Hold out a hand Tap into their Answers to your

of understanding creative spirit exam questions

Three experts on ways to Ways that artistic activity How schools and parents
encourage your child’s can boost social skills and can help to replace stress
empathy with other people emotional development with academic success

For parents and professionals Issue 31

Autumn 2018

Why the NHS

must change
Food
refusal:
get expert
advice
Could you
foster a child
with ASD?
Legal advice
on Education,
Health and
Care Plans
Family outings

Research finds symptoms increase with age

 Welcome
UK’s Largest Parent-Led Specialist Residential Care Provider

Involved in this issue We need to stay with patients

Home From Home Care
I am about to write something for which I expect to
Created by Parents to Make the DIfference receive some critical emails, but here goes. Relatives
cannot be expected to leave the bedside of someone
with autism and/or a learning disability who is admitted
Paula Dr Heather Dr Gillian to hospital as an inpatient. They should be allowed, if
McGowan Stone Wodis Greville-Harris they wish, to stay with the patient at ‘all’ times.
Campaigner for Author on autism Consultant clinical Parents tell us they are very anxious about the quality
NHS change in women psychologist Gillian Loughran
of care in the UK’s hospitals for their loved ones, given
the growing list of people with a similar profile to their
children who are dying while under the care of the NHS.
Take a look at the images in our feature on page 6
about the fate of Oliver McGowan, aged 18. Oliver’s
family and, indeed, Oliver himself pleaded with hospital
staff not to give him antipsychotic medication, since he
Dr William Douglas Silas Adam had previously had a bad experience with it. A
Mandy Specialist solicitor Ockelford consultant nevertheless prescribed an antipsychotic
Senior Lecturer, in SEN law Professor of that led to his death. According to reports of the
University Music inquest, the consultant said she would do it again.
College London What happened to Oliver could happen to any of our
children. Oliver died despite relatives strongly advocating
for him. We are right to put pressure on the NHS to
accommodate us, however inconvenient, to stay with our
loved ones at ‘all’ times because we have justification.
Daniel As well as Oliver’s death, families tell us they have
Thomas Amy Kelly been very upset by the deaths of Josanne Wadsworth,
James Isaac Music therapist Behavioural 31, Richard Handley, 33, Judith Benn, 54, and Connor
SEN legal specialist Sparrowhawk, 18. All of them had learning disabilities
Autism • Epilepsy • Complex Health Needs • Sensory Needs • Mobility Needs & PMLD • Associated Mental Health Needs specialist and died while under NHS care.
We know about these cases thanks to relatives
raising awareness. We also know there are many other

What comes after education? people with autism and learning disabilities whose
premature deaths under the NHS have not received
Claire enough attention. In just the area covered by Southern
Home From Home Care builds services around individuals with complex needs Parents - We deliver fulfilled days Health, which ran the unit where Connor Sparrowhawk
Stockley Dr Judith
and empower your adult child. died, more than 1,000 patients with learning disabilities
• We create small groups of compatible individuals, who live with other small groups in Carrie Lennard Foster carer Orloff
We focus on their independence, or mental health problems died without proper
homely settings. Special needs Psychiatrist and
self-worth and new opportunities music teacher author investigation over only four years.
• We successfully support them to access and interact with the wider community. as well as creating homely, non We can only wait until promised improvements take
institutional environments. place in the NHS before families touched by autism and
• Individuals with different diagnoses and needs are empowered by our dynamic living learning disability can put their trust in it. In the
environments, which are non-institutional, inspiring and reflect the diversity of the meantime, we urge you to sign and share the petition
wider community. Teachers - We build on your
Dr Justin that Oliver’s family have launched to bring about
dedication and the life skills change. You can find it here:
• Individuals lead more fulfilled lives which satisfies all stakeholders: parents, commis- Williams
teaching that you have given to https://petition.parliament.uk/petitions/221033
sioners, staff and other professionals. Ian Uttridge Child and Steve Stockley
your students, who too often
• We support 80+ individuals in 5 separate locations, linked together through ONE TEAM Head of Children adolescent Manager,
transition into services where
Working, enabling our 350 staff to deliver effective care and support. and Families, psychiatrist Fosterline advice Gillian Loughran,
they regress. Together Trust service Editor
Home From Home Care offers a pathway away from more institutional care
Commissioners - For certain
• We are a specialist care service for complex individuals who may also have associated complex adults we are a proven Editor Gillian Loughran SUBSCRIPTIONS Online: go to www.autismeye.com, where prices are from
health and mental health issues. gillian.loughran@autismeye.com £16 a year for printed issues. By post: send a cheque/Postal Order for £20
alternative to a very high cost, (parents & carers) or £30 (organisations) to Autism Eye at our address, left.
more institutional service. As ap- Publisher Mark Hayes 20% discounts are available on renewing subscriptions – see our website.
• Accessing the wider community and living as part of an extended family ethos attracts ISSN 2046-424X mark.hayes@autismeye.com
placements from over 38 commissioning authorities - with the active support and propriate, we undertake free de- © Hillbury Publishing Ltd 2018. All rights reserved.
Hillbury Publishing, 25A Hillbury Road, +44 (0)20 8133 6259 IMPORTANT: subscribers are reminded that Autism Eye is circulated to named individuals only, on
participation of families. tailed assessments. the understanding that material contained herein is not copied, reproduced, stored in a retrieval
London SW17 8JT, United Kingdom Sales Anne Driscoll system or otherwise disseminated, whether inside or outside subscribers’ homes or organisations,
+44 (0)20 8673 8496 +44 (0)13 4271 8323 without the express consent of the publisher. Breach of this condition will void the subscription and

