Membership Number
Autism Bedfordshire
St Mark’s Church Community Centre
Calder Rise, Bedford MK41 7UY
Tel: 01234 214871
Tel: 01234 350704 (helpline)
e-mail: enquiries@autismbeds.org
www.autismbedfordshire.net
Registered Charity No 1100722
Membership Pack
(Please note this pack is under revision)
Thank you for completing your membership form and welcome to Autism Bedfordshire.
We have pleasure in enclosing a copy of our membership pack giving a variety of information. Some
of the details we hope you will find of immediate use, other pieces you may wish to refer to at a later
date.
We constantly update our pack so if you have any suggestions please let us know.
Included in this pack are details of our services and groups throughout the county, please ring our
office for further details. Updates will appear in our Pathway newsletter – see the next page for
details.
If you are thinking of applying for Disability Living Allowance or would like more information on
understanding autistic behaviour, routine and structure, obsessional behaviour or special interests,
we have booklets available to help you.
Our annual accounts are also available, if you would like a copy please contact the office.
Our telephone helpline is available on 01234 350704 and our general enquiries line is 01234 214871,
so please feel free to contact us if you have any questions or want to discuss anything further.
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Autism Bedfordshire
Board of Trustees
Lauraine (Lainey) Miller - Chair
Jeff Bulled - Treasurer
Peter Scott - Secretary
Kate Williams
Bernadette Henderson
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Autism Bedfordshire
Office Staff Members
Children’s Services Manager
Emma Reade
Adults’ Services Manager
Mike Osborne
Development Officer
Development Officer
Asst Development Officer
Rokeah Begum
Liz McTernan
Kate Osborne
Autism Advisor
Sally Cripsey (P/T)
Gill Christmas (P/T)
Asst Development Officer
Office Administrator
Emily Theodore
Liz Walters (P/T)
Fundraising Development
Officer
Finance Officer
Finance Officer
Cathi Grover (P/T)
Nicki Barber (P/T)
Services Provided by Autism Bedfordshire
Telephone Helpline
01234 350704 9am–3pm, Mon – Fri.
We give information on all aspects of autistic spectrum conditions and associated problems. Using
our extensive database we are able to provide information on services throughout Bedfordshire and
Luton as well as advisory agencies throughout the UK.
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Newsletter
Our bi-monthly newsletter, Pathway, is sent to over 370 members. It includes up-to-date information
on our services plus other voluntary and statutory services in Bedfordshire, and new books or
research in A.S.C. If you would like to submit anything to our newsletter, please feel free to contact
us, we encourage articles and suggestions from our members.
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Training
Training is provided across the county for parents and professionals both in-house and purchased.
One major training event is held annually and smaller evening/weekend training events are held, as
needs led.
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Library
We currently have over 600 books, DVDs/videos and resources now entered onto a database for
efficient access. The list of books is available on our website. Members can loan books via the office
and at some of our offsite activities. Please call the office if you would like to browse through some of
our books or would like to borrow from the library.
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Statutory Bodies
The Managers and Development Officers have a role in championing the rights of people with Autistic
Spectrum Conditions. Wherever possible this means attending statutory authority meetings. In this
position we are able to fulfill a number of functions as follows: To feedback to Bedford, Central Bedfordshire and Luton Social Services, Health and
Education Authorities any difficulties that our members may be having. Currently we meet
regularly with the local authorities to report on the difficulties children with A.S.C. are having in
mainstream education. All feedback is confidential, unless members express a wish to have
their case discussed.
 To attend statutory authority working groups such as the Learning Inclusion Strategy Group, to
feedback the needs of children with A.S.C. to be included in the planning of services. By
talking to parents on our helpline and at our LOAF groups, we are able to feedback the current
status and needs to the authorities.
Autism Bedfordshire is also often called upon to provide reports and information highlighting the
needs of children with A.S.C. and their families. Autism Bedfordshire staff spend 10% of their time on
championing the rights and needs of children with A.S.C. and their families.
Support Groups and Activities Provided by Autism Bedfordshire
Loads of Autistic Fun (L.O.A.F.)
L.O.A.F. is run as a family drop-in on a fortnightly basis on Saturdays from 10am – 1pm at four
venues:
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St Johns School, Kempston, Bedford
Ivel Valley School, Biggleswade
Southcott Lower School, Leighton Buzzard
Rothesay Nursery, Luton
We offer play and leisure activities for children on the autistic spectrum and their siblings. Currently
we have a range of art and craft activities, inside and outside play areas plus a bouncy castle at
some sessions.
Parents must stay on site at all times and supervise their children unless a staff member is doing so.
We have staff that can be assigned to families and some staff will be floating, willing to help if asked.
Parents can meet each other for a chat and there will be a staff member from Autism Bedfordshire at
most sessions. There is a room with hot refreshments (NO children please) and a library box
available for parents to borrow books and DVDs/videos. This facility can only be used if there is a
staff member available to look after your child, please ask staff. Please note because of health and
safety hot drinks are not allowed in any area where there are children.
Parents/carers will be responsible for changing their children’s nappies and dealing with upsets/
incidents (nappies will need to be taken home to be disposed of). We have a qualified first-aider on
site at all times but parents must authorise any medical aid given. Cold drinks and biscuits will be
available for the children, however if you want to bring a packed lunch please feel free to do so. If you
need any more information, please speak to a Play Leader in the first instance.
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Wanted Fun - Social Activity/Friendship Groups
For the teenagers we have evening youth groups called Wanted Fun. These provide social
opportunities for young people aged 10-17 years with Asperger Syndrome or high functioning autism.
Groups are set up at 3 venues throughout the county:
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Bedford at Kempston Youth Centre, Hillgrounds Rd, Kempston, Bedford (Friday evenings)
Leighton Buzzard at Leighton Buzzard Youth Centre, Vandyke Road, Leighton Buzzard
(Wednesday evenings)
Luton at Park Town Community Centre, Bailey St, Luton (Thursday evenings)
The groups run fortnightly during term time with occasional outings during the holidays. Each group
has a different activity focus depending in the interests of the young people and what they want to do.
Often there are games, Wii, outings to the cinema or bowling. The young people have lots of fun in a
friendly environment which builds their confidence and self-esteem.
Summer Schemes
These run in the summer holidays at different locations in Bedford and Luton, providing social,
educational and play experiences for children with Autistic Spectrum Conditions aged 3 to 17 years
and over 2,500 hours of respite care for their families. There is a daily charge.
