normal at this age, just show you are listening and give them plenty of time. It's not helpful to draw attention to their 'stammering' by saying things like 'take your time'.

# data[].attributes.headline
Speech, language and communication skills

# data[].attributes.subject
Speech, language and communication skills

# data[].attributes.body
When should I be concerned?

# data[].attributes.body
The programme aims to develop understanding and use of language in young children, using the principles of information carrying words, and has a particular emphasis on learning core vocabulary.

We have added to the home activities developed by ELKLAN so that children can be supported at home as well as accessing the programme in nursery school.

# data[].attributes.headline
Early years: guide to the 0 to 25 SEND code of practice

# data[].attributes.subject
Early years: guide to the 0 to 25 SEND code of practice

# data[].attributes.body
Advice for early years providers that are funded by the local authority