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Therapy for children with autism, ADHD, learning disabilities, cerebral palsy, and other neurodevelopmental disorders with 5+ years of experience, she offers evidence-based interventions and personalized support to empower children and families.

19/01/2026

Some behaviours aren’t about defiance - they’re about overwhelm, regulation, and nervous- system responses.

When a child’s world feels too loud, too fast, or too demanding, behaviour becomes the language of the nervous system under stress.

🌟What if we learned to respond with understanding, not punishment?

🌟What if the behaviour became a bridge instead of a battle?

Join me for a gentle, practical, and ND-affirmative workshop where we:

✨ Understand the language of behaviour

✨ Learn tools that work with neurodivergent brains

✨ Respond with calm and regulation

Because behaviour isn’t the problem - it’s the signal.

🗓️ 24th and 31st January 2026

⏰ 11PM - 12PM

For more details to register, scan the QR code 🌸

09/05/2024

🌟 Reflecting on Autism Celebration Month! 💙

Beyond April, let’s keep the conversation going about autism awareness and understanding.

🌈 It’s crucial to fact-check info and embrace neurodiversity every day. Join me as we celebrate and support the autism community year-round! Stay tuned for posts on debunking myths, promoting affirming practices, and offering valuable insights. Grateful for this platform to spread acceptance and being able to amplify neurodivergent voices.

📝Patterns of differences could be some, but not all in these areas. Autism is a combination of these characteristics which varies based on the level of support needed by the individual in these areas. Refer to the image shown in slide 3 to understand how spikey profiles are more accurate way to represent autism spectrum.

Spikey profile Image Reference - Everyday OT

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Appointments/enquiries via email:
boghanimansi11@gmail.com

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11/03/2024

Key principles that characterize Parallels and our Neurodivergent affirmative practices.
🌻 Swipe to read more about them

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Appointments/enquiries via email:
boghanimansi11@gmail.com

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06/03/2024

🙋🏻‍♀️Hello everyone,

For the people who are new to the world of Neurodivergent, or maybe you aren’t but new to Parallels. Welcome to Parallels, a space which believes inclusivity and accessibility work together.❤️

It can feel very overwhelming with the plethora of information on this platform, but this space is truly dedicated to advocating for and spreading awareness about the neurodiverse community. I aim to share knowledge and tips to support children and adults in need of therapy or accommodation in a neurodiversity-affirming manner, drawing from +5 years of expertise working and growing in this field.

🌻 For many caregivers, this is the first step in their journey to discover and understand their child. And I’m grateful for this platform for giving me this opportunity where I can support many professionals and parents.

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Appointments/enquiries via email:
boghanimansi11@gmail.com

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09/01/2022

Last month of 2021 made me realise one of the most important reminder for this year -

🌸 The Importance of break - it can be anything a break from work, from managing wfh/home schools/home chores or learning courses/new concepts/new skill/technology etc.

And I took a break from learning. The surge of content/courses availability has been a blessing as i have learnt so much and gain insights from incredible people from the industry. We are living in the content era where each person is comprehending information every second, it’s remarkable but exhausting at the same time.

And I got swirled into this cycle where even if I got few minutes between my sessions I would listen to a podcast, read articles or watch IGTV’s. I started planning my downtime to make it productive and that’s when I decided to pull some breaks.

🌸 The much-needed reminder which I almost forgot while working, managing and constantly learning -

‘You do not have to use your down time to be productive’

🌈 Recent times have been tough with the ongoing pandemic ping pong and the constant change. It’s Overwhelming. It’s Exhausting and we’re all burned out. And you’re not in it alone.

🌱 Holding space for all of you who’s going through a tough time, doing just fine or want to just talk.
You can reach out to me and I’ll do my best to connect you’ll to some trusted MHP’s.

- I’m back to regular posting so stay tuned to find out more...🌸

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💌 For Orientation/appointments

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04/11/2021

The most important part of supporting individuals with disabilities is to acknowledge their diverse needs and learn to accommodate them. We have to consider their diverse learning, physical, emotional and behavioural needs. ♾

🦋 Being patient and presenting different interventions or commodities till they get comfortable and can learn independently.

🦋 Adapt the teaching and grading techniques according to their abilities.

🦋 Communities can work on learning and promoting awareness about disabilities to support them to communicate or during times of distress. Eg, learning calming techniques, sign language or inculcating empathy-based models to help people with disabilities to function independently.

Are you ready to build a better community?

Did you like this series of Mindful A’s? Write down your favourites in the comment section below 🌈

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03/11/2021

Understand their language of expression and different patterns of communication. The more you work on creating an environment of free expression the more it encourages the individual to showcase their full potential. And most important aspect to understand is the difference between a tantrum and a sensory meltdown. 🔑

🌈 A tantrum usually has a purpose and if the child receives the outcome it generally stops. And sensory meltdown is a neurological stress response when something in the environment is unwanted or assaulting to the Child’s sensory system. 🚨

🌈 Learn about your child’s environmental stressors which trigger their behaviours. And offer them calming sensory supports like weighted blankets, calming music or a bear hug with deep pressure.

