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Hampshire Neurodiversity and Wellbeing Multi-Disciplinary Team 

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Hampshire Neurodiversity and Wellbeing Multi-Disciplinary Team 

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Hampshire Neurodiversity and Wellbeing Multi-Disciplinary Team | Hampshire CTSH

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We know it can feel overwhelming when you think your child might be neurodivergent. You may have questions, worries, or feel unsure about what help is available.

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What are sensory strategies vs sensory integration? - GriffinOT

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Sensory strategies are supports and equipment which are used to help change a child’s level arousal. They could include weighted blankets.

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People often use the terms 'Sensory Integration' (SI) and 'Sensory Processing' to refer to the same theory. Dr A. Jean Ayres first published her first book on sensory integration theory in 1972. She was the first author to use the term 'Sensory Integration' to describe sensory issues in children. Her book outlined both the sensory integration theory and her recommendations for sensory integration therapy.

More recently, the term 'Sensory Processing Disorder' (SPD) is being used. This term was first published by Dr Lucy Miller in 2006. Dr Miller's model of sensory processing is based on Ayres' original sensory integration theory.

Nowadays, authors typically use either one term or the other, depending on their training and/or work experience. Therapists will usually use the term that they were taught when they trained. This is influenced by who they trained with, and where and when they completed their training.

To clarify 'Sensory Integration' and 'Sensory Processing' refer to the same initial idea of how the brain processes sensory messages. The differences between SI and SPD are subtle. In order to explain them, this post gives a short history of Ayres' and Miller's work.

Sensory Integration Theory

Dr A. Jeans Ayres in 1972 (p.1) first described Sensory Integration (SI) as 'the organisation of the senses for use.' Dr Ayres was an occupational therapist working with children with learning disabilities in California. Noticing that many of these children interpreted sensory messages differently to their peers, she began to focus her attention on the , vestibular, proprioceptive and vision senses. Her research indicated that the children she was working with did not integrate, or combine, the messages from these senses very well. This is how she started to develop her sensory integration theory.

As a result of poor integration of the sensory messages, Dr Ayres theorised children could have challenges with:

Postural control

Coordination of both sides of the body (bilateral integration)

Sensory sensitivity

Discrimination and/or

SI and learning

Dr Ayres felt that these SI challenges were contributing to the children's difficulties with learning. This thinking can be seen in her sensory integration theory and is shown in the picture below. On the left, the sensory integration model shows the senses Dr Ayres felt were most likely to contribute to SI dysfunction. As you follow the model to the right, it shows the skills that each sense influences. Dr Ayres hypothesised that each skill formed the foundation for the next skill. Finally, resulting in the end products of concentration, attention, learning, etc.

Through her work, Dr Ayres created sensory integration therapy. She found that if she treated the children using a SI approach they made improvements in their learning. The is called a 'bottom up' approach because it works on improving foundation abilities with the expectation that this will have a knock on effect to function skills. So, for example, Dr Ayres felt that working on postural control and discrimination would improve a child's handwriting without working specifically on handwriting. Many therapists still use this treatment approach today (Ayres® SI).

Image: Western Psychological Services SI and the Child 1979

Sensory Processing Disorder

Dr Lucy Miller first used the term Sensory Processing Disorder (SPD) in 2006 to describe sensory issues in her book, Sensational Kids. Dr Miller had initially studied under Dr Ayres. After this she has continued to research SI along with her colleagues. The primary aim of this research was to have SPD identified as a stand-alone diagnosis by the American Psychology Association in their updated manual the DSM-5. Dr Miller defined three parts to SPD: sensory modulation; sensory discrimination and sensory-based motor disorders.

Dr Miller's model draws heavily on Ayres' initial work and sensory integration theory. In my opinion, however, Dr Miller's format is easier for parents and teachers to follow.

Dr Miller also published her treatment approach in 2012 (A SECRET, Bialer & Miller).

Image: Lucy Miller, Sensational Kids; Hope and Help for Children with Sensory Processing Disorder (2006)

Overall, what is the main difference between Sensory Integration and Sensory Processing Disorder?

At their core, both models refer to the same primary idea, they just use different terminology. Where Dr Ayres refers to 'Sensory Integration Dysfunction', Dr Miller and colleagues use 'Sensory Processing Disorder'. Dr Ayres used the term 'tactile defensiveness ' to describe what Dr Miller calls 'sensory modulation, tactile over-responsivity'. Dr Ayres described 'postural ocular and vestibular ocular disorders', but Dr Miller uses the term 'sensory based movement - postural disorders'. Both authors use the terms '' and 'sensory discrimination'. Ayres included 'bilateral integration and sequencing' and Miller has not.

Is there a difference in how therapists from each tradition (SI or SPD) approach treatment?

In short, yes.

A pure Ayres® Sensory Integration therapy approach will be led by a trained therapist in a specialised clinic space. It must be child-led. The therapist continually creates opportunities at a 'just right' level to help improve the child's sensory integration. Therapists using Ayres® SI should use the fidelity guidelines outlined by Parham and colleagues in 2011. These guidelines describe the core components of the Ayres® SI treatment.

Miller's model uses elements of this approach, however, it includes additional therapies such as listening therapy. It also includes greater parent involvement in therapy and extra strategies for home and school. Most other authors will outline sensory strategies that can help to support the senses at home and school. These strategies can be used to complement direct sensory integration treatment.

Sensory Integration vs Sensory Processing Disorder

In summary, the terms 'sensory integration' and 'sensory processing' refer to the same theory and idea. As with many ideas, once the founder has passed on their knowledge, different roads are taken by their students. This has been the case for SI theory, resulting in the term 'sensory processing'. My hope is that these different roads will ultimately lead to stronger evidence, and the best outcomes for children and adults that need help to organise their senses.

