Neurodiversity and autism

Neurodiversity refers to the natural variation in how a person’s brain processes information, leading to differences in learning styles, emotional regulation, and social interactions.

Autism spectrum disorders (ASD) encompass a range of conditions that share common challenges in social interaction and communication. Individuals with ASD often exhibit unique patterns of behaviour and activity, such as difficulty transitioning between tasks, intense focus on details, and unusual responses to sensory experiences.

Characteristics of autism may be detected in early childhood, but autism is often not diagnosed until much later.

Sue Larkey is a highly qualified educator who has taught students with autism spectrum disorder in the mainstream and special schools. Read Sue’s top tips to help students with ASD.

12 tips to set up for success

1. Understand the child’s difference (strengths and challenges), accept their different way of thinking, learning, socialising, etc.
2. Break it down. Break tasks down into smaller parts and give them each step sequentially. If possible, give them a checklist to mark off as they do each step. Do NOT expect the children to multitask! Allow them extra time to get it done, but let them finish! It is important to finish one task before going to another.
3. Slow it down. Be aware of communication difficulties. Allow time to process verbal information, use visuals, and don’t overload them with verbal information.
4. Use their special interests to motivate and engage – their strengths are motivated by their interest.
5. Show them what is expected and what is happening, then they have less need to fight for control (i.e. schedules, routines, timers).
6. Be careful how you use words, their literalness can mean they misunderstand you. Avoid words like ‘could’, ‘would’, ‘can’ as they perceive them as a choice, e.g. “Can you start work” can be seen as a choice.
7. Use visuals to support learning: schedules, photos, pictures, symbols, timetables, highlight key information, mind maps, etc.
8. Prepare by previewing. If possible ‘preview’ the learning ahead of time, to give a mental framework of what is being presented or what is next.
9. Check in regularly – don’t wait for the student to ask for help – check in (learning, social and behaviour).
10. Computers and iPads are enabling for so many people with ASD, they can help build connections and confidence.
11. They find it hard to see things from other people’s perspective. This is known as ‘theory of mind’. They might also find it hard to understand and predict other people’s behaviour, and to understand how their behaviour affects others.
12. They often find it hard to recognise facial expressions and the emotions behind them. They may miss facial cues from adults about behaviour, or social cues from peers.