Autism

Autism is a lifelong developmental condition that influences how a person perceives and interacts with the world around them. Autism is understood as a spectrum, meaning that each autistic person has a unique blend of strengths and challenges, however autism is typically characterised by two main areas of need (as outlined in the medical model for diagnosis):

• Restrictive and repetitive behaviours and interests, including sensory differences
• Differences in social interaction and communication

These differences mean that autistic individuals may communicate in ways that differ from non-autistic people. Some may use spoken language, while others may prefer alternative forms of communication or use little to no speech. They may also find unwritten social rules more challenging to understand and navigate.

Autism is estimated to affect around 1 in 100 people in the UK, based on diagnosed individuals registered with a GP. However, emerging research suggests the prevalence may be higher, possibly 1 in 50, with data in the USA having figures as high as 1 in 31 eight year olds in 2022.

Many autistic individuals have sensory processing differences, which often impact on behaviours – seeking or avoiding. Sometimes they can feel unwell but are not able to communicate this verbally. Pathological or extreme demand avoidance is recognised as an autistic presentation but there is not a separate diagnostic criterion yet. Please see the separate information for PDA. and sensory differences.

What We Offer

• Observations and individual work with students to identify strengths and needs
• Work with staff and caregivers to devise individualised support strategies
• Practical strategies with resources and modelling
• Audit environments and provide individual sensory checklists
• Training or workshops for staff and caregivers which are tailored to provide the level of knowledge and skills needed.
• We deliver training that would be tailored to the individual setting and staff knowledge. This includes specific sessions for early years, complex needs and preverbal students as well as general support for settings.
• We have extensive experience in supporting mainstream schools to establish intervention rooms for students with complex needs.