A History of Sensory Integration vs Sensory Processing Disorder

1950-60s

Jean Ayres begins working on her theory of SI.

1972

Jean Ayres publishes Sensory Integration and Learning Disorders. In this book she outlines her SI theory and discusses how children can be assessed for SI dysfunction. The book also includes recommendations on how to treat and support children who have sensory challenges.

1979

Sensory Integration and the Child is published. Jean Ayres wrote this book for parents in order to break her SI theory into a more easily read format. Publishers released an updated 25th anniversary edition of this book in 2004. The newer edition includes comments from occupational therapists currently researching SI.

1980-90s

Some authors, especially in education, discredit the effectiveness of SI for children. All readers must, however, note that a huge flaw with many of studies at this time is that they do not quantify what classes as 'sensory integration.' Many studies call sensory strategies such as weighted blankets and ball chairs 'SI treatment,' even though they are not. This is like calling an Ace of Spades the King of Diamonds, although the two may be cards, they are not the same.

1999

Winnie Dunn publishes the 'Sensory Profile.' This is the first standardised assessment to look at sensory modulation difficulties. You can read more about sensory modulation on our 'What is SPD?' page. Dunn published an updated version of the tool in 2014 (SP2).

2000s

Above all there is a huge push for all research on SI theory and treatment to be of high quality. In order to do this, researchers must describe exactly what their treatment process involved.

2006-7

Lucy Miller and colleagues formally publish the term Sensory Processing Disorder (SPD) in their books. Parnham and colleagues also publish a fidelity measure, this clearly describes the components of SI treatment. They, therefore, recommend this is used in all research on SI effectiveness.

2010s

The term Sensory Processing Disorder is used more widely in media and publications, especially books on the topic for parents and teachers. However, many books written for therapists typically continue to use the term SI. Schaff and Davies (2010) discuss the evolution of SI in an editorial for the American Journal of Occupational Therapists. Overall, they conclude there is no consensus on term use and advocate continued research.

Authors continue to use the terms SI and SPD interchangeably. A huge amount of research is currently being done to support the use of SI treatment, including using SI for children with autism. This also includes randomised control trials, the most rigorous type of evidence. For more information on publications, you can follow the links at the end of this timeline.

Therapists continue to train in Ayres® SI through organisations including the SI Education and CLASI. In addition, Lucy Miller offers training in her A SECRET model, this now includes university certification.

There is more research being published and conducted on SI. Some of the research (e.g. Ayres® SI has been used (e.g. Schaaf, 2018) indicates that it is an effective treatment for children, including those with autism. Other reviews (e.g. Novak, 2019) come to the opposite conclusion. Unfortunately, a lot of research uses the term sensory integration therapy, however, they do not stick to the fidelity treatment measure. This means it is not always clear if Karim, 2015). In some cases, the treatment has been described as SI, when it clearly is not. For example, this study which uses Brain Gym as their 'sensory integration approach.' It is important when you are reading research and information that you check what model the authors are using.

There is a large research study ( Randell, 2019) underway at the University of Cardiff comparing sensory integration therapy with usual care for children with autism. The results of this study should be available in 2021. This study has the potential to provide more clarity on the effectiveness of Ayres® SI.

Excitingly, the Third Edition of Sensory Integration Theory and Practice was published in 2019. Well, maybe less exciting for those outside of the field. However, it is quite a big milestone for those who have been following SI over the last seven decades.

2020 and beyond

The Ayres 2020 vision team are working on a new assessment tool, the EASI, to help therapists assess for sensory integration dysfunction. They aim to publish this in 2020. Currently the assessment tool is being standardised. This means that it is being tested with typically developing children to identify age cut offs and scores.

The results from the Cardiff study will be published. In addition, the impact of SI is being researched by many individuals and teams. This research will be used to inform and shape the future of sensory integration theory and practice.

What if I want to read more research/evidence on SI and SPD?

These websites often update their publication list:

Where can I study more about Sensory Integration?

SI for parents & teachers & health professionals

For parents, teachers and professionals new to the sensory world, GriffinOT has a variety of online training courses available.

Sensory integration for allied health therapists

These organisations provide training for occupational therapists wanting to qualify as SI practitioners:

CLASI (Global)

SI Network (UK & Ireland) - offer a lot of online options

Pediatric Therapy Network (California USA)

STAR Institute (Denver USA)

Books & page references

Asterisks * indicate references that are parent and teacher friendly

Ayres, A.J. (1972). SI and Learning Disorders.

Ayres, J.A. (1979). SI and the Child.*

Bialer D., Miller. L.J. (2012). No Longer A Secret: Unique Common Sense Strategies for Children with Sensory or Motor Challenges.

Dunn, W. (1999). Sensory Profile. User's Manual. Texas: The Psychological Corporation.

Parham, L. D., Cohn, E. S., Spitzer, S., Koomar, J. A., Miller, L. J., Burke, J. P., et al. (2007). Fidelity in SI practice intervention research. American Journal of Occupational Therapy, 61, 216-227.

Miller, L.J. (2006). Sensational Kids Hope and Help for Children with Sensory Processing Disorder. *

Miller L.J., Anzalone, M.E., Lane, S.J., Cermak, S.A. and Osten, E.T., 2007. Concept Evolution in SI: A Proposed Nosology for Diagnosis. American Journal of Occupational Therapy 61(2), pp. 135-140.

Schaaf, R.C., Davies, P.L., (2010) Evolution of the SI Frame of Reference. American Journal of Occupational Therapy 64 (3), pp. 363-367.