Currently we run 4 different schemes:
1. Junior Activity Scheme (for ASC children aged 3-9 years with autism and learning
difficulties, Asperger Syndrome and high functioning autism). Each child is supported 1:1
(and, occasionally, 2:1) by a trained member of staff or volunteer so they can access a
wide range of activities or outings safely and according to their ability. The activities include
sand and water play, bouncy castles, outside games equipment, art and craft activities,
music, photography, circus skills, a magician, and trips out swimming, bowling and to
outdoor activity parks. Up to 25 children per day can attend.
Venues:
 St John’s School, Kempston, Bedford
 Richmond Hill Primary School, Luton
2. Summer Fun is a youth club scheme for young people aged 10-17 years with higher
functioning autism or Asperger Syndrome). It offers 1:1 support when appropriate,
otherwise the young people are encouraged to interact with each other, with the staff
supporting them. They go on daily outings to swimming pools, bowling, climbing centres,
and venues such as Quasar. The club can support up to 10 young people per day.
Venues:
 Kempston Youth Centre, Kempston, Bedford
 Park Town Children’s Centre, Luton
3. Junior Holiday Club is for young people aged 10-13 years with A.S.C. and moderate to
severe learning difficulties. It is similar in style to Summer Fun but with a higher staffing
ratio (at least 1:1 support and sometimes 2:1) to enable the young people to access the
activities safely. There are a range of outings geared towards the different needs and
interests of these individuals e.g. Snoezelen Sensory Centre, Sno!zone (tobogganing),
bowling and Gulliver’s Splashzone. Each group can support up to 8 young people,
depending on their needs.
Venues:
 St Johns School, Kempston, Bedford
 Hightown Community Sports & Arts Centre, Luton
4. Senior Holiday Club is for teenagers aged 14-17 years with A.S.C. and moderate to
severe learning difficulties. As with the Junior Holiday Club, there are a range of outings to
places like Willen Lake (boating), the swimming pool, bowling and Kempston Outdoor
Centre. Each group can support up to 8 young people, depending on their needs.
Venues:
 Kempston Youth Centre, Kempston, Bedford
 Hightown Community Sports & Arts Centre, Luton
Adult Services
The options available for people with Autism as they transition to adulthood are very limited. Those
with an associated learning difficulty are able to access more services than those who do not have a
learning disability. Autism Bedfordshire is therefore mostly concerned about the group of adults with
Asperger Syndrome or high functioning autism who do not have support or services. We know that
many of these people stay at home or walk the streets through most of their adult lives. Yet we all
have a right to a fulfilled and meaningful life and many could contribute to society through work
experience, voluntary or paid work, especially when their strengths are considered: attention to
detail, liking order, routine and being rule bound, wanting to complete a task, special interests. The
services we currently offer for adults with A.S.C. are: Adult Skills Project which helps young adults with A.S.C. develop the communication,
employment, social and life skills needed to be a part of the local community, including being able
to access college, voluntary/ paid work and leisure facilities.
 Adult Social Activity Groups which help individuals to learn social skills and gain greater selfesteem to help them better integrate into society.
 Personalised Support is offered to a small number of adults who need emotional and practical
support to cope with their lives.
For all these services we employ staff who are trained in A.S.C. and use a variety of techniques to
support the individuals such as symbols, social stories, structure and routine (TEACCH) use of name
first, clear and straightforward language and instructions.
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Autism Bedfordshire
Compliments, Comments and Complaints
We aim to provide good quality services for all our members and people who phone our helpline.
Your comments, compliments and complaints help us to improve the services.
Compliments
If you have been satisfied with the service received then we are grateful for your feedback, either
verbally or in writing. We use this information to improve what we do, but also to show our funders
that the services we provide are good.
Comments
If you have a suggestion or idea about how the services we provide could be improved, please feed
this to the office either verbally or in writing. We do evaluate all our services regularly but welcome
additional feedback. Again we can use this information to improve what we do.
Complaints
Should you for any reason need to complain about any issue relating to our services, the procedure
is set out below:It may be possible to resolve the problems as and when they occur. This should be attempted
through whoever is in charge of the activity, e.g. Play Leaders, Development Officers. However, if
this is not possible then the formal complaints procedure should be followed:Full records of the complaint should be kept throughout the process.
1. Formally present your complaint to the Manager of Autism Bedfordshire. This may be in writing
or using suitable alternative media. The details need to include the following: 
The date the incident(s) occurred
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The names of the people involved
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The aspect of the incident that you are unhappy about
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The nature of the complaint in general.
2.
Autism Bedfordshire will acknowledge receipt of your complaint as soon as possible and then
investigate the incident fully within twenty working days. If we have any reason to delay over
this investigation, we will keep you informed as to the reasons for the delay. Staff members will
be given the right to reply to any complaint during this stage of its investigation.
3.
The Chair of the Board of Trustees will be informed of the matter.
4.
Autism Bedfordshire will present you with a formal reply to the complaint. This will be written, or
in a suitable alternative media. Details of the response will be copied to any staff members who
are concerned with the incident, along with any recommendations for action, which have been
made as a result of the investigation.
5.
If you are not satisfied with the response you have received and the outcome of the complaint,
you can ask to refer the matter directly to the Chair or Vice Chair of the Board of Trustees for
further investigation.
6.
At this stage the Board will be required to meet to discuss the incident and will be required to
reply within a further 20 working days, outlining how the complaint has been dealt with and the
outcome.
Complaints Policy Updated November 2005
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EARLY INTERVENTION
After diagnosis – how to go forward
Dealing with your child’s difficult behaviour
By Rosemary Siddles
After a child is diagnosed with ASC, it is so often the case that parents feel isolated and unaware of
how they can best help their child, where to go for help and how to regain some control and
understanding of the situation. Quite simply, it may feel that the bottom has fallen out of the world.
The NAS frequently receive calls and letters form concerned parents who want advice on how to deal
with their child’s difficult behaviour. The subject is enormous; every child is different and the
particular problems encountered are so varied. However, below are a few suggestions on dealing
with the most basic problems, linked to the NAS SPELL approach.
Structure
Even a very young child with an autistic spectrum condition needs structure to his/her day. Starting
and ending the child’s day at a routine time is important. Try not to give the child unexpected
changes, don’t let him/her get into the habit of going to bed at the same time as you might find the
habit becomes an unbreakable routine.
Taking advantage of a child’s desire for structure and routine can help a good deal. For example, if
you start the day at 7 am but lie-in on a Saturday and Sunday, keep to that routine as much as you
can, even on holiday. Bed times are often difficult and normal ‘good’ parenting skills apply. Children
with autistic spectrum conditions need relaxation and an opportunity to wind down too, so if possible
give your child a quiet half hour before bed, a soothing drink (if he/she will drink it) a bed time story or
soft music, dimmed lights and turn the TV down so that it is not an attractive alternative to bed.
