Autism or Autism Spectrum Condition ("ASC") is a neurodevelopmental difference that is thought to affect around 1 in 100 people in the UK; although it is increasingly being recognised that this may be an underestimate in view of the historically male-biased diagnostic assessment process. Autism affects how a person communicates, interacts socially, and processes sensory information. It manifests uniquely in every individual - as the saying goes: if you've met one autistic person, you've met one autistic person - but there are common traits that many autistic people share. These include differences in social communication, such as finding it hard to pick up on and/or interpret social cues;. repetitive behaviours, sensory sensitivities, and intense interests in specific topics. It’s important to remember that these traits are not “problems” to be fixed but are integral to the autistic experience. For example, stimming (repetitive movements like hand-flapping, twirling and rocking) can be a way for an autistic person to self-regulate and find comfort.
In England, the journey to an autism diagnosis begins with referral to a specialist team for an autism assessment. This is usually done by a GP, or in some areas Child and Adolescent Mental Health Services ("CAMHS"), at the request of parents or carers. Sometimes referral is suggested by health visitors or educational professionals, for instance if a child is not meeting developmental milestones and/or the professional has observed differences in the way that a child is developing compared to their peers. The assessment process usually involves a multi-disciplinary team which could include a combination of paediatrician, Speech and Language Therapist ("SALT"), child and adolescent psychiatrist and/or clinical psychologist. Professionals will usually observe interactions, review developmental history, and speak to those who know the child well, e,g, parents, teachers etc. To receive an autism diagnosis a child must be found to display characteristics consistent with the criteria outlined in the DSM V or ICD11 which are the standard manuals used to diangose mental health and neurodivergent conditions. These both essentially require evidence of the ‘core characteristics’ of autism, namely: communication and social interaction differences and restricted and repetitive behaviours and interests including sensory differences. The differences/deficits must be persistent, present from early childhood and result in a clinically significant impairment for the child concerned.
Many austic people reject the idea that autism is a condition (much less a disorder) and prefer to use the neurodiversity paradigm in which neurological differences are understood as natural variations in human cognition and behaviour, rather than deficits or disorders. This framing does not deny that autistic people experience difficulties in their lives, the extent of which is not always obvious (hence why autism is sometimes referred to as a 'hidden disability'), but rather acknowledges that such difficulties are often the result of the way that society is organised and not inherent to the individual. For example, a preference for not making eye-contact is only considered problematic in a society which equates eye-contact with respect, attentiveness and honesty. Similarly, restricted or special interests if instead thought of as passions, immediately become more socially acceptable.
If your child or young person is autistic or shows autistic traits which are impacting their education and is not getting the support they require, SEND Advocacy can provide advice and assistance. If you need someone in your corner to help you secure the education your child deserves, contact SEND Advocacy today.
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