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Sensory Integration Theory & Sensory Processing: What's the Difference?

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People often use the terms 'Sensory Integration' (SI) and 'Sensory Processing' to refer to the same theory. Dr A. Jean Ayres first published her first book on sensory integration theory in 1972. She was the first author to use the term 'Sensory Integration' to describe sensory issues in children.

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Sorting Our Emotions Into Four Zones

Feelings are complicated. They come in different sizes, intensities, and levels of energy that are unique within our brains and bodies. To make them easier to talk about, think about, and regulate, The Zones of Regulation organizes our feelings, states of alertness, and energy levels into four colored Zones - Blue, Green, Yellow, and Red. The simple, common language and visual structure of The Zones of Regulation helps make the complex skill of regulation more concrete for learners and those who support them. We learn to regulate our Zones to meet our goals and task demands, as well as support our overall well-being.

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Learn about the Zones of Regulation a powerful framework and curriculum to help students develop emotional self-regulation and control.

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Dr Jo Crane - Youtube videos for parents about challenging behaviours

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Dr Jo Crane - Youtube videos for parents about challenging behaviours

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Share your videos with friends, family, and the world

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Yellow Ladybugs is an autistic-led, non-government organisation with strong bridges to the community. We are dedicated to the happiness, success and celebration of autistic girls and women ¹. We believe autistic individuals of all genders deserve to be recognised, valued, accepted and supported in order to realise their full potential.

Yellow Ladybugs runs regular informal social events that offer peer-to-peer connections for autistic girls and gender diverse young people, generally between the ages of five and sixteen. Our events bring our members together in an inclusive, fun and sensory-friendly setting. Underpinning every Yellow Ladybugs event, our mission is to foster a sense of belonging, to help our autistic members connect with their peers, and to instil a sense of autistic pride within our community.

We are also committed to being part of the growing conversation around the specific challenges and support needs of autistic girls, women and gender diverse individuals. We actively seek to address the many challenges the autistic community face, including barriers to diagnosis, lack of inclusion in school and employment, and access to support services.

Yellow Ladybugs is an inclusive organisation, and while we have a particular focus on autistic girls and women, we recognise all genders, and welcome trans and gender diverse autistic individuals into our community. We consider that the different presentations of autism exist across all genders, and as an organisation, we seek to dismantle all stereotypes which are harmful to the autistic community. We know that autistic girls and women, and particularly those with hidden needs, and a more internalised presentation, continue to be significantly disadvantaged, however, and we remain committed to our mission to reduce these disadvantages.

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The Unwritten Rules of Friendship: Simple Strategies to Help Your Child Make Friends

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Buy The Unwritten Rules of Friendship: Simple Strategies to Help Your Child Make Friends Illustrated by Elman, Natalie Madorsky (ISBN: 9780316917308) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Libby Scott (Author), Rebecca Westcott (Author)

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Can You See Me?: A powerful story of autism, empathy and kindness

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Buy Can You See Me?: A powerful story of autism, empathy and kindness 1 by Scott, Libby, Westcott, Rebecca (ISBN: 9781407195674) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Blue Bottle Mystery: An Asperger Adventure (Asperger Adventures)

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Blue Bottle Mystery: An Asperger Adventure (Asperger Adventures) : Kathy Hoopmann: Amazon.co.uk: Books

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Of Mice and Aliens is not just another kids' book. As well as being a delightful read for anyone who loves adventure, it is a valuable teaching tool that demystifies children with Asperger's, justifying their individuality as valid and interesting.

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Of Mice and Aliens: An Asperger Adventure (Asperger Adventures)

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Of Mice and Aliens: An Asperger Adventure (Asperger Adventures) eBook : Hoopmann, Kathy: Amazon.co.uk: Kindle Store

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Freaks, Geeks and Asperger Syndrome by Luke Jackson

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Freaks, Geeks and Asperger Syndrome by Luke Jackson

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Buy Freaks, Geeks and Asperger Syndrome: A User Guide to Adolescence Illustrated by Luke Jackson (ISBN: 9781843100980) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Meet Adam - a young boy with AS. Adam invites young readers to learn about AS from his perspective. He helps children understand the difficulties faced by a child with AS - he tells them what AS is, what it feels like to have AS and how they can help children with AS by understanding their differences and appreciating their many talents. This illustrated book is ideally suited for boys and girls between 7 and 15 years old and also serves as an excellent starting point for family and classroom discussions.

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Can I tell you about Asperger Syndrome?: A guide for friends and family

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Meet Adam - a young boy with AS. Adam invites young readers to learn about AS from his perspective. He helps children understand the difficulties faced by a child with AS - he tells them what AS is, what it feels like to have AS and how they can help children with AS by understanding their differ...

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Cindy N. Ariel (Editor), Robert A. Naseef (Editor) Format: Kindle Edition

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Voices from the Spectrum: Parents, Grandparents, Siblings, People with Autism, and Professionals Share Their Wisdom

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Voices from the Spectrum: Parents, Grandparents, Siblings, People with Autism, and Professionals Share Their Wisdom eBook : Ariel, Cindy N., Naseef, Robert A.: Amazon.co.uk: Books

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Autism: How to raise a happy autistic child

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Buy Autism: How to raise a happy autistic child by Hewitson, Jessie (ISBN: 9781398721722) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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STAR Neurodiversity Affirming Book List

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www.5pointscale.com was developed to share information about the use of the 5-point scale and other systems to teach social and emotional concepts to children and adults who could use some extra…

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All about Objects of Reference and how to use it

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How to play ready, steady, go games