Autism · Epilepsy Contact us on 0800 587 0372 www.autismeye.com Designer Mark Richardson
may render the subscriber liable to further proceedings. The views expressed in articles are not
neccessarily those of the editor, publisher or printer.

Sensory Needs · Mobility Needs & PMLD www.homefromhomecare.com No information published by Autism Eye is to be construed as medical advice. Neither the editor, publisher, nor contributors take any responsibility for
any decision taken by readers as a result of information contained herein. If you need medical advice, please seek it from a suitably qualified practitioner.
Our blog - www.createdbyparents.com
www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 3

Since 1987, Ruskin Mill Trust has developed
its unique Practical Skills Therapeutic Education
method, working with young people with
complex behaviour and learning difficulties and
disabilities, including autistic spectrum conditions,
and whose needs cannot be met by mainstream
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Our five centres for young people aged 16 to 25
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Pembrokeshire and Gloucestershire and offer
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students follow a craftwork and land-based
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before stepping out and contributing to their
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Lifelong residential care is offered at Clervaux
in Darlington. Here, residents can benefit from
our unique holistic approach to care, as well
as participate in meaningful work and training,
according to their needs and wishes. Please
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Ruskin Mill Trust services are delivered by highly
trained and expert staff, and we are committed
to providing our staff with continuing training
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external applicants.
For further information about training and
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hannah.mallinckrodt@rmlt.org.uk
www.rmt.org admissions@rmt.org 01453 837502
Ruskin Mill Trust is a Rudolf Steiner Charitable Trust. Registered in England and Wales.
Company Registration Number: 7252866. Charity Number: 1137167.
In this issue
On the cover
10 It’s a girl thing too 10
New research has found that girls show increased
signs of autism in adolescence. Are they simply
better than boys at masking it when they are
younger, leading many to remain undiagnosed?
Features
06 Why the NHS must change
The heartbreaking story of how yet another young
person with autism, 18-year-old Oliver McGowan,
died while in NHS care. His mum and dad, Paula
and Tom, are campaigning to ensure that the
same thing doesn’t happen to others. They have
launched a petition to make autism and learning
disability training mandatory for NHS staff. Please
read their story and sign the petition.
15 Legal Eye
Douglas Silas and James Isaac detail ways in
6 15
which parents can use the law to enable a more
holistic view of their child’s needs to be taken
when creating an Education, Health & Care Plan.
18 Art and soul
Here’s something to tap into (or bang into with
a big drum if you prefer)... Whether it’s music,
drama, dance or art, letting your child’s artistic
side flourish could be a great way to help them
improve social skills and promote physical,
intellectual and emotional development.
24 More care to spare
The expertise that parents of childen with autism
36 31
develop could make them ideal as foster carers
for other children with the condition. One couple
adopted a boy with suspected autism they were
fostering because they bonded so strongly with him.
31 Tests of stress
With GCSE qualifications now more reliant on
exams, it’s become even more difficult for many
children with autism to handle the stress generated
around academic success. Here’s how some
schools handle it – and how parents can help.
36 Fear of food
Is your child a picky eater, or actually suffering
from a medical condition? Spot the signs of
Avoidant and Restrictive Food Disorder.
18 24
41 Empathy pinned down
Three experts suggest ways in which parents of
children with autism can help them to develop
greater emotional understanding of other people.
45 Ten tips for a family outing
Advice from the mum of a girl with autism on how
to have a successful family day out.
46 Library Corner
Our selection of the latest books.
www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 5
 Insight

