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 Autism Education Trust 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 Autism Education Trust (AET), 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.

1. Creating Independent Learning Opportunities and Environments                                    

2. Using Visual Supports

3. Autism and Demand Avoidant Behaviour KS1-4

4. AET-Making Sense of Autism

5. The Building Blocks of Communication (Intensive Interaction)

6. Autism - Social Success                                                                               

7. Understanding Sensory Difference

8. Different Presentations of Autism

9. Attention Time

10. Using Narratives to Support Learners

11. Structured Emotional Regulation

Fundamentals for Inclusion (Communication and Interaction)

Resources

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. Autism Education Trust (AET), 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 neuro-affirming language.

Further Guidance

The AET has produced a terminology guide you may find helpful: Terminology_Guide_EC_ - formatted (autismeducationtrust.org.uk)