What is Autism?
Autism is a lifelong neurodivergence and disability. It impacts upon how a person experiences and interacts with the world around them.
Autism is recognised as a spectrum. In the past, this was considered to be a horizontal line ranging from ‘more’ to ‘less’. As our understanding of Autism has evolved we have begun to understand that the spectrum means that each autistic person has their own personalised set of characteristics. Each autistic person has a range of strengths and differences which can vary quite considerably from day-to-day. Bearing this in mind, it is important to recognise that all of our brains are unique, so adopting a neurodiversity approach allows us to view autism as a natural variation in people.
The causes of autism are still being researched. At present, we understand that there isn’t one specific cause, but there may be a genetic link.
To be given a diagnosis of autism, a specialist team must agree that a child displays the ‘core characteristics’ of autism. These are lifelong differences in sensory processing, behaviours and interests and communication in comparison to non-autistic children.
Sensory Processing
Sensory processing refers to how people feel and act in response to information collected from their senses. In addition to the more widely known senses of sight, hearing, smell, taste and touch we have a vestibular sense which helps us to keep our body balanced when moving. Our proprioceptive sense helps us with spatial awareness and our sense of internal awareness, interoception, allows us to detect if we are, hot, cold, need the toilet, are hungry and so on. Autistic people can be much more or less sensitive to sensory experiences than non-autistic people. They may seek, avoid or become overloaded by noises, aromas, tastes, tactile experiences and visual experiences, or face challenges with other senses.
Behaviours and Interests
Much of the medical and professional literature regarding behaviours and interests in autistic people refers to differences in behaviours and interests. This is often referred to as ‘restricted and repetitive behaviours and interests.’ When considering these in relation to an autism diagnosis an autistic person’s behaviours and interests must be viewed as impacting upon ‘everyday functioning.’
In contrast to this, many autistic people see these characteristics as positive and helpful. Some autistic people like to refer to these as ’stimming’ which means a self-regulatory behaviour that helps to achieve a feeling of safety, calmness and happiness.
This can include:
- Having a deep interest in or passion for something.
- Demonstrated repetitive movements and behaviours such as spinning, repeating satisfying words and flapping one’s hands.
- Displaying a strong preference for predictability, order and routine. This could be shown by needing to know specific details about what is going to happen, when, why and for how long.
Communication
Autistic people may demonstrate alternative communication styles, skills and preferences to non-autistic people. This means that they may use and understand words, body language and facial expressions in a unique way.
Communication styles can vary from one autistic person to the next. Some autistic children have variable, limited or no speech and communicate in alternative ways using signing, writing, gestures, sounds or Augmentative and Alternative Communication (AAC) approaches, such as picture cards and/or high-tech devices. Other autistic children may communicate consistently with spoken words.
Social communication refers to how we use and understand spoken and non-spoken means of communication. This includes being able to read and respond to conversation and body language. It also includes social skills such as sharing and taking turns. Social skills form an integral part of starting, developing and maintaining relationships with others in a range of situations. Social communication and interaction differences form part of the criteria for an autism diagnosis, but these differences can vary widely between autistic children.
Language comprises of the sounds and symbols used in communication. Although language differences do not form part of the criteria for an autism diagnosis, language is an important part of social communication and interaction. It is suggested that some autistic people experience differences in how they interpret and/or use language. This can vary between autistic people.
It is important to learn the profile of how each individual person’s autism presents so that support can be personalised.
Strategies for Home
Each autistic child has their own strengths and challenges. There are many ways that we can support autistic children at home to help them feel happy, safe and secure. The following offers lots of practical strategies to help at home but it is important to remember that when they are implemented, they will need to be personalised to match your child’s interests and level of development.
- Work to establish predictable routines for regular day-to-day tasks and a schedule that shows what will be happening when. This could all be supported with pictures and visual cues to communicate these clearly. Some autistic children may find it helpful to have this presented as a now/next timeline. Other autistic children find a timetable or calendar approach more supportive.
- Identify a space at home that can become a calm, safe space. This will be somewhere that your child can withdraw to when needed. A pop-up tent offers a great option. Your calm and safe space could include soft, comforting items and sensory tools alongside objects that relate to your child’s personal interests and motivations.
- Reduce distractions. Where possible, think about how your home can become a low arousal space when needed. Reducing sounds and fitting dimmer switches to lights can be very helpful.
- Allow extra time for your child to process and respond to information and instructions. Be prepared to repeat what you have said.