Children with autistic spectrum conditions can miss out on opportunities for good exercise, but this is
important for good health both as a child and in adulthood. It’s a good idea to ensure that your child
gets plenty of exercise when he/she is out of school, in the evenings, weekends and holidays.
Positive
You may find you need to be quite firm (and kind) with your child, making it clear that he/she sits at
the table at mealtimes, wears outdoor clothes in the cold weather, goes to school everyday and so
on. But it’s also important to be positive with him/her, praise him when he is good and try to manage
situations so that he can be successful. Avoid threatening him, tell him he will, for example, get a
packet of crisps after you have been shopping, not that he will not get crisps if he is naughty – that is
too difficult for him to understand.
Empathy
Understanding the conditions of autism, and getting the whole family (including grandparents) to
understand makes an enormous difference to your child, particularly when you are ‘on show’ in
public. Some text books are hard to follow, and it often helps to talk to other parents, and to meet
older people with autistic spectrum conditions. The books written by people with autism and
Asperger Syndrome themselves are very illustrative.
Low arousal
A chaotic, unstructured household can be really difficult for a child with an autistic spectrum condition
to cope with. Look into the signals your child gives you. His tantrum may be his way of
demonstrating discomfort.
Difficult behaviours often have purpose and so-called abnormal
behaviours are often the way a child has learned to adapt to his/her environment. Carefully
observing and then acting upon unexpected changes in the child’s ‘world’ can sometimes make an
enormous difference.
Links
Once you have decided, as a parent, on your way of managing your child you will need to be
consistent. Problems can often be initiated by some other family member offering help but using a
completely different style of managing the situation. Make sure everyone does the same thing. If
you are going out for the evening, for example, make sure your babysitter follows your routine exactly
– and then perhaps you will be able to go out again!
Autism Bedfordshire are happy to give help and advice on all aspects of autism. Please feel free to
ring for information on 01234 214871.
Mainstream or specialist school?
By Mike Collins
What sort of school – mainstream or specialist?
This is one of the most difficult questions parents of a child with special needs have to ask
themselves.
Many people – professionals, friends and family – will have their own ideas on suggestions as to
what is best and parents may feel that their own expectations and hopes for their child are largely
ignored, unrealistic or at worst ridiculed.
Parents know their children best and it is this knowledge that provides the first indications about what
sort of schooling would best meet their child’s needs.
Because autism is a spectrum conditions affecting children across the ability range and because
each child has their own personality, strengths and weaknesses, what suits one child may be totally
inappropriate for another. It is crucial that parents gather all the information available about the
benefits and drawbacks the different forms of education may have. With this information to hand,
parents can match their child’s needs with a school’s approach.
Another major factor to recognise is that a child’s needs may well change during their educational
career. A child may begin in an autism-specific school - but later transfer into a mainstream primary
or secondary school.
Similarly, some children benefit from ordinary primary schooling before going on to specialist schools
in which they have continual access to mainstream opportunities backed up with a much needed
focus on independence skills and social communications.
Annual review procedures exist if a child has a statement of special education needs. This is a good
time to consider what should happen to ensure each pupil’s needs are being met.
MAINSTREAM
For parents considering mainstream schooling there are some useful checks to be made.
Is the school willing to learn about autism and work with you?
We have to recognise many teachers in ordinary schools may not have any experience or
understanding of autism. Are they, therefore, prepared to take on some training which will help them
grasp the implications of how children with autism learn and of how successful teaching strategies
can be used?
Will staff enable your child to be included in the full life of the school?
We know while many children with ASC can succeed with large parts of the curriculum, it is the social
aspects of school life that can present the greatest challenges. Is the school willing to set up ‘buddy
schemes’; does the school’s behaviour policy support individual pupils and effectively discourage
bullying; if a support person is provided, how is their time prioritised – they may be needed at break
and lunch times rather than in the class sessions. Does the school include social skills training on
the curriculum?
What about the school environment?
Mainstream primary schools are deliberately visually stimulating places. Children are encouraged to
talk together – the lively buzz typically found in such schools is associated with children learning. For
a child with autism the potential for confusion in such a stimulating environment may be quite
daunting. Parents need to be confident their child has the organisational skills to cope and succeed
in such a setting, or at least be sure that a child’s needs in these areas are recognised and
addressed.
The role of the special needs co-ordinator
Ordinary secondary schools present different opportunities and challenges. Any large organisation
has clear routines to function and a child with ASC can use these structures, timetables etc to make
sense of the school week. The Special Educational Needs Co-ordinator (SENCO), has an important
role in ensuring staff are aware of the implications autism might have in each subject area – a task
demanding a level of knowledge of ASC. Is the SENCO willing to learn, and is there support from an
advisory teacher in autism?
What is the school’s policy on working with and communicating with parents?
Instinctive reactions are often the right ones – are you made welcome? Are staff willing to include
you in their planning and, most important of all, are they interested in your child?
It is important to recognise the limits to which a mainstream school can go in terms of adaptations to
the physical environment, its organisation and the curriculum on offer. But for parents who want
mainstream schooling and believe contact with ordinary children (and all that means) is in the child’s
best interests, then the lack of absence of autism-specific learning strategies are outweighed by the
advantages we know some children with ASC benefit from and succeed with in mainstream. It is for
parents to be sure it is right for their child.
SPECIALIST
The emphasis and focus of specialist schools is on children’s autism. The intention is to reduce the
effects of autism and to provide strategies to enable the children to have a better quality of life and to
be successful participants in society.
The ways in which individual schools pursue these goals varies tremendously. Parents need to
weigh up which approach and methodology would be best for their child. There are however some
common features shared by most of the specialist schools. Structure organisation and high
expectations should be obvious and explicit to parents making a first visit to a specialist school:
structures should be evident through a child’s Individual Educational Programme (IEP),
timetables and routines
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organisation through the systems in place to support each child in all aspects of school life
 high expectations evident by the opportunities for every child to achieve success.

The security, structure and consistency that specialist schools should provide can, for some children,
offer the necessary support they need to be maintained in an educational setting.
Without these essential features in place these children, some with additional complex needs or
behaviours, might not have access to educational provision.
What else?
A wider range of options is now becoming available. Attendance at a specialist school with time in a
mainstream setting, base provision in a mainstream or other special school and increasingly,
advisory teachers working across the full range of provision supporting individual children
demonstrate that a careful mix-and-match approach can be successful for some children with ASC.