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'Understanding your child's sensory signals: A Practical Daily Use Handbook for parents and Teachers' by Angie Voss

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Sensory tools and strategies made simple for home, school, and in the community! Handbook includes over 210 of the most common sensory signals and cues your child may be giving you. PLUS BONUS CONTENT...Sensory in a Nutshell! Just a little bit more, but not too much to overwhelm you. This practical, daily application handbook is helping parents, teachers, and caregivers all over the world to understand sensory signals and cues from a child rather than jumping to the conclusion of behavior driven. This user friendly "go to" handbook is geared for daily use and as a quick sensory reference guide designed to work hand in hand with ASensoryLife.com, where you can find printable handouts, sensory how-to videos, sensory tools and equipment ideas and links, as well as a sensory ideas on a budget. Enjoy the simple, organized format to give you the essential and useful information to respond to the child's sensory needs right on the spot! The handbook provides simple every day sensory strategies and techniques to help ALL children; including SPD, autism spectrum disorders, ADD/ADHD, APD, and developmental disabilities. This handbook provides guidance and understanding as to why children do what they do in regards to unique sensory processing differences and needs. When you respect a child's sensory differences, it will change how you respond. Keep it Real. Keep it Simple. Keep it Sensory!

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Understanding Your Child's Sensory Signals: A Practical Daily Use Handbook for Parents and Teachers

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Sensory tools and strategies made simple for home, school, and in the community! Handbook includes over 210 of the most common sensory signals and cues your child may be giving you. PLUS BONUS CONTENT...Sensory in a Nutshell! Just a little bit more, but not too much to overwhelm you. This practic...

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'The out of syn child' by Kranowiz, C (2005)

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As a music, movement and drama teacher for 25 years (1976-2001), Carol observed many out-of-sync preschoolers. To help them become more competent in their

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Find information about what is going on in your area, details on how to access services, organisations and activities in Hampshire, and the advice and support that is available.

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1. Over 90% of families in Hampshire organise their own journeys to school. They walk, cycle, use public transport, lift-share with other families or take their child to school in the family car. Have a look at Hampshire County Council's Travel to school page for ideas and information. For a minority...

2. 100% of school leaders believe that food and diet can affect cognitive function and children's learning progress, according to the latest survey results from HC3S, Hampshire's main school lunch provider. 90% of schools value HC3S as a partner in supporting nutrition at school, so find out more about how HC3S...

3. We would like to hear from young people in Hampshire about what you would like to see on this website. What information would be helpful for you that's not on here? What do you like about this website? What do you not like about this website? Any feedback...

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Family Information and Services HubNeed to find childcare? If you are having difficulties in finding appropriate childcare services please complete this online form to request help.

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An updated and expanded version of the self-published book in the same name, The Secret Life of Rose offers a fascinating insight into the experience of being a

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Expert resources, events and courses for Autism from internationally recognised experts Professor Tony Attwood and Dr Michelle Garnett.

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Kent Community Health NHS Foundation Trust

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Augmentative and Alternative Communication (AAC)

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AAC stands for Augmentative and Alternative Communication (AAC). It is any form of communication which helps (augmentative) or replaces (alternative) speech. AAC includes simple systems such as pictures, gestures and pointing, as well as more complex techniques involving powerful computer technolog…

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To help children transition and move on from activities

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The Hanen Centre - Autism and Social Communication

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Explore research-based articles, tips and resources for supporting autistic children’s social communication naturally throughout the day.

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Bucket Group - What it is and how to start

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Bucket Group - What it is and how to start

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Building attention skills in children: THE BUCKET!

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Gina Davies - toilet training for autistic children

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Gina Davies - toilet training for autistic children

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Potty Training your young child with autism. Toilets - let's flush some!

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Attention Autism Ltd – Support Services for Autism

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Attention Autism Ltd is home of the Attention Autism™ and Curiosity Programmes. Both programmes focus on the strengths of autistic children and young people to encourage engagement, attention, and communication.

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Having an autistic sibling can be a positive experience as they can share their unique qualities and outlook on life with you. It may help you to become a more accepting person. However, it may also be quite stressful at times.

Here we look at some of the potential concerns you may have about having an autistic sibling, whether you're an adult, teenager or child.

We also have some resources for parents of younger children who have an autistic sibling.

Adult siblings of an autistic person

You might be concerned about the future care needs of your autistic sibling (if they have high support needs), particularly when your parents are no longer able to be their primary carers.

It may be useful to meet as a family to talk about ideal care options for your autistic sibling in the future. Your sibling should be included in this if possible, using whatever means of communication that will give them the opportunity to express their views.

Consider if they are able to live independently or what community care option would be best for them? Would they prefer to live in residential care or supported living?

Find out more about the National Autistic Society's residential and supported living services and check out our available placements.

You may want to help your sibling find a job, manage their money, choose a college or university placement or have a better understanding of how they are able to advocate for themselves. It's particularly important to think about long term planning.

Teenage and child siblings of an autistic person

You may feel that your autistic brother or sister doesn't get told off as often as you do and that your parents give them more attention. As a sibling this may make you feel angry, sad, jealous, frustrated and/or confused. Watching our What is autism? video may help you understand why your sibling acts in the way that they do.

Bridget shares her experience of having an autistic sister:
"Even now I still find it hard to deal with. I'm a lot more patient with my sister than I used to be, and I'm trying to be a better sibling to her. I sometimes slip and get into a bad mood - but hey, I can't be perfect all the time. I'm still getting used to the whole concept of autism, and I don't really understand all about it."
It's important to remember that your parent/s don't love you any less than your autistic sibling. It could be that you don't require the same level of support that your sibling does, and so your parent/s feel they are able to trust you to do certain things alone. Although it may be difficult, try to speak to your parent/s to tell them how you feel, you may feel more comfortable to do this by text or email. They may be able to arrange some time when it can just be you and them.

