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Some local and national mental health support information for adults:

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Sleep Charity- Sleep advice for children with SEND

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Sleep Charity- Sleep advice for children with SEND

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For more information: Home - The Sleep Charity

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Baby and toddler screen time guidance - Best Start in Life

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Guidance for parents on managing screen time for under 5s. Learn what’s recommended and how to build healthy habits from an early age.

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A gentle, step-by-step approach for families thinking about toilet training. Created by Sycamore Trust

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Introducing a Toilet Skill Development Programme Sycamore Trust

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Below you can find information on speech and language, as well as resources and activities on book sharing:

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Transitioning to Nursery- A parent/carer guide

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Transitioning to Nursery- A parent/carer guide

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A parent/carer guide to nursery transition. Created by Sycamore Trust

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A video tour of the Neurodevelopmental Service in Axe Street, Barking

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NELFT - North East London NHS Foundation Trust

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Welcome to Barking & Dagenham, Havering, and Redbridge Children’s Autism Service

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Short Breaks 4 Me is aimed at families that are residents of The London Borough of Barking and Dagenham, with children aged 1-17 years that have a disability or severe healthcare and cannot access leisure activities in the community without additional help or support.

This may include some children who are eligible for Portage, Early Help or those with an Education Health and Care (EHC) Plan or a statement of Special Educational Needs (SEN).

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Autism is a natural variation in how a person experiences and interacts with the world. It’s a different way of thinking, sensing, and communicating - not a deficit or something to be ‘fixed’. Every autistic person is unique, with their own strengths and challenges.

An autistic child or young person might:

Process social interactions differently, sometimes finding things like small talk or body language unclear, while often valuing direct and honest communication.

Experience the world intensely - lights, sounds, textures, and emotions may feel heightened, which can be overwhelming but also bring deep joy and focus.

Prefer structure and predictability, as this can provide comfort and reduce stress in a world that often feels unpredictable.

Have passionate interests and deep curiosity, which can lead to incredible knowledge and creativity.

Use stimming (such as rocking, hand-flapping, or repeating words) as a natural way to regulate emotions and feel comfortable.

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What is the difference between nurseries and NARPs?

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What is the difference between nurseries and NARPs?

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A document explaining the difference between nurseries and NARPS. Created by Sycamore Trust

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The difference between nurseries and NARPS- sycamore trust

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Sensory Profile- a tool for identifying your child's sensory preferences 

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Sensory Profile- a tool for identifying your child's sensory preferences 

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Website for the Neurodevelopmental Service at Barking & Dagenham:

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Website for the Neurodevelopmental Service at Barking & Dagenham:

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Welcome to the Barking and Dagenham Children’s Autism Service Padlet!
We are a specialist NHS multidisciplinary team supporting families in Barking and Dagenham. We work with children and young people with neurodevelopmental differences, offering assessment, support, and diagnosis (autism or Attention Deficit and Hyperactivity Disorder) where appropriate. Referral to our service can be made by nursery, school, or GP.

BHR Children’s Autism Service | NELFT NHS Foundation Trust

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There are many local and national services that can support children/young people and their families while they are waiting for an Autism assessment and after a diagnosis.

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Barking and Dagenham Neurodevelopmental Service Contact Information

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Barking and Dagenham Neurodevelopmental Service Contact Information

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Targeted Children's Services

Child And Family Centre
Axe Street, Barking, IG11 7LZ

Tel: 0300 300 1751
Email: BDAutism@nelft.nhs.uk

Opening times: Monday to Friday, 9am - 5pm

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toothPASTE- Autism Friendly Website for Happy Healthy Smiles

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toothPASTE- Autism Friendly Website for Happy Healthy Smiles

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toothPASTE is a website that supports parents and carers in looking after their child's teeth. It offers simple advice tailored for children with special educational needs and disabilities (SEND), with a particular focus on autistic children. The website was co-designed by parents, early-years professionals, and researchers from the Universities of Leeds, Manchester, and Sheffield. For more information: Home | toothPASTE Study

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General information on events and spaces for parents and children:

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Safe ways to brush: Techniques when toothbrushing

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Safe ways to brush: Techniques when toothbrushing

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For more information: Home | toothPASTE Study

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Safe ways to brush: Techniques when brushing

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Questions to ask nurseries and preschools- A parent/carer guide

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Questions to ask nurseries and preschools- A parent/carer guide

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A parent/carer guide covering questions that can be asked to nurseries and pre-schools. Created by Sycamore Trust

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Questions to ask nurseries & pre-schools- sycamore trust

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Childcare and Education B&D SEND Local Offer

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Childcare and Education B&D SEND Local Offer

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Childcare and Education information from Barking and Dagenham SEND Local Offer

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Childcare and Education – Barking and Dagenham SEND Local Offer

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An introduction to Partage Barking & Dagenham

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An introduction to Partage Barking & Dagenham

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Portage is a home visiting education service for pre-

school children with additional support needs and their

families. They work with pre school children aged 0 – 5 yrs living in Barking and Dagenham.

For more information, please visit: Portage and inclusion education service | London Borough of Barking and Dagenham

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Write From the Start- Developing the fine motor and perceptual skills for effective handwriting

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Write From the Start- Developing the fine motor and perceptual skills for effective handwriting

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For any child struggling with handwriting

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Is it difficult for tour toddler to communicate using words? Connecting Through Play parent-toddler play sessions support families to play with their little one, meet a small group of other families, and connect with local support and advice.