Parents will need to check the balance of time spent in a base provision and in the main body of the
school. This should be drawn up in response to a child’s needs. For example, if the priority for your
child is developing social interaction, a PE or dance lesson would be more appropriate than a session
in which children work as individuals.
Having read through some of these educational choices it is understandable if some parents still feel
anxious. Drawing up a ‘for and against’ list based on the needs of the child can sometimes help –
then match whichever provision comes closest to meeting the criteria used.
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Autistic Spectrum Conditions:
an aid to diagnosis
by Lorna Wing MD FRCPysch
The Nature of Autism
Ever since Kanner (1943) first described the behaviour pattern he called ‘early infantile autism’,
workers in the field have tried to define its essence. The problems of definition have been made
more complicated by the comparatively recent interest in the syndrome described by Asperger, which
like Kanner’s syndrome, is one of the sub-groups within the autistic disorders (see Frith, 1991, which
contains a translation of Asperger’s original paper written in German in 1944). At first, the theories
tended to suggest an emotional abnormality but, over the years, evidence has been built up to show
that autistic behaviour is due to physical dysfunction within the brain.
The Triad of Impairments
In recent years, studies of babies and children without handicaps, as well as work with children with
autism and related disorders, have contributed to our understanding of the autistic conditions, which
are now generally regarded as disorders of development. The central problem is a triad of
impairments affecting social interaction, social communication and imagination. This triad is always
accompanied by a limited, narrow, repetitive pattern of activities. Recent research has shown that
the skills of social interaction, communication and imagination are, like other developmental skills,
dependent upon aspects of the function of the brain. Although the precise areas involved have not
yet been identified, progress in this field is being made.
Diagnostic problems arise because the triad can be shown in many different ways. Unless the
diagnostician is fully aware of the triad of impairments underlying autistic conditions, s/he may be
confused by a whole series of variables that affect the outward manifestations, as follows:
1. The basic impairments can occur in differing degrees of severity
2. Changes occur with increasing age; differing aspects of the behaviour pattern are more obvious
at some ages than others
3. Mild learning difficulties occur in about one quarter and severe learning difficulties in one half of
all people with autism
4. There may be other associated handicaps, including epilepsy, sensory impairments or physical
disabilities
5. Education and the social environment can have marked effects on overt behaviour
6. All children have their own personalities which affect their reactions to their disabilities
Nevertheless, despite all these sources of variation, the elements that the children share in common
are important and determine the type of education and management they need, even if the contents
of the educational programmes differ widely depending on individual abilities.
Prevalence
There is one important consequence of basing diagnosis upon the impairments described above. A
study of all children with physical or mental disabilities in one area of London (Wing and Gould 1979)
and another study in Gothenberg, Sweden (Gillberg et al. 1986) showed that these underlying
problems existed in more children than those who had the full classic picture of early childhood
autism as described by Kanner or the syndrome described by Asperger. Typical Kanner’s syndrome
occurs in four or five in every 10,000 children but the basic impairments were found in about 21 in
every 10,000 children.
These studies concentrated on children who had borderline, mild or severe learning disabilities. A
recent study of children of average or high ability in Gothenberg suggests that Asperger’s syndrome
may occur in as many as 36 in 10,000 children who are of average of high ability (Ehlers and
Gillberg, 1993).
Many of the children who did not precisely fit the criteria for Kanner’s or Asperger’s syndromes had
severe or profound learning difficulties, but some had the same kinds of skills as were found in
children with these named conditions. The types of behaviour management and teaching needed for
the group of children with ‘typical’ autism appeared to be equally appropriate for these others. The
progress made by any of the children depended upon their level of intelligence and language
development.
The whole range of conditions involving the triad of impairments can be called the ‘autistic spectrum’.
It is roughly equivalent to the ‘pervasive developmental disorders’ but the former term is to be
preferred, since the profile of skills and impairments in these conditions is usually patchy rather than
pervasive.
Ideas about autism and related conditions have developed considerably over recent years and are
still undergoing changes. It is to be hoped that we are coming nearer to understanding the real
nature of the syndrome. When we do understand it, we shall also add a great deal to our knowledge
of the development of social, intellectual and language skills in all children.
The Clinical Picture
It is not appropriate to diagnose autistic spectrum conditions by counting items on a checklist.
However, it is useful to have a brief description of the many clinical features which may be observed
in children with such disorders. The first four comprise the triad of impairments plus the repetitive
pattern of activities. These four are essential diagnostic criteria, but the rest are not invariably
present. The ways in which any of the features are manifested vary from one child to another
Essential Features
(These must be present for a diagnosis of an autistic spectrum condition)
1.Impairment of social interaction
Examples
i)
The most severe form is apparent aloofness and indifference to other people, especially other
children, although some people with autism enjoy certain forms of active physical contact. Most
children with the triad show attachment, on a simple physical level, to adults they know well, but are
indifferent to children of their own age
ii) In less severe form, the child passively accepts social contact, even showing some pleasure in
this, though s/he does not make spontaneous approaches
iii) Some children with the triad approach other people spontaneously, but do so in an odd,
inappropriate, repetitive way and pay little or no attention to the responses of the people they
approach
iv) Among the most able adolescents and adults, the social impairment may have evolved into an
inappropriately stilted and formal manner of interaction with family and friends as well as strangers
(NB Even the aloof children may become more sociable with increasing age, though few, if any,
become appropriate in social interaction or form real friendships with age peers.)
2.Impairment of social communication
Examples
i)
Lack of appreciation of the social uses and the pleasure of communication. This is true even of
those who have a lot of speech, which they use to talk ‘at’ others and not with them
ii) Lack of understanding that language is a tool for conveying social and emotional information to
others. They may be able to ask for their own needs but have difficulty in talking about feelings or
thoughts and in understanding the emotions, ideas and beliefs of other people
iii) Poor comprehension of the information conveyed by gesture, miming, facial expression, bodily
posture, vocal intonation, etc.