If you can't talk to your parent/s, then try to talk to an adult in school, friend or a helpline.

You could ask a teacher or pastoral support worker if they can teach autism awareness in school.

Talking to others who have autistic siblings may also help. There are some groups that your family can ask for support and who may be able to give you the chance to meet others in a similar situation.

Find out more about our National Autistic Society branches and groups.

Your next steps

Resources for parents of younger children with autistic siblings

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Family relationships - a guide for siblings of autistic people

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Tips and support strategies for siblings of autistic people

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Hampshire Young Carers Alliance | Supporting Young Carers in Hampshire

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The Hampshire Young Carers Alliance (HYCA) is a consortium of ten Young Carer projects/services across Hampshire. Learn more.

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Family Fund deliver grants for families raising a disabled or seriously ill child or young people on a low income across the UK

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4 times as many boys are diagnosed autistic as girls. This is not an accurate picture.

Frequently, for many reasons, girls are diagnosed later (on average up to 6 years later), missed or misdiagnosed, causing long term mental health problems with too many girls feeling too anxious to attend school as a result.

Currently the assessment tools used to screen for autism are male-centric. We want to see tools in place that reflect multiple presentations and needs so that no child's need goes unrecognised or unsupported. We are currently pilot-validating the Internal Presentation of Autism Checklist that sits within our white paper Autism, Girls and Keeping it All Inside , so expect that to change soon. Our survey had 1123 responses in a week, so there are many people who feel strongly about having screening tools which feel representative. Our vision is for a system that enables autistic girls to thrive, to feel understood and to achieve the best educational outcomes.

Our aim is to raise awareness of autism in girls and others who present in an internal way with health, social care and educational professionals and to bring change. Not only to the way that autistic girls are assessed and subsequently supported but to the narrative, with updated and positive terminology used to describe autistic traits.

Our private Facebook group supports both autistic girls and women and their extended families, but there are many more who need our help. We are now a registered charity, fundraising to enable us to both fund projects which offer face to face support and campaign for real change.

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We are a small registered charity working to support, educate, and bring change. Here you will find lots of resources.

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Children Young People and Families Online Resource

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Alerting section

The aim here is to provide both vestibular (movement and balance) and proprioceptive (awareness of body in space) stimulation as these can help the child to become more alert.

Jumping on a trampette

Sitting and bouncing on a gym ball

Star jumps

Marching

Step-ups

Skipping

Lying over a gym ball on their tummy, roll forwards and weight bear through the arms

Organising section

This includes activities that provide a motor challenge and requires the child or young person to plan, organise and/or sequence their movement.

Catching a ball or beanbag

Throwing a ball or beanbag to a target

Balancing on wobble boards or walking along a gym bench

Crawling through a tunnel

Jumping through hoops (3-5 hoops)

Log rolling - with hands clasped and arms stretched out above the head

Crawling through a tunnel

Animal walks eg crab walk, bunny hops

Calming section

The activities suggested below provide proprioceptive (deep pressure) input and heavy muscle work which can have a calming and organising effect.

Have an adult apply deep pressure through child's shoulders using the palms of their hands (keeping fingers together). Maintain the pressure for up to 10 seconds, repeat 3 to 5 times

Chair or wall push-ups

Child lies on their tummy over a gym ball and rolls over gently, backwards and forwards

Child lies down on their tummy and an adult rolls a gym ball on their back using firm, consistent pressure

For older children, stretch a theraband or resistance bands in front of their body or above their head. Repeat 5-10 times

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Sensory Circuits | Children Young People and Families Online Resource

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Sensory Circuits is a sensory motor skills programme that helps children and young people become more organised and achieve the 'just right' level of alertness they need to help them prepare for the day's learning.

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A really useful and reputable website to look at. Information regarding support, sleep, toilet training, communication, latest research.

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The National Autistic Society | autism | Asperger Syndrome

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The National Autistic Society is the leading UK charity for autistic people (including those with Asperger syndrome) and their families. We provide information, support and pioneering services, and campaign for a world that works for autistic people.

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Hampshire's local offer for Special Eduational Needs (SEN)

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Hampshire's local offer for Special Eduational Needs (SEN)

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The Local Offer includes information about education, health, social care, preparation for adulthood, leisure services and impartial information advice and support.

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Family Information and Services Hub

Breadcrumb trail

1. Home

2. Hampshire's Local Offer for Special Educational Needs and / or Disabilities

Browse by subject

Latest News

1. Over 90% of families in Hampshire organise their own journeys to school. They walk, cycle, use public transport, lift-share with other families or take their child to school in the family car. Have a look at Hampshire County Council's Travel to school page for ideas and information. For a minority...

2. 100% of school leaders believe that food and diet can affect cognitive function and children's learning progress, according to the latest survey results from HC3S, Hampshire's main school lunch provider. 90% of schools value HC3S as a partner in supporting nutrition at school, so find out more about how HC3S...

3. We would like to hear from young people in Hampshire about what you would like to see on this website. What information would be helpful for you that's not on here? What do you like about this website? What do you not like about this website? Any feedback...

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Last Updated: 23 June 2023

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Family Information and Services Hub | Hampshire's Local Offer for Special Educational Needs and / or Disabilities

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Your Local Offer - Information and services available in Hampshire for children and young people (birth to 25) who have Special Educational Needs and/or Disabilities (SEND) The Local Offer includes information about education, health, social care, preparation for adulthood, leisure services and impartial information advice and support....