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Toileting support for autistic children:

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Toileting support for autistic children:

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ERIC is the national charity dedicated to improving children’s bowel and bladder health. Their mission is to reduce the impact of continence problems on children and their families. for more information: Home - ERIC

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One of the most important things to consider is how your child's sensory issues may affect toilet training. We have on this and also ways to lots more information and tips reduce toilet anxiety, and other stresses.

Help your child to understand toileting and become used to going to the toilet in different places such as nursery, friend's houses, and public toilets. Remember signs can be different in public toilets and other settings outside your home.

Try to use the same words and language to talk about wee and poo and going to the toilet.

Use our Toileting Social Script and Toileting Visual Schedule as part of the programme.

You can also download this social story created by one of ERIC's Trustees, Dr Eve Fleming, about understanding how children can learn to use the toilet.

If you are a professional working with a child and their family, remember that families and education settings often need regular and ongoing support. It is always helpful to have a clear plan and explanation, with regular reviews of progress.

Try to see toileting experiences from your child's perspective. Help your child to become comfortable in bathrooms and sitting on toilets.

Think about anxiety and how to reduce this. Children often need a great deal of reassurance, games and songs.

Keep the toilet experience fun and relaxed. Consider using special fiddle toys, or books to practice sitting on the toilet.

Check your child's position on the toilet. Let them use a footstool so their knees are raised, and often leaning forwards. This makes sure the large bowel is at a good angle for emptying.

Some children may like a toilet seat with padding, or a different shaped toilet seat to feel secure.

Help your child understand about weeing and pooing in the toilet. Pictures stories and picture cards will help your child to understand how their body works, and where wee and poo comes from.

Break up the toileting programme into small steps.

Withholding
Lots of children withhold their poo, by tightening their abdominal and bottom muscles. The triggers for this are constipation and anxiety, and both very common in autistic children.

Look out for signs of straining while your child is sat on the toilet or standing up. Usually, they are not trying to pass their poo, but trying to stop it from coming out. They may cross their legs and lean backwards, making all their muscles become tight to hold the poo in.

Children don't do this on purpose or to be naughty. Withholding is a learned reaction which usually happens after a child passes a poo which they found uncomfortable or painful.

Get more information about withholding poo and how to support your child so the cycle of holding on can be broken.

For autistic children, it is essential to treat the physical causes of constipation in combination with strategies to help their anxiety. Once their poo is helped to be soft, it is easier to help them relax and let it go. Read more about supporting austistic children with constipation.

Sensory differences/needs are very common in autistic children and may be linked to distress if your child is upset by too much sensory stimulation.

Anxiety is often a cause of avoidance of toileting, bathrooms and toilets. It's important to try to find out what makes your child uncomfortable in bathrooms and make adjustments to make the environment feel safer and more comfortable.

Lack of sensation often leads to the child seeking additional sensations to help give adequate feelings and awareness, which are needed to develop toileting skills.

Think about the different sensations and profile of your child. A detailed sensory assessment by an Occupational Therapist may be very helpful for creating a programme that meets your child's need.
Read more about sensory issues and toileting.

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Toileting support for autistic children - ERIC

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Though it is sometimes difficult, nearly all autistic children do become toilet trained. Read our advice about strategies and tips for supporting toileting challenges.

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Improving Sleep for Autistic Children- Quick Tips

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Improving Sleep for Autistic Children- Quick Tips

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Some tips to improve sleep for autistic children.

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Strategies to improve sleep in autistic children- a parent/carer guide

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Strategies to improve sleep in autistic children- a parent/carer guide

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An information booklet for parents and carers to improve sleep in autistic children

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Supporting autistic children with constipation 

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Supporting autistic children with constipation 

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ERIC is the national charity dedicated to improving children’s bowel and bladder health. Their mission is to reduce the impact of continence problems on children and their families. for more information: Home - ERIC

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Keep reading for more information and support to help your child.

Reasons why autistic children become constipated

Constipation affects 1 in 3 of all children anyway.

Autistic children often have restricted diets which makes constipation more likely.

After one large, painful poo children often withhold their poo to stop it happening again.

Children on the autism spectrum may learn that poo goes in the nappy, so they wait until this is put on as they find change difficult.

They may not remember to drink regularly or not like the taste of water.

Feeling anxious about being in the toilet or bathroom, especially away from home.

How can you spot constipation?

There is often a delay recognising/spotting when a child is constipated and few definite signs so it's important to look at the child's bowel pattern carefully.

The normal bowel pattern is to have a soft sausage shaped poo at least three times a week, and some people have a more frequent pattern, sometimes several times a day.

One alert sign is an alteration in bowel pattern, and this may happen at a time when routines change such as going on holiday, a new baby arriving or starting play group. When children are not well this may be associated with a change in bowel pattern linked to different fluid intake and food.

Large irregular painful bowel actions are usually associated with constipation. The abdomen may be distended at times. Children can sometimes have abdominal pain and become irritable with a poor eating and sleeping pattern.