Why the NHS

and they’re not getting it.”
Oliver died in November 2016
after suffering partial seizures. As
well as leaving behind parents Paula

must change
and Tom, he left a sister, Heather,
23, and a brother, Adam, 26.
His death from neuroleptic
malignant syndrome (NMS) is one
of a number of high-profile NHS
tragedies involving people with
learning disabilities.
When autistic teenager Oliver McGowan was
All died in NHS care
admitted to hospital, he and his family told As well as Oliver, Josanne
Wadsworth, 31, Richard Handley,
doctors not to give him an antipsychotic. 33, Connor Sparrowhawk, 18, and
Judith Benn, 54, all had learning
But they went ahead anyway and Oliver died. disabilities and all died in NHS care.

Now, his mum Paula tells Darren Devine of

The deaths all resulted in
investigations and left serious

her campaign to ensure all NHS staff receive question marks over the quality of
their care.

training in autism and learning disability
Paula and Tom McGowan watched
son Oliver go from being a
paralympian hopeful to lying intubated
and clinging to life in hospital.
He was suffering from a severe
allergic reaction to olanzapine, an
antipsychotic medication.
Southmead Hospital in Bristol gave
him the drug against his own
wishes and those of his family. This
followed Oliver being trialled on an
antipsychotic a year earlier and
reacting badly.
As Oliver was lying in his
hospital bed on a life support
machine, doctors told his parents
he would never walk again, be
blind and have no memories or
language. They took the
heartbreaking decision that their
18-year-old son’s life support could
be withdrawn.
Lasting NHS change
But the family is now working to
ensure that Oliver’s death sparks
lasting NHS change.
As well as being impacted by
autism in a relatively minor way,
Oliver had epilepsy, a mild learning
disability and cerebral palsy. Paula
believes that if Southmead Hospital
had made reasonable adjustments
it would have saved his life.
In the wake of the tragedy,
Paula and husband Tom started a
petition to prevent avoidable
deaths by making learning
disability and autism training
mandatory for all NHS staff. It had
gathered more than 44,000
signatures by the time this issue of
Autism Eye Magazine went to press.
Paula, a primary school teacher,
and Tom, a senior RAF officer, say
they have been “overwhelmed” by
support, especially from medics.
Paula says: “I’ve been approached
by many, many doctors and
nurses now, all saying the same
thing – that they support
the petition, they
believe that they
want the
training and
they need
the training
Oliver McGowan was “just a nice
young lad”, below left. After he
was admitted to hospital and given
olanzapine his appearance changed
rapidly. His father says he developed
a blue pallor around his eyes and
mouth, but doctors said “it was the
lights”. Then, two days later, when
the family said his appearance
looked swollen they were told “it was
probably water retention”. The inset
picture, right, shows Oliver’s right
hand, where a cannula was removed
and the wound became infected. His
father says that Oliver contracted
Methicillin Sensitive Staphylococcus
Aureus (MSSA), a bacterium on the
skin, “for no reason” and thinks the
wound was the source.
And earlier this year the
Learning Disability Mortality Review
(LeDeR) highlighted how those with
learning disabilities die 15-20 years
Until people like
Oliver and
Connor are seen as
fully human, health
care is not going to
improve, sadly”
earlier than the general population.
Dr Sara Ryan, Connor
Sparrowhawk’s mother, fought a
lengthy battle after her son
drowned in a bath when he was
left unsupervised in an NHS care
unit. She says: “Until people like
Oliver and Connor are seen as fully
human, health care is not going to
improve, sadly.”
Hospital passport ignored
Paula says she gave staff Oliver’s
hospital passport, describing how
his autism and learning disability
affected him and detailing
reasonable adjustments needed.
However, she says it was “placed
in a drawer without a glance”.
Among the problems Oliver
encountered during his hospital
stay was having several doctors
speaking to him at once while
using complex language. Also,
Paula says when her son wanted to