🌈 When we understand what behaviours they are communicating and raise awareness of our child’s abilities, we support our kids’ development.

🌈 Understanding their language of expression and adapting to match their communication patterns helps enhance verbal communication skills. It has helped me communicate humorous jokes and having the best laughs. 🤞🏻

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02/11/2021

We often come across articles, posts or professionals mention Inclusivity and Adaptability, what does it certainly mean?

It means recognising the basic human truth and understanding all people deserve to be included in the social institutions of culture. And it’s most helpful during early childhood education when children began to form ideas about social roles and cultural norms.

🌻 It will help form attitudes of acceptance, tolerance and generosity that will restructure future generations.

🌻 An inclusion program gains success when the social environment are addressed in the classroom itself. Teachers can help by drawing sociograms for students to build supportive connections.

🌻 Remember Inclusion doesn't only apply to classroom settings but outside social settings too. Parents/caregivers/peers/people can start by letting them decide if they need help. Let them explore their strengths and weaknesses before drawing any assumptions about them.

🌻 Adapt your teaching ways according to their needs. For eg, use real concrete materials, audio-books/instructions, teaching ways considering other senses of smell/taste or specific considerations such as braille books/kits for children with visual impairment.

The spirit of inclusivity is influential, try it out yourself and let me know your experiences.

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01/11/2021

Curiosity is an appetite for knowledge.

It’s important for the parents/caregivers/professionals working with them to pay attention to things children become curious about. Remember that children often want to wonder ‘out loud’ and make up answers for themselves. By encouraging them to wonder you model creative thinking and reasoning skills.

🌻 Be a part of their exploration, give them vocabulary or scenarios i.e. It’s glowing like fireflies or bright like a sun if they are mesmerised by a glowing object.

🌻 Explore the neighborhood areas and take them for different everyday activities. It will help them build their inductive/deductive reasoning and association skills.

🌻 Once you are back draw out the scenes, pretend play or ask them questions related to things they noticed around. It will build memory, association, creative and awareness skills.

🌻 Invite them to consider a variety of answers without the fear of being ‘wrong’.

Explore and watch them indulge in cooperative learning.
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31/10/2021

Unlearn the definition of Normal. 💆‍♀️

I often come across people comparing individuals i.e. with or without disabilities based on their definition of Normal. And the most unfortunate part is putting unapologetic pressure on the special population to make them fit into the community understanding of normal. We need to understand and respect their individuality. It will assist them to work on their development willingly and boost their self-esteem.

🔑 Understanding your child's unique developmental progress is necessary to interpret, accept or adapt his behaviour (as well as your own)

🔑 Remember, children have great individual variations of temperament, development and behaviour.

🔑 Celebrate the little things and remember people lack the context that the special population is embedded in constantly. Thus explain, teach, be patient and raise awareness in the community.

Are you ready to embrace the new ‘Normal’?

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30/10/2021

Before starting with the W’s and Ifs of special needs. I wanted to talk about the Mindful A’s aka Mindful Actions, it’s a series of actions that supports individuals with special needs. 🌈

My kids addresses words as Magic words, they understand that words are powerful and they attempt to use them mindfully. We can practice using mindful terminology too when referring to people with disabilities, use language that describes the person’s disability without defining the individual as his/her disability.

• Refer to a disability only when it's relevant & confirmed by the professional.

• Ask sources/caregivers - how they would like to be described.

• Use person-first language i.e. a person with down syndrome, a person with a disability or a person with speech impairment. Rather than referring to them as dumb/mute, stutterer or down’s person.

Recent Findings: Using Identity affirming language i.e. using 'autistic person' instead of 'person with autism' when referring to the autism population. Because they prefer to call it as their Identity and not an Illness. ❤️

This small mindful act will take us one step forward to encourage inclusivity 🌻

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02/10/2021

Welcome, 🙋🏼‍♀️

Firstly let me introduce myself as a fellow parallel human....🌈

I’m Mansi Boghani, An experienced therapist working in the field of special education for 2 years. I have completed Masters in Counseling Psychology and hold an Advance Diploma in Child Care Development.

I have experience working with school children, adolescents and adults. And working with the ages between 5 years to 40 years of age.

I primarily use the Humanistic Approach and believe an Inclusive environment therapy can help extract the unadulterated potential. I draw techniques from Behavioral Therapy, Cognitive Behavioural Therapy, Play therapy and Art therapy.

When I’m not working I like to indulge in Painting, watching movies, dance routines, nature walks, exploring cute hidden cafes, chai and reading books. I also like connecting with people and talking about their journeys/tales. And let me tell you, I’m known as a great Listener 😄

Always looking forward for adventures 🌻
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