iv) Lack of use of gesture, miming, facial expression, vocal intonation and bodily posture, etc. to
convey information. Some more able people do use gestures but these tend to be odd and
inappropriate
v) Those with good vocabularies have a literal understanding and use of words, an idiosyncratic,
sometimes pompous choice of words and phrases, and limited content of speech. Some verbal
autistic people are fascinated with words but do not use them as tools of social interaction and
reciprocal communication
3.Impairment of imagination
Examples
i) Inability to play imaginatively with objects or toys or with other children or adults
ii) A tendency to select for attention minor or trivial aspects of things in the environment instead of
an imaginative understanding of the meaning of the whole scene (e.g. attending to one earring
instead of a whole person, a wheel instead of the whole toy train, a switch instead of the whole piece
of electrical apparatus, reacting to the needle used for an injection while ignoring the person who is
giving it)
iii)
Some children with the triad have a limited range of imaginative activities, which may be copies,
for example, from TV programmes, but they pursue these repetitively and cannot be influenced by
suggestions from other children. Such play may seem very complex, but careful observation shows
its rigidity and stereotyped nature. Some watch soap operas or read particular types of books, such
as science fiction, but the interest is limited and repetitive
iv) Lack of understanding of the purpose of any pursuits that involve comprehension of words and
their complex associations e.g. social conversation, literature – especially fiction, subtle verbal
humour (though simple jokes may be enjoyed). There is a consequent lack of motivation to indulge
in these activities, even if the necessary skills are available to the child. However, a few children do
engage in specific activities of this kind but in a repetitive, obsessive way
4. Repetitive stereotyped activities
These can take simple or complex forms. Children of higher levels of ability tend to show more
complex routines
i)
Examples of simple stereotyped activities
Flicking fingers, object, pieces of string etc; spinning objects or watching things that spin; tapping and
scratching on surfaces; inspecting, walking along and tracing lines and angles; feeling special
textures; rocking, especially standing up and jumping from back foot to front foot; tapping, scratching
or otherwise manipulating parts of the body; repetitive head banging or self injury; teeth grinding;
repetitive grunting, screaming or other noises
ii) Examples of complex stereotyped activities involving objects
Intense attachment to particular objects for no apparent purpose; a fascination with regular repeated
patterns of objects, sounds, etc; arranging objects in lines or patterns; the collection, for no apparent
purpose, of large numbers of particular objects such as plastic bottles, pebbles, or the tops from
tubes of Smarties.
iii) Examples of complex stereotyped activities involving routines
Insistence on following the identical route to certain places; insistence on a lengthy bedtime ritual;
repetition of a sequence of odd bodily movements
iv) Examples of complex verbal or abstract repetitive activities
Fascination with certain topics, e.g. electricity, astronomy, birds, train time-tables, even specific
persons; asking the same series of questions and demanding standard answers
NB. The above are examples of stereotyped activities. The possible variations on this theme are
endless.
Variable Features
(These are common but not essential for diagnosis)
1. Language problems
(NB. This refers to formal language and not to the ability to communicate in any modality. The latter
is always impaired in autistic spectrum conditions, whereas formal language is usually but not always
affected)
i)
Problems in comprehension of speech, which may vary from profound lack of any understanding
to subtle difficulties in grasping the meaning of idiomatic expressions
ii) Abnormalities in the use of speech which may take any of the following forms:
 Complete absence of speech
 Immediate echolalia (a parrot-like repetition of words the child has just heard spoken)
 Delayed echolalia (repetition of words or phrases heard in the past, often in the accent of
the original speaker)
 Repetitive, stereotyped, inflexible and often idiosyncratic use of words and phrases
 Immaturity of grammatical structure of spontaneous (not echoed) speech
 Muddling of the sequence of letters and words
 Confusion of words of similar sound or related meaning; problems with pronouns,
prepositions and other words that change their meaning with the context, for example, use
of ‘you’ or ‘he’ instead of ‘I’.
iii) Poor control of pitch, volume and intonation of the voice
2. Abnormalities of visual inspection and eye contact
Examples
i)
The use of peripheral rather than central visual fields (responding to movement and outline
rather than to details; looking past rather than at people and things; seeing things “out of the corner of
the eye” more often than by direct inspection)
ii) Looking at people and things with brief rapid glances rather than a steady gaze
iii) Looking at others too long and too fixedly (seen more in older children)
3. Problems of motor imitation
Examples
i)
Difficulty in copying movements (the child learns best if his limbs are moved through the
necessary motions). Some but not all of the children develop the ability to copy with increasing age
ii) A tendency to muddle left-right, back-front, up-down
4. Problems of motor control
Examples
i)
Jumping, flapping limbs, rocking and grimacing when excited
ii) A springy tip-toe walk without appropriate swinging of the arms
iii) An odd posture when standing, with head bowed, arms flexed at the elbow and hands drooping
at the wrists
iv) Spontaneous large movements, or fine skilled movements, or both may be clumsy in some
children though others appear to be graceful and nimble
5. Unusual responses to sensory experiences
Examples
Indifference, distress or fascination can occur in response to sound, visual stimuli, pain, heat, cold,
the feel of surfaces, dirt or stickiness on the hands, tastes, smells, being touched. The responses
may be paradoxical, such as covering eyes when reacting to a sound
6. Inappropriate emotional reactions
Examples include lack of fear of real danger, but excessive fear of some harmless objects or
situations; laughing, weeping or screaming for no apparent reason; laughing when someone else is
hurt or another child is scolded. These reactions result from lack of comprehension of the meaning of
the situations
7. Various abnormalities of physical functions and physical development
Examples
i) Erratic patterns of sleeping and resistance to the effects of sedatives and hypnotics
ii) Erratic patterns of eating and drinking, including consumption of large quantities of fluid
iii) Lack of dizziness after spinning round
iv) Immaturity of appearance and unusual symmetry of face
8.Special skills (contrasting with lack of skill in other areas)
Examples
i) Skills that do not involve language, e.g. music, arithmetic, dismantling and assembling
mechanical or electrical objects, fitting together jigsaws or constructional toys
ii) An unusual form of memory which seems to allow the prolonged storage of experiences in the
exact form in which they were first perceived, for example, phrases or whole conversations spoken
by other people, poems, long lists, such as all the Kings of England, long passages of music, the
routes to certain places, the arrangement of a collection of pebbles, the steps to be followed in a
routine activity, a complicated visual pattern, etc. The items selected for storage do not appear, on
any criteria used by most people, to be of any special importance, and they are stored without being
interpreted or changed.
9. Behaviour problems
Socially immature and difficult behaviour, including, for example, temper tantrums, running away,
screaming in public, socially unacceptable habits, biting or kicking other people, grabbing things off
counters in shops, making naïve and embarrassing remarks.
Behaviour in Infancy
In almost all children with autistic spectrum disorders, the triad of impairments emerges in the first 2–
3 years of life. Some seem to be developing normally in the first year or two (in rare cases even
longer than this) before the unusual behaviour begins. But in many, perhaps most, there are
indications of developmental problems within the first year of life. Many parents recall these early
indications when interviewed, though they may not have known their significance.