6 Au t i s m | e y e I s s u e 3 1 2 0 1 8 www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 7
 Visit us at the Insight
TES SEN Show 2018
5 – 6 OCTOBER 2018
THE BUSINESS DESIGN
CENTRE, LONDON
You will find us at stand P23

Happier days:
Oliver with
brother Adam
and sister his behaviour when he the drug was “one of the
Heather, above, woke. However, the contributing factors” in Oliver’s
and having family, who live death. She told Paula she “might
fun with mum between Bristol and have been right” to warn her about
Paula, right. New South Wales in the drug.
A World of Possibilites Top right: a
young Oliver
Australia, say Oliver did
not have challenging
The doctor is reported as
saying: “I take responsibility. I
surfing in 2008 behaviours. prescribed olanzapine, but I don’t
He never woke from the know that I’m responsible for
SpaceKraft design and Oliver was just a sedation as he developed the NMS anything else that happened.”
that saw his brain swell after the The Department for Health and
install a full range of nice young lad. antipsychotic. Social Care (DHSC) say they want
He played for the
sensory environments.
Paula adds: “Oliver was just a staff trained to support people with
nice young lad. He played for the learning disabilities and autism.
cerebral palsy England cerebral palsy England football
football squad and squad and was training to be a Consistent approach
To find out more or to was training to be
paralympian.
“He was the president of the
The DHSC commissioned both
Skills for Health and Health
receive a free catalogue a paralympian” school council at college. He was
a school prefect.”
Education England, which oversee
the training of NHS staff, to
please call us on: walk around, a normal part of his Gravely concerned
develop core skills and a
consistent approach to people with
seizure activity, he was restrained The mother is “gravely concerned” learning disabilities. This saw a

Tel: 01274 581007

and this heightened his anxiety.
The family say while in an
ambulance Oliver made it very
clear he did not want antipsychotic
medication. When trialled on an
antipsychotic a year earlier Oliver
endured hallucinations, an increase
in seizures and tore his skin.
Paula says A&E doctors wrote
‘antipsychotic medication’ in red in
the allergies box on all of Oliver’s
intensive care unit 24-hour care
charts. Oliver was eventually
sedated, but a few days later
doctors used olanzapine to control
Or visit our website Visit this page to see and sign Oliver’s petition:
https://petition.parliament.uk/petitions/221033
www.spacekraft.co.uk
for any autistic youngster who
displays challenging behaviour if
doctors are so quick to reach for
antipsychotics when dealing with
someone as placid as Oliver.
Paula stresses her son was
assessed by two different senior
consultant psychiatrists as not
having a mental health disorder.
At an inquest into Oliver’s death,
assistant coroner Dr Peter
Harrowing ruled olanzapine was a
“significant contributory factor”. But
he also ruled the drug was properly
prescribed and that the NMS could
not have been predicted.
According to a BBC report of
the inquest, Dr Monica Mohan, the
consultant neuropsychiatrist who
prescribed olanzapine, admitted
framework published in 2016,
setting out essential skills. The
DHSC has also commissioned a
core skills framework for autism.
In a statement, the DHSC said
the framework should equip staff
“for roles that have regular contact
with autistic people”.
A North Bristol NHS Trust
spokesperson said their staff “had
to make some very difficult
treatment decisions” while caring
for Oliver and “did their very best
at every stage”.
The spokesperson added: “We
remain committed to continue
improving the way we care for
people with autism and learning
disabilities, making reasonable
adjustments for each individual.”

