Live☀️-Love💛-Serve💫

July 8,2025

Dear readers,  

To those of us in the Southern Hemisphere – let’s keep warm….  📚😊

The intent of today`s input is to elaborate on supports needed for our neurodiverse children, young people – fellow humans. A formal diagnosis of ASD suggests that their abilities are variably impacted within the social realm, communication realm, and emotional realm. Autism impacts on the way one is able to store ad or process information- so adequate, varied and consistent support is needed to help them communicate and regulate emotions This means that people with ASD may have different ways of learning, moving and or paying attention.  

The rationale behind my choice of topic is much of the work that I do these days is around supporting children and young people with varying levels of autism. Years ago, I accessed the SCERTS framework that was set up to help families, teachers and therapists work together (with the realms of social communication, emotional regulation and transactional support) to facilitate supports for autistic children. I found this valuable and sharing snippets of information in this forum. 

“A life of joy and happiness is possible only on the basis of knowledge and science.” – Dr. Sarvepalli Radhakrishnan 

• Social communication – this is about developing children’s relationships and communication skills. – it is about identifying avenues –using a range of resources – visual cues – verbal cues that facilitate social communication   skills. It is also about being persistent in helping those with autism with tools, with pathways where they are able to communicate and socialise – where they feel heard and seen – where they feel safe. The more we create predictability and safety – receptivity improves – and then we create a possibility – of a willingness to engage. 
• Emotional regulation – this is about helping/ learning how to manage strong emotions- evidence based research indicate that people with autism need additional resources in how they manage their emotions –by facilitating range of tools that allow them to explore sense of touch, sense of smell and taste. For some of our impacted children and young people – movement , music and breathing also brings agency in their manner of engagement.  
• Transactional support – this is about facilitating and providing helpful resources and pathways to help with communication, socialisation and learning. It is about recognizing that children and young people with autism are dependent on those around them (families, professionals, educators) to make sense of their social, communication and emotional world.  

“Autism is a way of being. It’s not something you get over. It’s part of the tapestry of who you are.” – Michelle Garcia Winner   

The intent in sharing this Kete of knowledge is around supporting individuals – families who continue to strive in accessing varied pathways of learning and wellness for their neurodivergent loved ones

Much love ☘️💫