A poo backlog

The longer the poo stays in the large bowel, the more water it will lose. If it stays inside for too long it will dry out and become hard and knobbly (see Bristol stool chart). Sometimes this can break up and little bits drop out - like rabbit droppings!

Sometimes the large bowel becomes distended with a large amount of poo blocking the way out, and then soft poo from above leaks round the lump causing frequent runny poos, that children can't control. They don't feel the sensation that they need to go to the toilet as the bowel is stretched. This is known as overflow soiling

Overflow soiling

It's really important that parents understand that this leakage/ soiling/overflow is not diarrhoea. (Overflow and diarrhoea can often be confused.) Because the poo has been in the large bowel for a long time it is also more smelly and it is difficult to wash off, so lots of parents have to throw away their children's pants.

Children with constipation often have wee problems too as the large bowel may occupy the space where the bladder wants to expand and fill, and sometimes it puts pressure on the bladder.

Investigations

It is advisable for children with constipation to have a physical examination by a medical professional. Usually further investigations are not needed.

The NICE guidelines recommend this is done to make sure any underlying condition is detected.

How to relieve constipation

Management and treatment of constipation

For children on the autism spectrum there should always be a combined approach with medication and behavioural strategies as well as regular support and follow up.

Healthy eating including a diet containing fluid and fibre is helpful to maintain a regular bowel pattern, and help to prevent the development of constipation. This is not always easy for children with autism. I have had some success with vegetable slush puppies and cut out shapes with pastry cutters from vegetables. You have to be creative and flexible.

Disimpaction followed by maintenance

When constipation has developed it needs to be effectively treated, and the NICE guidelines state that to do this appropriate medication is needed.

This is a two stage process, disimpaction to empty the bowels, followed by regular maintenance treatment. This often needs to be continued for several months, and often sometimes longer.

The problem with constipation in children is that the bowels have often become stretched, so if treatment is stopped too soon the constipation recurs. The bowels do eventually recover their natural tone, but this does take some time.

There aren't any risks in continuing the medication, and there are great deal more problems from continued constipation. Children's anxiety and fear about opening their bowels will usually take a great deal longer to fade.

Stool softening laxatives

There are a range of treatment options including stool softeners like Lactulose and stimulant laxatives like Senna. But the recommended first option is a Macrogol such as Movicol. For children on the autism spectrum who often find that new flavours and tastes are not easy to accept, the best medication is always the one that is acceptable and that they will take regularly.

Withholding Poo

I highly recommend parents read a book by Dr Antony Cohn: Constipation, Withholding and Your Child.

He explains how withholding develops, by children holding on to their poo, often triggered by an uncomfortable or scary bowel action. Even tiny babies can withhold. He points out that children's bowels are working normally and the straining is children trying to hold their poo in, and not trying to push a hard poo out. Dr Cohn emphasises the cycle:
'Poo is pain. I want to stop it. The more I stop it the more it hurts. The more it hurts the more I want to stop it'
The treatment needs to ensure that the bowel is fully emptied and also kept empty for some time until the time a new pattern is fixed and reliable.

Behavioural programmes

Toileting programmes need to include strategies to help with children's understanding of using toilets and building their confidence. To do this, children may like

Stories

Pictures

Games

Blowing toys and bubbles

Competitions

Even a visit to the local sewage works!

Dealing with anxiety

Most children with autism who have difficulties in pooing in the toilet are troubled by anxiety, and are not being difficult. They often need a great deal of reassurance. Other things that may help are:

Breaking the task into small steps

Building their confidence in other skills

Keeping their environment calm

Distractions e.g. fiddle toys, music

Abdominal massage

Sensory problems

Sometimes reluctance to let go of the poo in the toilet is linked to children on the autism spectrum having difficulties linked to either increased or reduced reaction to sensory messages.

This may affect their balance on the toilet or their awareness of body sensations. Anxiety linked to sensitivity to smells, sounds or light may also affect a child's ability to sit on the toilet and relax. Understanding the child's individual pattern is important in finding the best solutions.

Future outlook

With treatment and behavioural approaches, constipation in children with autism can be treated and they can become continent. It is important to monitor their bowels as constipation can easily reoccur. It can help to keep a monitoring record using ERIC's Poo Diary.

Other sources of help

Resources

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Children with autism are more likely become constipated. Find out why and get tips to manage and treat it.

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Autistic people and the experience of joy

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Autistic people and the experience of joy

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Learn more about the autistic experience, and how for some people this can differ.

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Autistic people seem to feel joy differently – here’s what it can tell us about neurodivergence

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It’s a common misperception that autistic people are always unemotional.

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PAPA Peep is an educational program for both parent and child, where a variety of topics are discussed, along with Play and Stories with the goal is to build parent and child bonds.

Papa Peep is a drop-in session and is free. Just show up!

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Potty training children with additional needs (ERIC Helpline Podcast)

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Potty training children with additional needs (ERIC Helpline Podcast)

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for more information: Episode 15: Potty training children with additional needs - ERIC

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ERIC Helpline Podcast - Potty Training Children with Additional Needs (Short Version)

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ERIC's Head of Family Services Sarah and Helpline Advisor Hollie discuss how to potty train children with additional needs and answer some of the most common questions.