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Fun, sensory ideas to try out based around themes

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Jensory Update Video - What to expect from now on...

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Disability Living Allowance (DLA) - Cerebra

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Anyone who has ever tried to fill in a Disability Living Allowance (DLA) claim form will know what a huge and daunting task it can be. Our step-by-step guide to filling it in makes it easier for you.

The guide takes you through all the questions on the DLA form, explaining what each one means and giving tips on how to answer. It also offers advice on how to appeal if you are unhappy with the decision.

This guide is for England and Wales only.

Please note, we are aware that some of the questions have been altered by the DWP for the DLA1 claim form. We are in the process of reviewing the guide.

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Disability Living Allowance (DLA) - Cerebra

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Anyone who has ever tried to fill in a Disability Living Allowance (DLA) claim form will know what a huge and daunting task it can be. Our step-by-step guide to filling it in makes it easier for you. The guide takes you through all the questions on the DLA form, explaining what each one means and giving tips on how to answer.

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Early Bird Course - Winchester & Eastleigh

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Early Bird Course - Winchester & Eastleigh

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Post Autism diagnosis course aimed at the under 5's.

New Winchester & Eastleigh contact - Leanne Burton, l.burton@lanterns.hants.sch.uk

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EarlyBird leaflet Winchester & Eastleigh

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Ask About Autism | BRAAIN
A service designed to help families of autistic children. Offering Workshops, Support Groups and a Help Line

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We are parents of ASD and ADHD children, we understand the challenges parents and children face - We really hope that BRAAIN makes a difference to families!

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Directory Listing | Autism Hampshire
A 3-day course for professionals and parents' which offers a balance of theoretical perspectives and practical approaches including; structured approaches to learning and living, behavioural approaches to skill teaching, developing communication, behaviour management and the development of play.

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Impartial SEN advice, information and support

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Do you need some support responding to an EHCP or a Working Document? Join one of our online clinics where we'll guide you through the process.

Impartial Special Educational Needs and Disability Information, Advice and Support (SENDIASS) in Hampshire

Hampshire SENDIASS is an impartial Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS) that aims to make a positive and lasting difference for children and young people with special educational needs and/or disability (SEND) and their parents and carers. We do this by providing timely confidential, impartial information, advice and support through our online resources, at events and workshops, via our helpline service and through individual casework.

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Hampshire SENDIASS is provided by Polaris Children's Services, part of a leading Children's Services Group with over 24 years of experience in supporting children, young people and their families to build brighter futures.

Feedback

Tell us what you think by taking a quick questionnaire!

Get in Touch

If you can't find what you need, feel free to get in touch with us, our opening hours are Monday-Thursday, 9am-5pm, and on Fridays 9am-4pm . Outside of these hours please use the Contact Us Form. We aim to respond to all enquiries within 2 working days.

0808 164 5504

The Local Offer includes information about education, health, social care, preparation for adulthood, leisure services and impartial information advice and support. Hampshire's Local Offer (co produced with parents, carers and young people) aims to help you find your way through the maze of information to reach the best solutions for you/your child.

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Hampshire SENDIASS | Impartial SEND Advice & Support

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Hampshire SENDIASS provide information and support to Children & Young People with special education needs and/or a disabilities.

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Sleep Strategies for children with autism

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Sleep Strategies for children with autism

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Contact Us - Basingstoke & District Young Carers

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Get in touch Basingstoke & District Young Carers Office Address Basingstoke & District Young CarersThe Orchard White Hart LaneBasingstokeRG21 4AF Basingstoke & District Young Carers Respite Clubs Venue Maidenwell PavilionDown Grange Sports Complex Pack LaneBasingstokeRG22 5SN 01256 423 824 office@bdyc.org.uk

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Autism Awareness Month - Autism Simulator | Operation Ouch | Science for Kids

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Barn Tots SEND (often referred to as SEND Tots) is a parent and toddler group in Basingstoke for children with additional needs and disabilities.

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Information and how to apply

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A guide for parents and carers

Get started

If you're applying for the first time it's much easier to make an account first. That way your card(s) will be added into your account to access whenever you need to view or manage them.

Before you begin, you will need:

1. a device (phone, tablet, computer) with a web browser

2. an email account you have access to

3. a mobile phone that can receive text messages

4. the unique card number of each card you hold

5. details about each child you want to manage a card for

Create an account

You will need to register for a customer account.

Complete the information on the registration form, then press Create account.

You'll get an email sent to the email address you used. When you receive it, follow the instructions in the email and onscreen to set your password.

Your account

When you sign in, you will see a screen titled Your account.

Apply for a Gateway card

When you apply - if you've signed into your account - all your details will be filled in.

You'll still need to enter the details of the child you are applying for.
Apply now for a Gateway Card

Link a Gateway Card

To link your first card, make sure you have a mobile phone handy and the details of your card.

Go to Link a Gateway Card in your browser and you will be prompted to set a secure phone number.

Enter your mobile phone number and press Send.

You'll get a text with a 6 digit number. Enter this in the Confirm code screen and press Continue.

Enter the information on each part of the form as it is presented to you and press Next.

Be careful entering your child's first name and your email address as capital letters do matter.

We'll show you a summary of everything you've entered.

If it all looks good, press Verify details and the card should link to your customer account.

We have to ask for a lot of information here as we need to be sure that you are responsible for the information about the cardholder.

Link another Gateway Card

If you have more than one child with a Gateway Card, on the View linked cards screen you can keep adding more by pressing Link a Gateway Card shown below your cards.

Follow the onscreen instructions to link exactly as you did your first card.

View a Gateway Card

When you have linked a card, you'll be shown the View linked cards screen.