- Keep your language simple, clear and direct and avoid phrases which can be interpreted in many different ways.
- Prepare your child for changes (transitions). As far as possible, give advance notice of changes being clear about what will happen, when it will happen and for how long. Some children find added visual supports such as having pictures of the next event or the people involved. Offer a visual countdown such as a sand timer to signal when the change will happen.
- Show an interest in their interests to build connection and engagement.
Strategies for School/Educational Support
- It is important to develop positive home/school relationships and robust communication systems to facilitate partnership working to meet the needs of the child. Home/school communication books can really help.
- Share your understanding of your child’s strengths and differences and what works well for you at home. Encourage school to do the same. Having shared approaches will provide your child with predictability.
- It might be helpful to create am ‘All About Me’ sheet which shares your child’s likes/dislikes, interests, sensory needs and preferred style of communication. This could form the basis for the development of a shared support plan.
- Get to know the school’s Special Educational Needs Coordinator and Parent Support Worker. They will be a fantastic source of support and may be able to refer you to other people that can help.
- Work with the staff at your child’s school to build a profile of your child’s sensory preferences and the sensory experiences that they do not enjoy. Work together to find supportive strategies and tools that can be used at home and school and to identify the kinds of environments in which they will thrive.
- Ask your child’s school to point you in the direction of your area’s ‘Local Offer’. This is a directory type document which details the support your local authority provides for children and young people with special educational needs.
Local Resources and Support Services
There are lots of useful resources and support services both locally and nationally that are there to provide help and support. A good starting point is The National Autistic Society. This is a charity that supports autistic people and their families by providing guidance, support and advice. They promote awareness and acceptance. You will find them at: //www.autism.org.uk/
Locally, you may wish to explore:
- Parent and family support groups
- Sensory toy lending libraries
- Advice regarding benefits via the Citizen’s Advice Bureau
- Information about who can help is usually also available from
- The team that made the diagnosis
- Your GP surgery
- Your local library
- The National Autistic Society Autism Services Directory
- Autism Central
- You can also explore social media – there are many advocacy and support groups who post regularly on Facebook.
- You can ask your council for a carer’s assessment. This assessment aims to find out what support and/or benefits you may be able to get to help you to care for your child.
Family Support
Any diagnosis, no matter what it is, can feel scary and overwhelming especially as you learn to navigate what this means for your child and your family. That is why it is important to ask for support from trusted family members and friends when you need it.
It is important to share your child’s diagnosis with friends and family and to talk about what your child’s autism looks like for them and the impact that it has upon you. This will help them to offer support for you and your child. They may be able to:
- Help with everyday tasks so that you can have more time to focus upon you and your child
- Provide emotional support and care
- Spend time with your child so that you can have some time for you
This article has been written by Beccie Hawes
Beccie has worked in all aspects of Special Educational Needs including mainstream, additionally resourced provision and specialist settings. She has extensive experience as a SENCo, Inclusion Manager, Lead Local Authority SEND Advisory Teacher and has set up and led an inclusion advisory service.
Beccie is currently proud to be the Head of Service with Cadmus Inclusive, part of Cadmus Services, which is based in Walsall. This service has a national reach and actively supports schools with all aspects of providing a high quality education for vulnerable learners. Beccie is the author of ‘The Complete Dyslexia Toolkit’ and co-author of ‘Getting it Right for SEND’ and ‘How to Create the Perfect Partnership with Parents’. Beccie also writes the national Ebriefing: SEND Bitesize. She has developed a number of educational resources to support learners which schools across the UK have purchased and use. Beccie remains very ‘hands on’ in the classroom and is passionate about being at the chalk face to support teachers and children to think differently for a brighter tomorrow. She is also the mum to four boys and a dog.
A note to you
Dear parent (I’m sorry that I don’t know your name),
I’m going to make a guess that you’ve landed here (possibly in the middle of the night) via an internet search engine. I am also going to guess that you’re here because you are possibly worrying about your child and that your worries became the search terms that you used to find this.
Autism is a journey with many highs and mixed feelings to deal with along the way. Please remember that you are not a lone traveller. There are lots of families on the same path and you are all doing the best you can to support and care for our children.
Here are two pieces of advice: 1 – keep shooting for the moon with your aspirations and ambitions for your child. If you do miss the moon, at the very least, you and your child will land amongst the stars. 2 – be kind to yourself – take time for you. You cannot pour from an empty cup!
Take care – you’ve got this!
Beccie x