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It Takes All Kinds of Minds: Fostering Neurodivergent Thriving in Schools

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It Takes All Kinds of Minds: Fostering Neurodivergent Thriving in Schools

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Premature Infants' Skills in Mathematics (PRISM)

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Premature Infants' Skills in Mathematics (PRISM)

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Preterm Birth Information for Education Professionals. The website includes six learning resources that have been developed to improve knowledge and confidence in supporting prematurely born children in the classroom and in preschool settings.

PRISM is created by a research team from universities of Loughborough, Leicester, Nottingham, Ulster, and UCL.

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Welcome to the Preterm Birth Information for Education Professionals home page. These five learning resources have been developed to improve your knowledge and confidence in supporting prematurely born children in the classroom.

Please navigate through the resources by selecting each image below.

This resource was developed by the PRISM Study team:

Professor Samantha Johnson (University of Leicester)

Dr Sarah Clayton (University of Leicester)

Dr Lucy Cragg (University of Nottingham)

Dr Camilla Gilmore (Loughborough University)

Dr Rose Griffiths (University of Leicester)

Professor Neil Marlow (University College London)

Dr Victoria Simms (Ulster University)

Professor Heather Wharrad (University of Nottingham)

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Preterm Birth Information for Education Professionals

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Welcome to the Preterm Birth Information for Education Professionals home page. These five learning resources have been developed to improve your knowledge and confidence in supporting prematurely born children in the classroom. Please navigate through the resources by selecting each image below.

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A free curriculum to introduce pupils to the concept of neurodiversity, and help them explore how it impacts school experiences. It is a teacher-delivered resource for the whole class.

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Find out more about neurodiversity and the LEANS resource pack, including its development, evaluation, and reporting.

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Information and resources for toileting and constipation:

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Smells in the bathroom: Being a Sensory Detective

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Smells in the bathroom: Being a Sensory Detective

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Information and resources for eating, feeding, and nutrition:

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Below you can find information on clubs, gatherings and events in the local community:

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Below you can find available support lines, websites, and information. You can access all the support below yourself:

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Information and resources for your appointments at North East London NHS Foundation Trust:

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Information and resources about sensory sensitivity, differences, and introspection:

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Information and resources related to education, schools, and learning:

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Sycamore Helpline can help support you with toilet training, sleep, feeding, diet, and nursery/school applications.

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Barking & Dagenham Autism Family Service

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Barking & Dagenham Autism Family Service

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B&D Autism Family Service offers 1:1 advice, monthly parent/carer support groups, and workshops. They can support with understanding autism, pathway to diagnosis, positive strategies for social interaction and communication, sensory needs and behaviours, and navigating the SEND system

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B&D SEND Local Offer for early years between the ages 0-5. The webpage has information on childcare and education, care and family support, health services, early years inclusion team, portage, and local organisations.

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Early Years 0-5 – Barking and Dagenham SEND Local Offer

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Empowering Parents Empowering Communities course (for parents with children ages 0-4)

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Empowering Parents Empowering Communities course (for parents with children ages 0-4)

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Sycamore Trust - EPEC at the Sycamore Trust

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With understanding, acceptance, and the right support, autistic children can thrive and embrace their unique way of being in the world. You can watch a short video to find out more about autism here.

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Below you can find an introduction to autism and social communication differences:

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Information and resources for sleep:

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Sensory needs can have a significant impact on how children experience and engage with the world around them, especially in a busy classroom environment. All children process sensory information differently-some may be easily overwhelmed by noise or touch, while others may seek out more movement or pressure to stay focused on work and / or be with others. Understanding and supporting these differences can help create an inclusive, supportive environment where all learners can thrive.

Sensory needs

Every child has a different set of sensory needs. Some children may seek out certain sensations while others may be far more sensitive and find it hard to cope with different sensations.

Understanding these sensory needs can help us create environments and activities that make children feel comfortable. This is especially important for children who might be extra sensitive. By recognising these sensory needs, we can help children regulate their feelings and support them to participate in and enjoy daily experiences.
Sensory systems
There are 8 sensory systems:
The five basic sensory systems:

1. Visual (being able to see)

2. Auditory (being able to hear)

3. Olfactory (being able to smell)

4. Gustatory (being able to taste)

5. Tactile System (being able to touch)

The three further sensory systems:

1. Vestibular (being able to balance and coordinate your movements)

2. Proprioceptive (knowing your body's position and movement in space)

3. Interoception (information from your own body)

To learn more about less well-known sensory systems, have a look at the Sensory Mini series.

One of our Occupational Therapists has created a helpful video on 'interoception'. Interoception is the sense that helps us understand and feel what's going on inside our body. It allows us to notice internal signals such as hunger, thirst, the need to use the toilet, pain, temperature, and emotions like anxiety or calmness. This internal awareness supports self-regulation, emotional understanding, and body awareness. Find out more about interoception at the OT Toolbox and watch our video below:

Sensory Processing

'Sensory processing' refers to the way the brain makes sense of the signals the body is sending and receiving. It is important in everything we need to do in a day, such as getting dressed, eating, getting out and about, socialising, learning and working. Each sensory system has its own unique role and together they inform the brain how to react and interact with our environment. Watch our video providing an Introduction to Sensory Processing and Regulation for more information.

Our Occupational Therapy Resources Booklet also contains a section on Sensory Processing with ideas for home and school.