All the Gateway Cards will show on this screen as you apply and link more.

You can press View card - child name to see the whole card and even print it.

The QR codes can be presented on your phone when you check in to Short Break activities so you'll always have a digital copy.

Renew a Gateway card

Cards that need renewing will show on the View linked cards screen with a prompt and a link.

If none of the details have changed, in the Declaration section tick the box. Press Submit.

If any details have changed, press Edit and you can update the information. Press Submit when you have finished

The renewal will go to our team for checking and approving.

Get back to your cards

Now you're all linked up, you can get back to your Gateway Cards by signing into your customer account and choosing My Gateway Cards from the Your account screen.

Help and support

Contact the Short Breaks Team if you require help with your Gateway Card.

Email shortbreaks@hants.gov.uk

Phone 03707 793569

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A guide for parents and carers Get started If you're applying for the first time it's much easier to make an account first. That way your card(s) will be added into your account to access whenever you need to view or manage them.

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Supported by the Department of Education to AET supports partnerships throughout education in supporting young people with autism

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We have three sets of resources for parents. The first two provide advice and support at the time of two hugely important moments of your child's life in education: choosing a new school and for those potentially difficult meetings with the SENCO and the school support team. The third set of resource will give advice when your child is excluded from school, or is at risk of exclusion.

Finding a school for your child with autism gives ideas on questions you might want to ask when choosing a school for your child.

Working together with your child's school helps you to work with school staff to identify and meet the needs of your child. Remember, your child is unique and so are their strengths and challenges. Some autism strategies suit some children but might not work for others. Use this form to help school staff get to know your child as an individual and map up the school's provisions so you can work out a strategy tailored to your child's needs.

Exclusions offers advice and information to parents of children and young people on the autism spectrum on all aspects of school exclusion in England.

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We have three sets of resources for parents. The first two provide advice and support at the time of two hugely important moments of your child's life in education: choosing a new school and for those potentially difficult meetings with the SENCO and the school support team.

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Generic advice for all children with sleep difficulties

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A charitable organisation which supports parents/carers of children with additional needs aged 0-25 years.

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Hampshire Parent Carer Network (HPCN) offers parent carers of children and young people aged 0-25 with an additional need (diagnosed or not) or disability the opportunity to tell the Local Authority, Health and other services, what life is really like. Call us on 0300 3034330 or email participation@hpcn.org.uk.

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Hampshire Parent Carer Network (HPCN) offers parent carers of children and young people aged 0-25 with an additional need (diagnosed or not) or disability the opportunity to tell the Local Authority, Health and other services, what life is really like. Call us on 0300 3034330 or email participation@hpcn.org.uk.

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A little about Tony

Tony Attwood is well known for sharing his knowledge of Aspergers Syndrome. He has an Honours degree in Psychology from the University of Hull, Masters degree in Clinical Psychology from the University of Surrey and a PhD from the University of London. He is currently adjunct Associate Professor at Griffith University in Queensland.

Tony has written several publications on Asperger's Syndrome. His book, titled Aspergers Syndrome, has now been translated into several languages.

Tony operates his clinic two days a week and supports children and adults by visiting them at school and home. He also spends a large amount of time travelling nationally and internationally to present workshops and papers.

Tony is married to Sarah with three children, Rosie, William and Caroline. They reside in Brisbane, Australia, in which Tony uses part of his home as his clinic to see families.

For more about Tony Attwood, please continue here ...

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Tony Attwood is well known for sharing his knowledge of Aspergers Syndrome. He has an Honours degree in Psychology from the University of Hull, Masters degree in Clinical Psychology from the University of Surrey and a PhD from the University of London. He is currently adjunct Associate Professor at Griffith University in Queensland.

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Resources and information for parents and individuals who experience anxiety. As well as other aspects, there is a useful free downloadable booklet about exam stress.

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In 1970, the charity's founders, Katharine and Harold Fisher established The Phobics' Society from their home in Chorlton, Manchester, as a direct result of Katharine's personal experience of agoraphobia and with the sole aim of getting support in place for others in the same situation.

Since then, we've become a nationwide organisation but we still have the same basic aims. Whether you have anxiety, stress, anxiety-based depression or a phobia that's affecting your daily life, we're here to help you. And we're fully supported by an expert team of medical advisors.

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Anxiety UK - National charity helping people with Anxiety

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In 1970, the charity's founders, Katharine and Harold Fisher established The Phobics' Society from their home in Chorlton, Manchester, as a direct result of Katharine's personal experience of agoraphobia and with the sole aim of getting support in place for others in the same situation.

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Aims to help women and girls and their neurotypical loved ones communicate and understand each other better

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The Curly Hair Project is a social enterprise that supports people on the autistic spectrum and the people around them, founded by autistic author Alis Rowe. We use cool things like animated films, comic strips and diagrams to make our work interesting and easy to understand!

FROM THE BLOG

NEW e-Learning

We now sell online courses that you can complete in your own time and pace.

Find out more

FROM THE BLOG

Social Energy Theory

This theory is often described as "life-changing."

Watch animation

Upcoming Events.

Please select an event below to find out more information or to book. See all events.

"Alis Rowe is a woman of remarkable talent and insight into the world of Autism Spectrum Disorders. She is very brave in describing her personal thoughts, feelings and experiences and eloquently and succinctly explains the characteristics of ASD with the use of clear graphics and cartoons."

Animations

Our animations show how the girl with the curly hair reacts and deals with situations that occur in her everyday life.

Available to watch now

Books & Reading Materials

Our books are based on real life, personal experience. Alis has written over 20 books. 5* reviews on Amazon.

