The Turning Point is currently closed
Until further notice, Brent's Homelessness service will be operating from The Civic Centre. This is a temporary change due to operational issues at the Turning Point building. If you need housing support, please contact singlehomelessnesstls@brent.gov.uk in the first instance. A member of our team will arrange for an officer to call you to complete an assessment.
If you cannot make your own arrangements, you may attend the Civic Centre directly. We apologise for any inconvenience and thank you for your understanding.
Find help and advice to support the needs of your child at all stages of their neurodiverse journey.
It is estimated that around 1 in 7 people in the UK experience, view and understand the world differently. The word ‘neurodiverse’ can be used to describe this.
In this video, Brent residents and young people, who have SEND, tell us about their experiences with disability and how they see it.
About me - Neurodiversity
By acknowledging and understanding the ways neurodiverse people interact with everything around them, we can help to improve the support and try to ensure that people reach their full potential.
Some people may experience differences with recognising and processing emotions, sensory integration, learning ability, anxiety, and memory. The word ‘neurodiverse’ can be used to describe this. This term typically refers to a range of differences that include:
Autism, or Autism Spectrum Disorder (ASD) may include challenges with over- or under- sensitivity to the environment, anxiety, highly focused interests or hobbies, repetitive behaviours and social communication and social interaction.
Attention Deficit Hyperactivity Disorder (ADHD) can have three presentations: inattention, hyperactive-impulsivity and a combination of both these presentations. ADHD impacts behaviour and can interfere with day-to-day life including at school.
We are moving away from using the term “dyslexia” and towards “specific learning difficulties” (SpLD).
The term ‘specific learning difficulties’ is inclusive of:
Tourette’s Syndrome is confirmed when people have involuntary vocal and motor tics for longer than a year.
NHS information about Tourette's Syndrome
Tourette's Action Organisation
Motor Coordination Differences refers to Dyspraxia and motor tics.
NHS information about dyspraxia
Dyspraxia Foundation
NHS information on tics
Speech, Language and Communication Differences can refer to when an individual has difficulty communicating with others, saying what they want to or understanding what is being said to them.
Vocal tics or Speech and Language disorders can be categorised under the term ‘Speech, Language and Communication Differences’. These differences can occur without or alongside other needs such as ASD and ADHD.
However, they can occur for those with traits of these.
RCSLT Speech, language and communication differences factsheet
Some children and young people may have social communication and interaction differences. This could mean they find it tricky to understand and use language, especially in social situations. This can affect how well they learn at school, their friendships, how they interpret the world around them and their emotional and mental health as they grow up. This is common for those with Autism or traits of Autism.
Understanding social communication and interaction differences
You can find a list of useful words and terms connected to Neurodiversity on the Brent’s Youth Zone website.
Parents, carers and people who support children and young people (CYP) selected the apple tree image below to represent neurodiverse children in Brent.
The apples represent types of neurodiversity, whilst the leaves stand for strengths and positives of neurodiverse children and young people. You may feel your child belongs to different apples as they may present with more than one need. Please note, every child is different so not all strengths will present.
An apple tree where the apples and leaves represent different types of neurodiversity and their strengths and weaknesses.
To make sure every child and young person gets the right support at the right time, we use the THRIVE framework. This approach focuses on what your child needs, not just a diagnosis, and offers flexible support that changes as their needs do.
THRIVE framework is for:
Whether you're seeking quick tips to help your child manage stress or more targeted mental health support, the THRIVE model can guide you to the right resources. It is built around five key areas:
Find out more about how the THRIVE model works and where to go for support
There is a range of organisations and online resources that can help provide advice and support you and your child through different stages of their development.
Below are some books and resources that you and your child may find useful.
Learn how to support your child’s development of social communication and interaction, with this Intensive Interaction video.
Here are some tips and advice from parents and carers that can help you and your child:
"Try to learn as much as you can about your child's condition because this will help your child but also make you stronger to support him."
"There is plenty of help and assistance such as support groups with families in similar situations and support for your child. It may initially be very challenging but it definitely does get better."
"There are numerous professionals who you can speak to about your concerns. These are usually referred by your GP.
"Keep a diary of your concerns, when they become overwhelmed note causes as it is not a one off"
"Speak to the school and make a plan about next steps"
"You'll slowly work out what makes the child happy and what they don't like. They enjoy cuddles and lots of love."
"Stay focussed and trust the process and make sure you exercise a lot of patience."
"Ensure you have structure and routine"
"Help them build friendships"
Most of all, don't give up and celebrate who they are!