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NAS Richmond Info Pack December 2020

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NAS Richmond Info Pack December 2020 AUTISM: A SPECTRUM CONDITION AUTISM, ASPERGER’S SYNDROME AND SOCIAL COMMUNICATION DIFFICULTIES AN INFORMATION PACK A GUIDE TO RESOURCES, SERVICES AND SUPPORT FOR AUTISTIC PEOPLE OF ALL AGES; THEIR FAMILIES, FRIENDS, ASSOCIATES AND PROFESSIONALS Produced by the National Autistic Society’s Richmond Branch. Online edition December 2020 Introduction 1 Introduction AN INTRODUCTION: WHAT WE OFFER The Richmond Branch of The National Autistic Society is a friendly parent-led group aiming to support families and autistic people in the borough. We hold coffee mornings, liaise with other groups and provide regular updates through emails and our Branch website. We are also working with our local authority and other professionals to improve access to health, social services and educational provision. Our core objectives are: Awareness, Support, Information Our present activities: Awareness and liaison. Networking and partnering with other local organisations, sharing expertise and working with them to improve services. Raising awareness and representing families and individuals affected by autism by involvement in the local authority’s implementation of the Autism Strategy, SEND plus other autism interest/pan-disability rights groups. Family and individual support. This is offered primarily via email support, plus our coffee mornings. Information. We aim to help and inform families and autistic people, and do so via: • Our Branch website. This gives details of our Branch and NAS Head Office’s activities, other groups, general activities and events, plus the online Information Pack. • The NAS Richmond Branch Information Pack. An essential guide to autism services and support. Written by local parents, the Information Pack aims to help anyone affected by autism or Asperger syndrome, including parents, carers and anyone else who provides support. Our first Information Pack was produced in 2004; the second edition being published in 2010. The online version is updated to reflected changes and include new information as it becomes available. The members of NAS Richmond Branch’s committee, all of whom are parent volunteers, provide the above activities and resources. We are not in a position to provide respite care, therapeutic input or counselling, but having said that, we will do our best to signpost you to the appropriate services. We extend a very warm welcome to all newcomers — people who would like to contribute to our group with their experiences and ideas, as well as those who would just like to meet up. We look forward to hearing from you soon. NAS Richmond Branch contact details: Email: [email protected] Website: www.richmondnas.org Facebook: www.facebook.com/pages/NAS-Richmond-Branch/1716102091862420 The National Autistic Society’s Head Office holds details of Richmond Branch, plus those of all other local Branches of the NAS throughout the country. Contact NAS Head Office at: Tel: 0808 800 4104 (Autism Helpline) Website: www.autism.org.uk Introduction 2 Introduction CONTENTS AN INTRODUCTION: WHAT WE OFFER 2 Our present activities and contact details. 2 CONTENTS 3 WHAT IS AUTISM? 6 What is autism? 6 ‘Describing Autism’ diagram 7 Myths about autism + positive traits 8 You are not alone 9 So, you think someone you care for may have autism 10 Who can help (children and adults)? 10 WHY A DIAGNOSIS? 11 Children’s diagnosis 11 The Autism Diagnostic Pathway: 0 to 5 years of age 12 The Autism Diagnostic Pathway: 5 to 18 years of age 14 Talking to your child about autism 17 Adults’ diagnosis 18 Provision for autistic adults – The Autism Act 23 AN INTRODUCTION TO IN-BOROUGH SERVICES 25 Children - Health, Education and Social Services 25 Children and Young People’s Disability Register 26 CHILD HEALTH CARE 27 Health Visitors 27 Community Nursery Nurses 27 School Nurses 27 Community Paediatricians 27 Child and Family Consultation Centre (CAMHS) 28 Speech and Language Therapy 28 Occupational Therapy 30 Physiotherapy 31 Dietitian 31 Dental Care 32 Toilet Training and Promotion of Continence 32 EDUCATION 33 Educational Psychology 33 What kind of education should I be considering? 34 Pre-School and Reception 34 Primary and secondary school 35 College 36 Out-of-borough provision 36 Preparing for Adulthood/Transition 37 Higher Education/Universities and Disabled Students’ Allowance 38 Disability discrimination 41 Further suggestions 41 Home Education 42 Information, Advice and Support Services 42 Contents 3 Contents 3 EDUCATION (continued) Education, Health and Care Plans 43 School exclusions 44 SEND provision: The Children and Families Act 2014 45 The Local Offer 45 Disagreeing with a decision 46 Autism Education Trust (AET) resources 47 Support for children and young people with SEND: the Golden Binder 48 SOCIAL SERVICES (children and young people) 49 Making a referral 49 Short Breaks 50 Other Services 52 Social Services 18+ 52 SOCIAL SERVICES (for adults) 53 Autism Services 53 Adult Social Care Access team 53 Richmond Learning Disability Services 53 Social care: Are you eligible for support? 