Autism

Communication and Interaction Needs (including Autism)

We are a team of Specialist Teachers and Practitioners working within the Social, Communication, Interaction & Learning Team (SCIL Team) alongside the other specialist areas of Cognition and Learning, Early Years and SEMH. For full details of our offer, please visit About SCIL Team on our skills4bradford pages.  

Neurodiversity  

Neurodiversity refers to the inherent differences between all human brains which mean that we all process information and experience the world in a way that is unique to us as individuals and that these differences bring each person a unique set of strengths and challenges.

The term ‘Neurodivergent’ may be used to describe individuals whose ways of processing information and experiencing the world differ significantly from what society considers to be typical. One such example of neurodivergence is autism or communication and interaction needs. Click the images below for more information. 

Training

We are an Neuroinclusive Education Network (NEN) Training Partner. We deliver a range of expert-led Autism training modules, centrally in Bradford and in directly to settings, that are accredited by the Neuroinclusive Education Network (NEN) , the DFE and are CPD certified. Please talk to your SCIL Team link for details.

• Making Sense of Autism (Schools/Post-16)

• Good Autism Practice (Schools/Post-16)

• Progression Framework (Schools/Post-16)

We also offer a wider range of “on-demand” and bespoke training; please visit skills4bradford to view the brochure and booking form.

•  Autism and Demand Avoidant Behaviour

• Brick Clubs and Beyond. 

• The Building Blocks of Communication. 

• Understanding Sensory Difference. 

• Using Narratives to Support Learners. 

• Using Visual Supports.

• Structured Teaching Approaches. 

• Attention Time.

• Structured Emotional Regulation.

• Selective Mutism.

•  Different Presentations of Autism. 

•  Interoceptive Awareness. 

• Resources

Click a box below for more information. 

Neurodiversity Affirming Provision

We are committed to providing the best support possible for all children and young people in Bradford. We believe this is created by collaborating with school staff to create an inclusive environment where every pupil can thrive, regardless of their needs.

We are aware of the current debate surrounding best practice in neurodiversity-affirming provision. Our recommendations seek to recognise the neurodiversity of our school population and respect the individuality of each child and young person. Any strategies, resources and interventions we advise are evidence informed and tailored for the individual situation and/or pupil on our caseload.

Neurodiversity Affirming Language

There is no single way to talk about communication and interaction needs, including autism, that is accepted by everyone. We do, however, work to the following guidelines to ensure respectful and supportive communication:

1. Ask for Preferences

   • Ask the individual themselves: Whenever possible, ask the child or young person how they prefer to be described.

   • Mirror the language they use: Use the terms and language that the individual uses.

   • Consult someone who knows them well: If the person cannot communicate their preference in a way we can understand, try asking someone who knows them well.

2. Identity-First Language Based on research e.g.Neuroinclusive Education Network (NEN), we believe that a significant number of autistic people prefer "identity-first" language. This means using autism to describe a characteristic of the person in the same way as we might say someone is tall or small, i.e. autistic young person.

3. Phrases to Avoid

   • ‘High functioning’ or ‘low functioning’: These terms are outdated and not useful. All children and young people with communication and interaction needs have strengths and challenges in different areas.

   • ‘Challenging behaviour’: We say, ‘distressed behaviours’ or occasionally ‘behaviours that challenge.’

   • Words such as ‘suffer’, ‘disease’ or 'disorder' suggest autism is a deficit that can, and should, be cured.

We understand that navigating the right language can seem complex, and no one wants to get it wrong. The key is to be empathetic and considerate. Try not to correct someone’s terminology, but gently guide conversations in a respectful way.

Some of our older resources, as well as information from other organisations, use person-first language eg child with autism. Please bear with us as we update our resources to reflect more neurodiversity-affirming language.

Further Guidance

The NEN has produced a terminology guide you may find helpful: Terminology Guide

Understanding Social Interaction and Relationships

Everyone experiences the world in their own way. Sometimes autistic and non-autistic people can find it difficult to fully understand each other's thoughts, feelings, experiences or intentions. This is known as the double empathy problem. Rather than viewing social differences as a difficulty that sits within the autistic child or young person, this perspective recognises that misunderstandings can occur in both directions when pupils have different ways of experiencing and interpreting the world.

In line with our neurodiversity-affirming approach, this means considering how environments, communication styles and expectations in school can be adapted to promote mutual understanding, belonging and positive relationships. Building successful relationships is a shared responsibility and understanding and adaptation should not rest solely with the autistic pupil.

We do not support interventions that aim to teach autistic children and young people a set of prescribed "social skills" or encourage them to mask or behave in a more “non-autistic” way.

Instead, we support pupils to explore and understand social interactions in ways that are meaningful to them. This includes creating opportunities for discussion about different communication styles, perspectives, social situations and relationships, while recognising and respecting individual differences.

Our focus is on helping children and young people identify and work towards their own relationship goals. These goals may include developing friendships, strengthening existing relationships, increasing confidence in particular social situations, understanding boundaries, advocating for their needs, or finding ways to connect with others that feel authentic and comfortable.