Our occupational therapists have developed a Sensory Advice pack for schools with more information on sensory processing, sensory guidelines for schools and advice on sensory equipment.

The Classroom Regulation Pack contains ideas for equipment that can be used to help a child to regulate.

Equipment suggestions for sensory space and OT Sensory Tools contain ideas for tools and equipment to use in sensory activities.

The video below from the Autism Education Trust explains why Autism is a difference not a deficit and explores differences in sensory processing.

Sensory boxes

Children need a variety of sensory experiences to help their brains and bodies develop. One great way to support this is by creating a Sensory Box-a collection of toys and materials that offer different sensory input, like textures, movement, and sounds. These help children stay calm, alert, and ready to play or learn. Messy play, rough-and-tumble games, and exploring new objects are all valuable. While screen time is fine in moderation, it's important to balance it with active, hands-on play.

Everyone uses their senses to stay regulated throughout the day. Some children need more sensory input than others to feel "just right"-this is called sensory self-regulation. A Sensory Box makes it easy to find helpful items when your child needs them.

NHS Greater Glasgow and Clyde have created excellent ideas to help you get started. It's not a complete list, but it offers practical suggestions to support your child's needs.

Sensory Processing Differences

Differences in sensory processing relate to how some children's brains receive, organise and process information differently to the majority of their friends. There are things we can do everyday to help support how the brain receives and organises sensory information received from all the different senses, so we can respond effectively to the changing environment and function well in school and at home.

Children with differences in sensory processing may find it difficult to engage with the physical, social, emotional and curricular challenges of the school day. Some of the issues you may see are:

A child who appears constantly anxious

A child who avoids moving, climbing, swinging or sliding

A child who puts their hands over their ears and complains of noise

A child who becomes easily overly excited

A child who always has to touch objects, people, constantly fiddles

A child who can't sit still and constantly fidgets

These behaviours would mean the child is not fully ready for learning. This is where sensory circuits can help.

Sensory circuits

A sensory circuit involves a sequence of physical activities that are designed to alert, organise and calm the child. These activities support sensory processing, helping children to organise their senses in order to achieve the 'just right' or optimum level of alertness required for effective learning. The circuit should be active, physical and fun so that the children enjoy doing it. A more detailed explanation with ideas for activities can be found in our Sensory Circuits guide.

Sensory circuits should ideally be completed first thing in the morning (and after lunch too, where possible), and therefore ideally need to be done at school. Have a look at our training video to help you get started with sensory circuits.

Our team have also produced a training video on implementing sensory circuits in school settings.

Sensory circuits are designed to start with alerting activities, moving onto an organising phase and then finally to a calming phase. Doing the activities in the recommended order is important. The right order results in an in-control (regulated) and happy child. The wrong order could result in an out of control (dysregulated) upset or irritable child.

Alerting

The aim of this activity is to provide vestibular and proprioceptive stimulation within a controlled setting. This prepares the brain for learning and the demands of the school environment.

Example activities: Jumping/bouncing on a trampoline, skipping, running, rolling and bouncing on a yoga ball, animal walks, step ups, star jumps etc.

Organising

This section includes activities that require motor sensory processing, balance and timing. These activities help improve focus and attention. The child needs to organise their body, plan their approach and do more than one thing at a time in sequential order.

Example activities: Balancing, climbing, log rolls, throwing to a target, wobble boards, weaving in and out of cones, throwing and catching, jumping through hoops etc.

Calming

The calming activities are very important as they provide input to ensure that children leave the circuit and return to their classrooms calm, centred and ready for the day ahead.

Example activities: Proprioceptive and deep pressure e.g. yoga ball squashes, lying under a weighted blanket, massage arms/legs, linear swinging or rocking, heavy muscle work e.g. crawling through a tunnel, press ups etc.
Top tips:

For most effective outcomes, sensory circuits should be completed on a regular basis. Ideally, the circuit will take no more than 15-20 minutes.

The children should spend up to 5 minutes in each section performing the different activities.

It is important to consider that each child's needs and tolerance levels are different. Some children may need more time in the alerting or calming sections to enable them to be more organised and prepared for the day's learning.

Children should be encouraged but not forced to participate in the circuit and must be supervised at all times.

The following resources provide useful advice for planning sensory circuits:

You might also be interested in

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A sensory circuit involves a sequence of physical activities that are designed to alert, organise and calm the child. These activities support sensory processing, helping children to organise their senses in order to achieve the ‘just right’ or optimum level of alertness required for effective learning. The circuit should be active, physical and fun so that the children enjoy doing it. A more detailed explanation with ideas for activities can be found in our Sensory Circuits guide.

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Information and resources for tooth care:

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Information and resources about benefits:

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Information and resources on emotions, communication, and behaviour:

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Barking and Dagenham Special Educational Needs and Disabilities Information Advice and Support Service (SENDIASS)

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Barking and Dagenham Special Educational Needs and Disabilities Information Advice and Support Service (SENDIASS)

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Barking and Dagenham SENDIASS provide information, advice, and support about matters relating to SEN or disabilities, including matters relating to health and social care.

More information can be found on the carerscentre.org.uk website,

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SENDIASS | Carers of Barking and Dagenham

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Our SENDIASS service provides support and guidance for parent carers and young people with Special Educational Needs. Please click HERE to watch a video on how the SENDIASS can help you or read the below information. Our service update for 2025 can be found HERE. Follow us on social media for updates and information.