None of the aspects of infant behaviour listed below are essential for a diagnosis of an autistic
condition, and most can occur in other disorders, but the reported presence of at least some adds to
the reliability of the diagnosis made on the pattern of behaviour in childhood. It is very unlikely that all
the following features will occur in one infant.
i)
Poor sucking in the early weeks
ii) Unusually good and quiet behaviour or, at the opposite extreme, constant crying and screaming
that could not be soothed
iii) Uninterested in or disliked being cuddled
iv) Intensely disliked nappy changing, hair brushing etc
v) Indifferent to carers, preferred being left alone, or was attached to one person only to an
unusual degree
vi) Poor eye contact, for example, when feeding
vii) No demand for carers to make social approaches
viii) Did not lift arms to be picked up
ix) No reciprocation in baby games, no imitation of carer’s facial expressions or movements
x) Babbling limited in quantity and quality
xi) Did not take turns in pre-speech ‘conversations’ with carer
xii) Little or no use of pointing to communicate
xiii) Did not draw carer’s attention to interesting objects or events purely in order to share the
pleasure
xiv) Did not respond to carer’s attempts to draw attention to objects and events
xv) No spontaneous greeting or waving good-bye to familiar people
xvi) Intense fascination with, for example, specific objects, bright lights, patterns on the wallpaper,
electric switches, particular sections of TV DVDs etc
xvii) A general feeling that the baby was strange and different from other infants
Underlying Causes and Associated Conditions
Autistic spectrum conditions can be caused by a variety of conditions that affect brain development
and that occur before, during or after birth. They include, for example, maternal rubella, tuberous
sclerosis, lack of oxygen at birth, encephalitis complicating a childhood illness such as measles or
whooping cough. The Fragile X chromosomal abnormality is found in a small proportion of children
with autistic spectrum disorders. Genetic traits appear to be important in many cases though the
sites of the relevant genes have not yet been identified.
Most children with autistic spectrum conditions do make progress in the development of skills, even if
in some this is at a very slow rate and limited in amount. Adolescence may be a difficult time, but
skills acquired are not usually lost, even if they stop being used. However, rarely, an autistic
behaviour pattern in a child is associated with a condition in which loss of skills does occur. One of
these conditions is Rett’s syndrome, currently believed to occur only in girls. In this, motor skills are
lost during childhood. There are also conditions causing physical deterioration in the brain, with
progressive loss of abilities, in which autistic behaviour may occur for varying lengths of time. The
rarity of these conditions must be emphasised.
Differential Diagnosis
As previously noted, autistic spectrum conditions can occur in association with any other physical or
psychological disability. It is not possible to exclude autism just because a child has, for example,
cerebral palsy, a hearing or visual impairment, Down’s Syndrome or other chromosomal abnormality.
Similarly, autistic conditions can and often do co-exist within dyslexia, language disorders or any
other type of specific or general learning disability. In adolescents and adults, psychiatric illnesses,
especially depression, can complicate the picture. None of these conditions can ‘explain away’
autistic behaviours.
If an autistic spectrum condition is present in addition to some other disability it should be recognised
as it has important implications for treatment and prognosis.
If differential diagnosis, the task is to decide whether the triad of impairments is present as well as
one of the other conditions affecting language or behaviour. It is no use asking, for example “Is this
autism or a language disorder, deafness, etc? The problem must always be formulated as “This child
may have a language disorder, deafness, etc. Does he or she also have the triad of impairments?”
This question can be answered only by taking a detailed developmental history from infancy and
obtaining an equally detailed description of behaviour in different settings. It cannot be answered
solely by testing language, hearing, etc. in the artificial setting of a clinic. Even the ‘theory of mind’
tests are often passed by more able, older children and adults, despite their lack of empathy with
others in real life.
Conversely, when an autistic spectrum condition is diagnosed, the possibility of associated
disabilities and identifiable causes should always be considered.
Final note
Autism is a pattern of abnormal development that unfolds over time. It is easy to miss the important
clues to the underlying impairments if one relies solely upon observation of the child’s behaviour in
the unfamiliar surroundings of a clinic. Diagnosis depends upon obtaining a detailed developmental
history from the parents and a careful assessment of the child’s skills and disabilities. Time taken to
listen to the parents’ story with attention and interest gives a real understanding of the child and helps
to establish the foundation for a good relationship with the family.
References
Ehlers, S. and Gillberg, C. (1993) The epidemiology of Asperger syndrome; a total population study. Journal
of Child Psychology and Psychiatry, 34, 1327-1350
Frith, U. (Editor) (1991) Autism and Asperger Syndrome. Cambridge: Cambridge University Press
Gillberg, C., Persson, E., Grufman, M., and Themner, U. (1986) Psychiatric disorders in mildly and severely
mentally retarded urban children and adolescents: epidemiological aspects. British Journal of Psychiatry,
149, 68-74
Kanner, L. (1943) Autistic disturbances of affective contact. Nervous Child, 2, 217-250
Wing,L and Gould,J. (1979) Severe impairments of social interaction and associated abnormalities in
children: epidemiology and classification. Journal of Autism and Developmental Disorders, 9, 11-29
First published by The National Autistic Society as The Handicaps of Autistic Children: an aid to diagnosis.
Revised and reprinted in the UK in 1992. Third edition in 1995. ISBN 1 899280 05 7
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Local Services
Here are some web sites and addresses you may find useful. Please note that we are not
responsible for the content of these external internet sites. All information is correct at the time of
going to press.
Parent Partnership
The Parent Partnership Service offers free, confidential information and support to parents/carers of
children who have, or may have, special educational needs. They help parents/carers take an active
and informed part in their child's education.
They offer a wide range of services including:
 A telephone help-line
 A range of leaflets on different aspects of special educational need
 Contact details of voluntary organisations and support groups
 Help with filling in forms and writing letters
 Help with reading through and understanding reports
 Support for parents/carers in meetings with schools and the LEA
Each month they have information sessions for parents/carers of children undergoing a statutory
assessment of special educational needs. Parents are invited to meet a Parent Partnership Officer
and an officer from the Assessment and Monitoring team. Meetings are held in Bedford,
Biggleswade and Dunstable. Attendance at these meetings is by invitation only. Separate
appointments or home visits can also be offered.
For more information visit their website at: www.bedfordshire.gov.uk/ or by calling the Parent
Partnership Offices.
Bedford Borough – 01234 276267
Central Bedfordshire – 0300 300 8088
Luton Borough – 01582 548156
NHS Bedfordshire
Website:www.bedfordshire.nhs.uk
Previously called the Bedford Primary Care Trust (PCT). They manage all NHS money spent on
health care in Bedford and North Bedfordshire. They are responsible for the quality of care provided
by GPs, nurses, therapists, dentists, optometrists, pharmacists and other health professionals
working in the community. They also have responsibility for initiatives aimed at preventing ill health
including the Stop Smoking campaign, childhood immunisations and influenza vaccinations.