www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 9

It’s a girl thing too
Boys outnumber girls with autism
by around four to one – or so says
conventional wisdom. But there’s
evidence that girls are better at
masking social challenges and
their autistic traits can appear
later. Report by Darren Devine
10 Au t i s m | e y e I s s u e 3 1 2 0 1 8
When previously untroubled
young girls start to show symptoms
of autism later in life, is it a genuine
late onset of the condition or simply
subtle, pre-existing difficulties
becoming more obvious?
This is the question researchers
could soon be grappling with after
findings that suggest girls show an
increase in autistic social traits later
than boys.
Researchers at the University
College of London (UCL) found the
www.autismeye.com
traits for autism in girls become
more pronounced between 10 and
16 years old.
Girls better at masking
And an earlier US study of
elementary school-age children
with autism published in November
2016 supported the idea that girls
were better at masking or
camouflaging their autism.
The research, led by Michelle
Dean of California State University,
www.autismeye.com
Their child
gets diagnosed
and they start to
relate to a lot of the
experiences their child
has gone through”
found girls with autism were better
than boys at staying in close
proximity to peers and weaving in
and out of activities.
Girls with autism will continue to
be “left unidentified” if
professionals look for social
isolation on the playground when
identifying children with social
challenges, the study concluded.
Dr William Mandy, who led the
UCL research, says it’s very
important to investigate what the
Research
uptick in social difficulties his team
found in adolescence is reflecting.
Do the social difficulties reveal
autistic traits, or are they
“impairments secondary to anxiety
or depression”? In an email, he
added: “Nevertheless, whatever its
cause, the fact that females
experience this increase in social
difficulties is important.
“One possible explanation is
that the social environment for
females escalates more quickly
and markedly during adolescence
than it does for males.”
Progress of autism traits
Mandy’s team mapped the
progress of autism traits in the
general population across
childhood. They used the Avon
Longitudinal Study of Parents
and Children (ALSPAC) to trace
autism traits.
The ALSPAC research was a
general population study in the
south west of England from birth,
involving 9,744 children.
Autism traits were assessed at
the ages of seven, 10, 13 and 16,
using the Social Communication
Disorders Checklist (SCDC), which
relies on information from parents.
At age seven boys scored
higher than girls for autism traits
and were more likely to be in the
“clinical range”.
But the difference diminished
over time as the symptoms in girls
got stronger. By the age of 16
there was no longer any difference.
Not so easy to recognise
Dr Sarah Lister Brook, clinical
director of the National Autistic
Society (NAS), says social
difficulties are often present much
earlier on in a girl’s development.
However, “the presentation is
more subtle, so they aren’t so easy
Difficult years:
long-standing
to recognise”.
She adds: “As the social
issues may
start to show
pressures and gender
expectations increase significantly
as social
pressures
as a girl gets older, the teenage
experience brings long-standing
and gender issues to the fore.”
expectations Listerbrook also says the study
increase when relied on “a core set of social
girls get older behaviours” reported on by parents.
She thinks it’s possible that these
“may not be the most relevant for
females during the early years”.
Au t i s m | e y e I s s u e 3 1 2 0 1 8 11
 Research Speaking through pictures

Further reading
Dr Heather Stone
Wodis’s book, A patented ‘high-tech’
Girls with Autism Communication Aid
Becoming Women, uniquely developed
investigates the
experiences of
for non-verbal
seven women as they communicators
transition from childhood to familiar with physical
adulthood. Education, sexuality, Picture Exchange and
career paths and social networks
are among the things that impact based on Drag and Drop with voice output.
their lives – but a supportive family
and a diagnosis in childhood help
them to deal with their challenges.
Jessica Kingsley Publishers,
£13.99/$19.95 paperback ● Familiar and easily recognisable
to physical Picture Exchange
In addition, “the gender users
expectations of the parents may
have had an influence on their
reporting”. she says. ● Choice of popular image sets:
In her book Girls with Autism
Becoming Women, Dr Heather
PCS, SymbolStix or Widgit
Stone Wodis investigates the
experiences of seven women as
they transition from childhood to
● Drag & Drop encourages
adulthood. Stone Wodis, who lives “intentional” communication
with obsessive compulsive
disorder (OCD) and is visually and more control
impaired, says growing numbers
of women are now being
diagnosed later in life. ● Simple and quick to configure
and personalise
Reflect on their condition
And Stone Wodis, who as a result
of her visual impairment and OCD
describes herself as neurodivergent,
● Ability to add voice recording
says seeing one of their own and digital photos , e.g. family,
children diagnosed is often the
trigger that compels women to
friends, carers etc.
reflect on their own condition. Chicago, says this can see autistic Like mother,
She says: “Their child gets Something that teens marginalized as they begin like daughter:
diagnosed and they start to realise to struggle with everyday aspects author Dr
and relate to a lot of the experiences she used to do of life – such as flirting with the Heather Stone
their child has gone through. when she was seven opposite sex. Wodis believes
“And then it gives them pause to growing Available on Windows
be like, ‘Wait a second, I used to and was fine, now, at Comfortable to them numbers
10 Tablets or as
do this. I didn’t talk until I was nine. 14, when her friends “They see all their peers doing it of women
Software Only
I was obsessed with pink stuffed (flirting) effortlessly and so then are being
animals. Wait a second – this are going on dates, they start to retreat into what is diagnosed with
seems a little odd”
FREE
seems really familiar.’” comfortable to them, whether it be autism later
Stone Wodis is unconvinced by sitting in a rocking chair for hours in life after
the notion that autism appears or brushing their doll’s hair. recognising
later in girls; instead, she believes pathology or is this just kids’ stuff’? “And at 14 brushing a doll’s hair symptoms in 30 DAY TRIAL
their more subtle symptoms simply “And as they grow older and is no longer socially acceptable or their autistic AVAILABLE FROM OUR WEBSITE
go unnoticed. relationships and social norms appropriate. So something that she children that
She says: “It becomes more
apparent and obvious (in
become more complex, they have
increasing difficulty keeping up
used to do when she was seven,
eight and was totally fine, now, at
they themselves
showed in
www.speaks4me.com
adolescence) because when with it.” 14, when her friends are going on childhood Tel: 044 (0)330 555 0220 Email: contact@speaks4me.com
you’re a kid people are like, ‘Is this Stone Wodis, who lives near dates, seems a little odd.”