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Being more adventurous with your food pack for 'behavioural feeding difficulties' and 'sensory based food aversions'

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At our drop in sessions, our feeding team will be able to offer

you virtual support about your feeding concerns, such as:

• Picky eating

• Introducing new foods

• Bottle weaning

• Independent eating

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National Sleep Helpline- The Sleep Charity

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National Sleep Helpline- The Sleep Charity

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National Sleep Helpline is available for calls with a trained sleep advisor.

03303 530 541

Monday-Thursday: 9am- 11am
Monday, Tuesday & Thursday: 7pm- 9pm

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Huge thanks to our corporate partner, Furniture Village, who has helped us to launch a brand new National Sleep Helpline to ensure that everyone has access to high quality, evidence-based advice regardless of age, ethnicity, background or income.
"We've always believed that sleep is equally as important as diet and exercise yet we know the UK is really struggling to sleep, particularly with the ongoing effects of the pandemic" says Charlie Harrison, Furniture Village Commercial Director. "From my work as a doctor, I know how great the need for a National Sleep Helpline is. It will make a huge difference to so many people." Dr Ranj, Furniture Village Sleep and Wellness Advisor
Working together to improve the nation's sleep.

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National Sleep Helpline - The Sleep Charity

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Who do I talk to if I can't sleep? The National Sleep Helpline can help with your sleep problems, 7pm-9pm, Sunday to Thursday, 03303 530 541.

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Joy is a website that has a list of local as well as across London information on organisations that can support with a variety of topics.

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Joy - The right support is just a few clicks away

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The right support is just a few clicks away.

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Dare to be Different 2024

There's no getting away from it, we're at the time of year where we start to discuss our plans for Autism Acceptance Week next March! Autism Acceptance Week rolls arou...

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Supporting the needs of individuals and families/carers for whom Autistic Spectrum Disorders and/or Learning Difficulties are a part of daily life ...

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Words Matter: How to Communicate with Children so they Thrive

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Words Matter: How to Communicate with Children so they Thrive

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A course is for parents, carers, and teachers who want to communicate with their child in ways that build children’s confidence, self-esteem, and wellbeing.

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How to Communicate with Children - online course – FutureLearn

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Discover how positive communication builds children’s confidence and mental health. Learn practical strategies to nurture wellbeing and prevent verbal harm on this course from Words Matter.

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Mums Matter Free Course and Creche (ages 0-3)

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Mums Matter Free Course and Creche (ages 0-3)

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The one-to-one sessions are open to autistic and non-autistic family members, carers, and others in a person’s support network. These free, 50-minute sessions (available online or by phone) provide a safe and confidential space for personalised peer coaching from trained peer guides who have lived or family experience of autism. The sessions offer practical guidance and signposting to help people navigate services and systems.

Commissioned by NHS England and delivered with Anna Freud, the programme allows people in England to book a single session or a series of four, eight, or ten sessions.

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Open to people within families and support networks of autistic people who live in England. One-to-ones offer, personalised guidance and coaching from trained peer guides with lived experience. Receive practical guidance and signposting for navigating services and systems

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If you’re raising a disabled or seriously ill child, Family Fund might be able to help. Grants for essential items. iPad access and training.

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Which grant programmes are available? - Family Fund

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See which grant programmes you can apply for through Family Fund, to help meet your child's additional support needs.

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Family Hub information pack for families in the local B&D area

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Dads at Play group every Thursday in Barking

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For more information: Home | toothPASTE Study

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Getting your child's sensory system ready: oral motor activities

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Getting your child's sensory system ready: oral motor activities

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For more information: Home | toothPASTE Study

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For more information: Home | toothPASTE Study

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Fun ideas to incorporate when toothbrushing!

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Fun ideas to incorporate when toothbrushing!

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For more information: Home | toothPASTE Study

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For more information: Home | toothPASTE Study

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v6- Tips to introduce a manual toothbrush, tips to make more comfortable, motor skills p1.

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Manual toothbrushes: tips for making toothbrushes more comfortable

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Manual toothbrushes: tips for making toothbrushes more comfortable

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For more information: Home | toothPASTE Study

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v6- Tips to introduce a manual toothbrush, tips to make more comfortable, motor skills p2.

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Electric toothbrushes: tips for making toothbrushes more comfortable

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Electric toothbrushes: tips for making toothbrushes more comfortable

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For more information: Home | toothPASTE Study

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V4 - tips to introduce an electric toothbrush p2

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Questions to Ask Your Dental Practice- Resource by toothPASTE

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Questions to Ask Your Dental Practice- Resource by toothPASTE

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Preparation and accommodations for autistic children’s dental visits:

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Preparation and accommodations for autistic children’s dental visits:

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Preparation and accommodations for the dental visit

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Make a dental passport:

Parents reported that they find it helpful to let professionals know about their child's specific needs, preferences, and triggers. These passports can include important information such as sensory sensitivities, communication preferences, and effective calming strategies, which can help make the experience more manageable. ​

​

Having multiple passports can be overwhelming. To make this easier, toothPASTE study provides a one-page document that can be attached to your existing passports, specifically covering dental-related need.