Gilbert Hitchcock House, 21 Kimbolton Road, Bedford, Bedfordshire MK40 2AW
Tel: 01234 897200
Bedford Borough Council
Website:www.bedfordshire.gov.uk/
The site provides an integrated gateway to information about or relevant to the borough of Bedford.
Borough Hall, Cauldwell Street, Bedford MK42 9AP
Tel: 01234 267422
Citizens Advice Bureau
Website:www.citizensadvice.org.uk
Citizens Advice Bureau (Bedford)
7a St. Paul’s Square, Bedford MK40 1SQ
Tel: 01234 354384
Citizens Advice Bureau (Biggleswade)
Century House, 15 Market Square, Biggleswade SG18 8UU
Tel: 01767 314961
Citizens Advice Bureau (Dunstable)
Grove House, 76 High Street North, Dunstable LU6 1NF
Tel: 01582 670003
Citizens Advice Bureau (Leighton Buzzard)
Bossard House, West Street, Leighton Buzzard LU7 1DA
Tel: 01525 373878
Citizens Advice Bureau (Luton)
24-26 King Street, Luton LU1 2DP
Tel: 01582 731616
Citizens Advice Bureau (Shefford)
Priory House, Monks Walk, Chicksands, Bedfordshire SG17 5TU
Tel: 0844 4771600
Child & Adolescent Mental Health Service (and Family Consultation Clinics) (Camh)
Website: www.camh.org.uk
Family consultation clinics are part of the NHS. They offer outpatient assessment, support and
treatment for emotional and behavioural difficulties in children and adolescents. The clinics are
available to families and carers with children up to 16 years of age, although adolescents between 16
and 18 will also be seen where this is appropriate. Referral via G.P. or Paediatrician.
Bedford & North Beds
5/7 Rush Court, Bedford MK42 3JT
Tel: 01234 310670
Mid Beds
24 Grove Place, Bedford MK40 3JT
Tel: 01234 310800
Luton
Trend House, Dallow Road, Luton LU1 1LY
Tel: 01582 708140
Mon-Thurs: 9am-5pm & Fri: 9am-4.30pm
Dunstable/South Beds
Beech Close Resource Centre, Beech Close, Dunstable LU6 3SD
Tel: 01582 707635
Child Development Centre
The Child Development Centre is committed to helping children with disabilities and special needs
live their lives to the full. Dedicated and experienced staff work with children and their families. The
centre has a superbly equipped premises and the multi-disciplinary team uses a range of therapies
and specialist facilities to help children reach their full educational, physical, emotional and social
potential. A large extension was added in 2003, with a new therapy department, autism centre and
information room. It offers assessment and diagnosis, dietary advice. Programmes can be provided
for use at home and in school.
Hill Rise, Kempston, Bedford MK42 7EB
Tel: 01234 310278
Edwin Lobo Centre
Offers assessment and diagnosis and will arrange whatever investigations are necessary, dietary
advice, liaison as necessary with CAMH and the Learning Disability Service to resolve psychological
and behaviour problems.
Edwin Lobo Unit, Redgrave Gardens, Marsh Farm, Luton LU3 3QN
Tel: 01582 700300
Liverpool Road Health Centre
Diagnosis centre. Paediatricians from Edwin Lobo also work here.
9 Mersey Place, Luton LU1 1HH
Tel: 01582 708100
Disability Resource Centre
Poynters House, Dunstable LU5 4TP
Tel: 01582 470900
Disability Information Service
For all ages living in Bedford and North Bedfordshire offering information about services, support
groups, benefits, leisure etc. Also drop in facility open on Mon, Wed, Thurs, Fri from 10am–12.30pm
& 1.30pm–4pm.
E-mail: disbeds@cwcom.net
1st Floor (above Shop Mobility), 1 Howard Centre, Horne Lane, Bedford MK40 1UH
Tel: 01234 349988
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Social Services Area Offices
Bedford Borough: 01234 267422 or 01234 223599
Central Bedfordshire: 0300 3008000 or 0300 3008142
Luton Borough: 01582 546000 or 01582 547653
Out of Hours
Emergency Duty Team: 0300 300 8123
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National Services
The National Autistic Society
The Society exists to champion the rights and interests of all people with autism and to ensure that
they and their families receive quality services appropriate to their needs.
Website:www.autism.org.uk
E-mail:nas@nas.org.uk
393 City Road, London EC1V 1NG
National Autistic Society Helpline: 020 78332299

Applied Behavioural Analysis (ABA)
The Institute for Applied Behavioural Analysis
Website:www.iaba.com
Applied Behavioural Analysis (ABA), is a behavioural intervention used with children with autism.
The Institute for Applied Behavioural Analysis website contains helpful information.
Centre for Autism and Related Disorders (CARD)
CARD is among the world's largest and most experienced organizations effectively treating children
with autism and related disorders, following the principles of Applied Behaviour Analysis (ABA).
CARD was established 15 years ago and has several offices throughout the world. With their network
of trained supervisors and therapists, they can provide services to families throughout the world.
Website: www.centerforautism.com
PEACH (Parents for the Early Intervention of Autism in Children)
Website:www.peach.org.uk
Parent-led group aiming to encourage, support and inform parents of children with autism. It is the
fastest growing charity in the field of ABA and autism and helps families start Intensive Behavioural
Intervention Programmes.
E-mail:info@peach.org.uk
The Brakens, London Road, Ascot, Berkshire SL5 8BE
Tel: 01344 882248
Aspergers Syndrome/Autism
AspergerAutism_Teens
http://health.groups.yahoo.com/group/AspergerAutism_Teens/
A mailing list for teens. There is the opportunity for teens to create their own chatroom from this. This
forum is for everyone, teens with Asperger's or autism, Hfa etc and for teens with siblings who are on
the autism spectrum.
The Asperger's Syndrome Foundation
Website:www.aspergerfoundation.org.uk/
A small registered charity based in Central London. The Asperger's Syndrome Foundation is
committed to promoting awareness and understanding of Asperger's Syndrome. All enquiries must
be made by email or by post:
E-mail:info@aspergerfoundation.org.uk
Finsby Square Charity Centre, Royal London House, Suite 5a, 1 st Floor, 22-25 Finsby Square,
London EC2A 1DX
Tony Attwood
Website: www.tonyattwood.com.au/
email: tony@tonyattwood.co.au
This web site is a guide for parents, professionals, people with Asperger's Syndrome, and their
partners.