54 Self Directed Support 55 In-Borough Services for Adults with Learning Disabilities 56 The Care Act 56 SUPPORT, HEALTH AND WORK 58 Support 58 Health 60 Work 60 INDEPENDENT LIVING AND HOUSING 62 LEISURE 65 General tourism and holiday information 65 Children and Young People 66 Adults 71 Additional leisure information 74 BENEFITS AND ALLOWANCES 75 Organisations offering advice 75 Disability Living Allowance (DLA) 76 Personal Independence Payment (PIP) 76 Carer’s Allowance 78 Benefits and Allowances 16+ 78 Being an Appointee 78 16 to 19 Bursary Fund 79 Employment and Support Allowance (ESA) 79 Universal Credit (UC) 85 Other Benefits Advice Services 87 Disabled Facilities Grant 87 Additional Concessions, etc. 88 APPROACHES AND INTERVENTIONS 91 Behaviour management programmes and parenting support 91 Diet and supplements 93 Complementary Therapies 93 Contents 4 Contents 4 APPROACHES AND INTERVENTIONS (continued) Other Resources 94 Counselling and Psychotherapy 95 WILLS AND TRUSTS 96 SUPPORT AND INFORMATION RESOURCES 97 CONTACT LIST 104 EDUCATION – USEFUL CONTACTS 109 SUGGESTED READING 112 Where to begin 113 Parenting 113 Personal Accounts 116 Education and Learning 116 Employment 118 Relationships and growing up 119 Explaining autism to children and young people 120 Health and biomedical interventions 122 General 122 NAS books and e-books 124 USEFUL WEBSITES 125 General 125 Education 125 Teaching Materials 126 Preparing for Adulthood/Transition 127 Literature 127 Health, therapies and biomedical intervention 127 Relationships and sexual health 128 Social networking and forums 128 Games, toys & sensory needs 129 Legal professionals 129 Miscellaneous 129 USEFUL APPS 132 Communication 132 Social skills and expressing emotions 133 Social Stories 133 Out and About 133 Miscellaneous Apps 134 ABBREVIATIONS LIST 135 INDEX 136 THANK YOU.... 139 Contents 5 Contents 5 WHAT IS AUTISM? Do you have concerns about a child or adult, or feel that they are different from their peer group in some way? Maybe you’ve observed that they have difficulties in some of the following areas: • Making friends and/or not interested in communicating with others • Speech is delayed and/or disordered, or the opposite — using concrete, literal language and monopolising conversations with that person’s topic of special interest • In the case of children, their playing seems odd • Displays repetitive behaviour or obsessional interests • Little or unusual eye-contact • General social interaction is absent or odd • Seems to avoid contact — physical or otherwise • Reacts poorly to change • Sensory differences - over and under sensitivity to everyday sensory information Could that person possibly have autism? Autism is a lifelong developmental condition affecting the way a person communicates and relates to others. Autism can be termed as a spectrum condition as it varies depending on the individual, from classic autism which is more pronounced and where accompanying learning disabilities are more likely, through to social communication difficulties, where the person has difficulties in using spoken and written language and give inappropriate responses in conversation. Autism affects a person’s ability to effectively communicate, have social relationships, do well at school/college and at work. It is often diagnosed during a child’s pre- school or early school years, based on observed persistent difficulties that meet the following criteria: • Difficulty with social communication and interaction. • Restricted, repetitive patterns of behaviour, interests or activities. This includes those behaviours linked to sensory difficulties (many autistic people find it difficult to process everyday sensory information such as sounds, tastes, sights, smells and touch). Asperger’s syndrome, high functioning autism, pervasive developmental disorder (not otherwise specified), pathological demand avoidance syndrome and childhood disintegrative disorder are now all classed as being part of the autism spectrum. To learn more about the diagnostic criteria, please visit http://www.autism.org.uk/about/diagnosis/criteria-changes.aspx. Other conditions may also occur in association with autism. This is known as co-morbidity and some of those conditions may include dyslexia, dyspraxia, attention deficit hyperactivity disorder (ADHD), obsessive compulsive disorder, anxiety, depression, epilepsy and learning disabilities. What is autism 6 What is autism 6 DESCRIBING AUTISM These pin people illustrate some ways in which autism is displayed
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