For more information: Home | toothPASTE Study

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CHATA is an ongoing government funded research project aiming to support autism diagnosis by observing children in their own home.

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Tiny Happy People is a BBC website full of advice on children's language development, with ideas for how you can help your child to learn, activities to put these into practise and information on the benefits of doing them.

All of the advice and videos have been quality-checked by panels of professionals including health visitors, midwives and speech and language therapists.

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Speech and Language Therapy: How Tiny Happy People can help if you’re waiting on speech and language referrals

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Tiny Happy People is a resource from the BBC full of content that can help if you’re waiting for an SLT referral or have been set speech and language targets by an SLT.

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Colour, Taste, Texture Cookbook: Recipes for Picky Eaters, Those with Food Aversion, and Anyone Who's Ever Cringed at Food- by Matthew Broberg-Moffitt

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Colour, Taste, Texture Cookbook: Recipes for Picky Eaters, Those with Food Aversion, and Anyone Who's Ever Cringed at Food- by Matthew Broberg-Moffitt

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Playful ways to help children become familiar with different foods

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Playful ways to help children become familiar with different foods

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V4 - Playful ways to help children become familiar with different foods

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The unpredictability of food and familiarity of food choices

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The unpredictability of food and familiarity of food choices

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Familiarity of food choices | toothPASTE

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Tips on introducing and guiding a plastic toothbrush and how these toothbrushes can align with the needs and preferences of autistic children.

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JUST SAY GIVING A VOICE TO PARENTS AND CARERS IN BARKING AND DAGENHAM ABOUT US MEMBERSHIP About us BRIDGING THE BARRIERS Raising awareness of the issues faced by Children and Young People with Special Educational Needs and Disabilities Just Say Parent Carer Forum is part of the

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Cerebra is a sleep advice service with lots of resources and information

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Our dedicated sleep service is here to help.

Alongside our Sleep Tips booklet and relevant guides, we also offer one-to-one support. This involves completing an application form for your child and two weeks' worth of sleep diaries which we'll send out to you as long as you come under our criteria for support.

If you need one-to-one support and are a parent/carer or a professional referring a family with their consent to having sleep support, please click the button below to contact the sleep service.

If you have a question or query about our services please email us at [email protected].

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Sleep tips Our Sleep Tips booklet introduces and explains different techniques for you to try that may improve your child's sleep. It covers ten main topics including bedtime routines, daytime napping, comfort objects and moving bedtime backwards or forwards. It gives lots of illustrated hints and tips for putting the...

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Supporting Children with Sensory Differences During Toothbrushing- A parent/carer guide by Sycamore Trust

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Supporting Children with Sensory Differences During Toothbrushing- A parent/carer guide by Sycamore Trust

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Social Stories are stories that support the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages.

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My name is Carol Gray. My career began in 1976 as a teacher with four children with autism at Jenison Public Schools, in Jenison, Michigan.

I developed Social Stories in 1990 and will be your guide to their history. We'll explore the philosophical roots of Social Stories and the events that led to their discovery and continuing development.

I have spent a lot of time going through file drawers and old corrugated boxes of articles to piece together the history of Social Stories. It has added detail to - and in some cases corrected - my understanding of Social Story history. For example, prior to this backward search through time, I would have told you that a conversation with one of my students initiated Social Stories. I now understand that Social Stories developed over several years. This does not dismiss the importance of the conversation, instead it fills in important vacant spaces in Social Story history. This four-part summary is an opportunity to set the record straight, to share the events, setbacks, and thoughts that led to the development of Social Stories with unprecedented documentation.

I have divided the Social Story history into four sections. This is the first, followed by:

2. The Historical Context of Autism and Social Stories (Up to 1987);

3. The Origin of the Social Story Philosophy (1986-1990); and

4. The Discovery of Social Stories (1990 - 1993).

I suggest reading and exploring sections 1-4 in sequence. They are summaries with links to original documents. You'll notice that the Social Story history section covers from the early 1950s until 1993, when the first Social Story Book was published.

Many of the original articles and documents have been unavailable for several years. For example, in the first chapter, "The Historical Context of Autism and Social Stories", you'll find an unpublished article from 1980 and excerpts from a journal that I kept during my first year of teaching. In the third chapter, "The Discovery of Social Stories", there's a ink to the hard-to-find first formal journal article describing Social Stories that I wrote with Joy Garand. Similar resources are in each chapter. Together they are an accurate and detailed account of the context, opportunities, experiences, and ideas that resulted in the development of Social Stories and other ideas and instructional techniques.

Most of the documents in this Social Story history are Morning News articles. Our program received a federal Challenge Grant (Grant) in 1986. It enabled us to place our secondary students in general education classes and vocational training experiences in the community. The Grant also made it possible to print and distribute a newsletter to keep others informed of our activities. Initially, the newsletter was printed on a mimeograph machine in the school office. The quality and 'look' of The Morning News improved as time went on. The Morning News became the Jenison Autism Journal in the fall of 2002. In 2004, the Jenison Autism Journal became Autism Spectrum Quarterly with a new editor, Diane Twachtman-Cullen, Ph.D., CCC-SLP.