Books & Reading Materials

Online Courses

Our e-learning courses contain infographics and fun, visual quizzes. Receive a certificate of completion.

e-Learning Courses

Who are the Curly Hair Project?

The Curly hair Project (CHP) is an award-winning social enterprise founded by autistic author and entrepreneur Alis Rowe. CHP resources are used by individuals, families and professionals worldwide.

Endorsed by the world's leading psychologist in autism, Professor Tony Attwood and featured on BBC Radio 4. All our work is based on personal, real life examples and experiences.

Lots of people are quite unaware of how autism presents in women. There are lots of women out there struggling and they perhaps don't know why. Alis being open about it has already helped thousands of girls and women and their families around the world, take a look at our animated series featuring The Girl With The Curly Hair.

The Curly Hair Project is not just for girls, we have also helped thousands of Spiky Haired Boys too! Our resources are used by GPs, psychologists, speech and language therapists and teaching professionals.

A Day at the Vet's

The Girl With The Curly Hair is in her job at Caring Vets. The Girl With The Curly Hair's manager has made some reasonable adjustments for her, but the rest of the team don't always follow them.

Watch Episode

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The Girl With The Curly Hair - Autism Training, Animations, Books

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The Curly Hair Project is a social enterprise that supports people on the autistic spectrum and the people around them, founded by autistic author Alis Rowe. We use cool things like animated films, comic strips and diagrams to make our work interesting and easy to understand!

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Donate

Please give today and help Autism Hampshire to be there for people on the autism spectrum, and their loved ones, when they most need us

Join us

Working for Autism Hampshire can be both rewarding and challenging. Do you have what it takes? If think that you do, it would be great to hear from you

Contact

Our friendly staff team are ready to help you. Get in touch and we will do our best to answer your questions and help you find the information that you need

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Please give today and help Autism Hampshire to be there for people on the autism spectrum, and their loved ones, when they most need us Working for Autism Hampshire can be both rewarding and challenging. Do you have what it takes?

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South Hampshire National Autistic Society

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South Hampshire National Autistic Society

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The South Hampshire Branch is a self-funded branch of the National Autistic Society and run entirely by volunteers.

There are an increasing number of autistic people in the local area. Living and working with these people brings great rewards as well as challenges. There is often social isolation of children, young people and adults on the autism spectrum, their families and friends. The branch can help in a number of ways.

We welcome anyone for whom our group may be a helpful resource.

Autism is a lifelong disability which affects how people communicate and interact with the world. There are approximately 700,000 autistic adults and children in the UK. Without the right support or understanding, autistic people can miss out on an education, struggle to find work and become extremely isolated. The National Autistic Society is here to transform lives, change attitudes and build a society that works for autistic people.

For further information, please complete our Contact form.
To join our branch (it's free!) complete a Membership form.

Visit our Facebook page here for all the latest news
or navigate to our Diary dates and News pages
or click the button on the right-hand panel to download our latest newsletter.

Runner-upNAS 'Branch of the Year' 2019

Winner
The Farooqui Award for Diversity and Inclusion 2016

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This branch of the National Autistic Society runs a parent support group, family youth club, children's social group, adult social group and social evenings, has a resource library and has access to support for parents of children with Autism and Asperger Syndrome.

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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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Garrod, L (2000). My Brother is Different: A Book for young Children Who have a Brother or sister with Autism. London: National Autistic society.

Fairfoot,E. and Mayne, J. (2004). My special brother Rory. London: The National Autistic Society.

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Al-Ghani, K (2012). The Panicosaurus: Managing Anxiety in Children Including Those with Asperger. Jessica Kingsley Publishers.

Al-Ghani, K (2008). The Red Beast. Controlling anger in children with Asperger syndrome. Jessica Kingsley Publishers.

Altiero J. No more stinking thinking: a workbook for teaching children positive thinking. Jessica Kingsley Publishers.

Amos, J (2011). Afraid. CherryTree Books (other titles include: Brave & Jealous).

Buron, K (2013). When my worries get too big; a relaxation book for children who live with anxiety. AAPC Publishing.

Chalfant, A (2011). Managing Anxiety in People With Autism: A Treatment Guide for Parents, Teachers and Mental Health. Woodbine House.

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Big Bag of Worries The Huge Bag of Worries Book The Huge Bag of Worries Read Aloud Huge Bag of Worries Strory Huge Bag of Worries Online Story Bib Bag of Worries Worry About a Bag Ruby's Worries How Big Are Your Worries Little Bear PDF Lily Kawaii and the

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This charity runs sleep workshops for parents in West Berkshire.
http://www.parentingspecialchildren.co.uk

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Potty training information and tips from the experts to guide you through the process of getting your child out of nappies and into pants for good. Every child is different; they learn to walk and talk at different times and they learn how to use the toilet at different times too.

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Discover a wide range of resources, publications and downloads to support use and implementation of AAC and AT

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The information in this section has been developed by the Portsmouth Neurodiveristy Team to help signpost parents to useful resources, organisations and services to support them and mirrors the profiling tool that you may have completed.

More content for families in Southampton and the Isle of Wight is currently being developed.

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Carol Gray's website. The creator of 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 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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Buy All Cats Are on the Autism Spectrum Illustrated by Hoopmann, Kathy (ISBN: 9781787754713) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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The support is amazing and we have already seen the impact of the practical suggestions and strategies that we have learnt from the course. The dressing chart, social stories, reference to the literature - the list goes on!

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Mustard Seed Autism Support | Mustard Seed Autism Support

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The support is amazing and we have already seen the impact of the practical suggestions and strategies that we have learnt from the course. The dressing chart, social stories, reference to the literature - the list goes on!