Autism Awareness
Website:www.autism-awareness.org.uk
This website is a meeting point for the vast network of people concerned with autism – including
parents, people with autism, professionals and the media. As well as news and events, you can join
the message board and find links to a wide range of other sources of help and information. The
Autism Awareness website is run by the Disabilities Trust.
The Disabilities Trust, 1st Floor, Market Place, Burgess Hill, West Sussex RH15 9NP
Tel : 01444 239123
Autism File (The)
Website:www.autismfile.com
The Autism File is a quarterly magazine dealing with all aspects of autism. It is written by parents,
doctors, consultants, teachers, and anyone in the field of autism who has anything to say on any
subject concerning autism.
E-mail:info@autismfile.com
Dr Temple Grandin's Web Page
Website: www.grandin.com
Dr Grandin is a designer of livestock handling facilities and an Associate Professor of Animal Science
at Colorado State University, she is also autistic.
The Gray Center
Website: www.thegraycenter.org/
The Gray Center for Social Learning and Understanding is a non-profit, organisation dedicated to
individuals with autism spectrum conditions (ASC) and those who work alongside them to improve
mutual understanding. They approach the social impairment in ASC as a shared impairment. They
work to improve social understanding on both sides of the social equation, helping individuals with
ASC to communicate and interact more successfully with the people with whom they live and work.
TEACCH
Website:www.teacch.com/
The TEACCH mission is to enable individuals with autism to function as meaningfully and as
independently as possible in the community.
Wendy Lawson Website
Website: www.mugsy.org/wendy
Wendy Lawson is a mother of four, who was originally diagnosed as being intellectually disabled,
then in her teens, as being schizophrenic, and finally in 1994, as having an autism spectrum
condition. She has been married, separated and divorced, has experienced the death of one of her
teenage sons, gone through moving from one country to another, losing friends and status due to
being openly gay, and faced ill health. Her youngest son was diagnosed at the age of 12 as having
Asperger's Syndrome. As a qualified counsellor, social worker and psychologist Wendy has operated
her own private practice for many years.
Epilepsy
Epilepsy Action
Website:www.epilepsy.org.uk
Email:helpline@epilepsy.org.uk
New Anstey House, Gateway Drive, Yeadon, Leeds LS19 7XY
Tel: 0113 2108800
The National Society for Epilepsy
Website:www.epilepsynse.org.uk/
Chesham Lane, Chalfont St Peter, Bucks SL9 0RJ
Tel: 01494 601300
Helpline: 01494 601400
Others
BBC ouch
Website:www.bbc.co.uk/blogs/ouch
The BBCi site for disabled people.
E-mail: ouch@bbc.co.uk
British Institute for Brain Injured Children
Website:www.bibic.org.uk/
The British Institute of Brain Injured Children is a charity based in Bridgewater, Somerset offering
multi-disciplinary assessment and therapy programmes for children with mild to severe learning
difficulties. Their work complements rather than replaces the services offered by statutory
authorities.
Knowle Hall, Bridgwater, Somerset TA7 8PJ
Tel: 01278 684060
Carers UK
Website:www.carersuk.org
Carers UK is the leading campaigning, policy and information organisation for carers. They are a
membership organisation, led and set up by carers in 1965 to have a voice and to win the recognition
and support that carers deserve. They have a free advice service - Carersline, Carers UK also
provides the latest information on changes to policy and practice affecting carers.
Carersline:0808 8087777 - Wednesday & Thursdays 10am-12pm & 2pm-4pm
E-mail:info@carersuk.org
20 Great Dover Street, London SE1 4LX
Tel: 020 73784999
Contact A Family
Website:www.cafamily.org.uk
Contact a Family is the only UK charity providing support and advice to parents whatever the medical
condition of their child. These and other information can also be obtained directly from:
209-211 City Road, London EC1V 1JN
E-mail:helpline@cafamily.org.uk
Helpline:020 76088700 (10am-4pm, Monday to Friday)
Equality and Human Rights Commission
Website:www.equalityhumanrights.com
The Disability Rights Commission (DRC) is an independent body, established to eliminate
discrimination against disabled people and promote equality of opportunity.
3 More London, Riverside, Tooley Street, London SE1 2RG
Email: englandhelpline@equalityhumanrights.com
Tel: 020 31170235
Helpline:0845 6046610
The Family Fund
Website:www.familyfund.org.uk/
The Family Fund is a registered charity covering the whole of the UK and is funded by the national
governments of England, Northern Ireland, Scotland and Wales.
The Family Fund provides timely grants to families with severely disabled or seriously ill children,
based on families' views and needs.
E-mail:info@familyfund.org.uk
Unit 4, Alpha Court, Monks Cross Drive, Huntington, York. YO32 9WN
Tel: 08449 744099
Families United Network (F.U.N.)
Website:www.familiesunitednetwork.co.uk/
Run by families who have children with disabilities/special needs, for families with similar children.
Membership offers you and your family a support network with holiday activities, day outings,
parent/carer events and much more.
Suffolk Road, Dunstable LU5 4ES
Tel: 01582 476499
I CAN (Invalid Children Aid Nationwide)
Website: www.ican.org.uk
I CAN is the charity that helps children communicate. It provides a combination of specialist therapy
and education for children with the most severe and complex disabilities, information for parents and
training and advice for teachers and other professionals. They also work to ensure that the needs of
these children are taken into account in all children's policy and carry out research to find the best
ways to support these children.
E-mail:info@ican.org.uk
Postal address: 8 Wakeley Street, London EC1V 7QE
Physical address: Unit 31, Angel Gate (Gate 5), Goswell Road, London ECV 2PT
Tel: 0845 2254071 or 020 78432510 (switchboard)
Tel: 0845 2254073 or 020 78432552 (information)
London Sleep Centre (The)
Website:www.londonsleepcentre.com
The London Sleep Centre is a leader in the provision of diagnostic and treatment services for people
with sleep disorders and related medical and psychological problems.
email: info@londonsleepcentre.com
137 Harley Street, London W1G 6BF
Tel: 020 77250523
Young Minds
Website:www.youngminds.org.uk
Children and adolescents aged 0–21. A telephone information service for parents and professionals
regarding children’s mental health problems. Provides information (including ADHD) leaflets and
seminars.
Helpline:0808 8025544
Suite 11, Baden Place, Crosby row, London SE1 1YW
Tel: 020 7336 8445
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Please find enclosed some leaflets that may be of interest to you.
If you have any queries about anything in this booklet or something
we haven’t covered then please contact us on 01234 214871.
NOTES