You'll notice my summary of the history of Social Stories covers from the middle of the last century until 1993. After that, the articles tell their own story. Simply go to The Morning News/Jenison Autism Journal on this website. There you will find two things: The Best of The Morning News/Jenison Autism Journal, a topical list of selected articles with a short description of each. You will also find, Back Issues, a sequential list of all of the existing issues, from 1993-2004. They are available for you to review or download with my compliments.

Every resource on this tour of documents is unaltered. Please keep age and historical context in mind as you encounter outdated terminology or long-since discarded attitudes and ideas. For example, some of the earlier Social Story information is no longer true today. As you proceed, you'll see how ideas and values transformed into our more current vocabulary, values, and understanding.

The resources are original in another way, too. Some of them have fuzzy school-mimeograph machine text, and others are not in the best of shape. At one time or another they each shared my desk or work area with iced tea or Diet Coke®. There are some stains, smudges, rips, and tears. No matter, they were the best copies available, and I scanned them in for this come-as-you-are documented history.

In some articles, you may encounter blacked out areas or handwritten notes from me. These are to clarify any confusion resulting from mention of materials that are no longer available. Please trust that I have tried to find as many of these missing materials as possible, many of them unfortunately without success. There is a link or ordering information for each available resource.

Before you get started, I want to explain why and when I capitalize the term 'Social Stories'. 'Social Stories' has been routinely capitalized as a proper noun for several years to distinguish the 'genuine' Stories that meet all of the current defining criteria. The word 'Story' or 'Stories' is also capitalized if used in reference to a genuine Social Story. I am following suit in this history; when 'story' or 'social stories' appears without capitalization, it means that the story or stories met the requirements of the definition at one time, but would not be considered Social Stories today.

My goal is to provide you with a helpful history of Social Stories. I hope it meets your needs, whether you are seeking a general overview or extensive detail, a few key pieces of information or a specific article. If you prefer to skip around, it is possible to start with any section. In this way, you can tailor your tour to fit your time and interest.

Whatever has brought you to this part of the website, thanks for taking the time to learn about the times, events, and efforts that led to the discovery of Social Stories.

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Social Stories - Carol Gray - Social Stories

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My name is Carol Gray. My career began in 1976 as a teacher with four children with autism at Jenison Public Schools, in Jenison, Michigan. I developed Social Stories in 1990 and will be your guide to their history. We'll explore the philosophical roots of Social Stories and the events that led to their discovery [...]

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Introduction to Speech and Language Therapy at NELFT- What to expect?

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Introduction to Speech and Language Therapy at NELFT- What to expect?

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NELFT Speech and Language Packages of Care 

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NELFT Speech and Language Packages of Care 

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Speech and Language Packages of Care are available to children with an open referral to the Speech and Language Therapy team. These are delivered by members of the Speech and Language therapy team (therapists/assistants).

The members of our team will decide which Package of Care your child would benefit most from. Some children may receive one or more Packages of Care depending on their needs.

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Introduction to Speech and Language Therapy at NELFT

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Giving Choices Video- by NELFT Speech and Language Therapy Team

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Giving Choices Video- by NELFT Speech and Language Therapy Team

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NELFT - North East London NHS Foundation Trust

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Commenting and Labelling Video- by NELFT Speech and Language Therapy Team

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Commenting and Labelling Video- by NELFT Speech and Language Therapy Team

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NELFT - North East London NHS Foundation Trust

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Ready, Steady, Go! Video- by NELFT Speech and Language Therapy Team

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Ready, Steady, Go! Video- by NELFT Speech and Language Therapy Team

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NELFT - North East London NHS Foundation Trust

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Terminology guide co-produced with the Autistic Young Experts Panel

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How to make exploring books with your child fun!

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How to make exploring books with your child fun!

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A video explaining what book sharing is, how to do it, how it benefits children and what it might look like!

Created by centre for Research on Play in Education, Development, and Learning based in the Faculty of Education at the University of Cambridge

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Play in Education, Development and Learning

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How to make exploring books with your child fun! Advice for parents and caregivers

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Playtime with Books is a University of Cambridge study, developing an online programme which local services can use to support families to book share with their babies and young children.

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PEDAL - The Centre for Research on Play in Education, Development & Learning

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PEDAL - The Centre for Research on Play in Education, Development & Learning

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The Playtime with Books programme - PEDAL

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We’re exploring how book sharing can help parents and their children to play, connect and communicate.

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Right from birth, every time you play with your child, use silly voices, or even sing, you’re not just bonding, you’re building their brain.

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Right from birth, every time you talk, sing or play with your child, you’re not just bonding, you’re building their brain. Get free brain-building tips.

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An example of a book to share with your child

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The I See Sam series was developed by the Southwest Regional Laboratory for Educational Development and Research to support children learning to read phonics.

All books in the series can be openly accessed by clicking the picture above.

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Here you will find the I See Sam books in a browser-readable form, whether on PC or mobile.

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The Neurodiversity Book List by Wonderland Book Shop

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The Neurodiversity Book List by Wonderland Book Shop

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A bookshop list of excellent books that include neurodivergent children

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Barking & Dagenham Family Hub- Parent Newsletter 

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Barking & Dagenham Family Hub- Parent Newsletter 

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A newsletter from pregnancy until your child is 18 and up to 25 years old with SEND, including: Information, Advice & Guidance, Activities, Sharing successes! Can be accessed using the QR code on the flyer