12 Au t i s m | e y e I s s u e 3 1 2 0 1 8 www.autismeye.com
 Advice

Legal eye
Many people are unaware that, within the new
special educational needs framework, parents can
Empowering the SEN community since 1992 use specific law covering ‘Healthcare’ and ‘Care’ –
and a new National Trial may help, too. Report by
5-6 October 2018
Douglas Silas, a
solicitor, and James
Isaac, a SEN
Douglas Silas and James Isaac

Business Design Centre, London

specialist, work for
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PSYCHOLOGY Many parents of autistic children
DIRECT with healthcare or social care
needs often find these needs
Supported by Event partners ignored in educational parts of an
Education, Health & Care Plan
(EHCP). This may be as part of the
EHC assessment process (for
example, in the creation of an
EHCP), or in appeals to the Special
Educational Needs and Disability
(SEND) Tribunal, against the
contents of an EHCP.
The purpose of this article is to
show how existing law and
changes to the appeal process
may help them.
The problem
Prior to the Children & Families Act
(C+FA) and a new SEN Framework
in September 2014, it was only
possible for a Local Authority (LA),
and subsequently a Tribunal, to
consider ‘educational’ needs and
provision in a Statement of SEN (as

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Practical Solutions from
Mid-Sleeper Bed
•Designed specifically for individuals on
the autism spectrum
•Safe space beneath
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25mm MDF
•Corners and edges rounded to 2mm
radius
•Solid bed base
For further information:
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16 Au t i s m | e y e I s s u e 3 1 2 0 1 8
opposed to ‘non-educational
needs’ and ‘provision’).
However, by the very fact that
Statements were agreed by the
C+FA and a new SEND Code of
Practice (CoP) (as well as
transitional and other regulations)
were to be replaced by
‘Education’, ‘Health’ and ‘Care’
Plans, it gave people hope that
LAs and Tribunals would now
also take health and care issues
into account.
Unfortunately, many people
were then disappointed when it
appeared that LAs were really still
only looking at ‘educational’ issues
and not ‘health’ or ‘care’ ones.
This is despite the fact there
were now specific sections for
these in an EHCP. Many were even
more disappointed to additionally
find that, even on an appeal to the
Tribunal against the contents of an
EHCP, it could still only look at
‘educational’ issues.
“We’ve been misled...” said a lot
of parents, “…this is not what we
were promised.”
What the law says
Many people do not realise that,
under the new SEND framework,
there is now specific law for
‘Healthcare’ and ‘Care’. In certain
instances, provision for both of
these areas (‘Healthcare’, found in
Section G, and social ‘Care’, found
NHS Supply Chain in Sections H1/H2), add to that of
‘Educational’ provision (found in
2016/S 041-066764
Section F of an EHCP plan).
Section 21(5) of the C+FA states:
www.autismeye.com www.autismeye.com
‘Health care provision or social
care provision which educates or
trains a child or young person is to
be treated as special educational
provision (instead of health care
provision or social care provision).’
As there are no definitions of
‘educates’ and ‘trains’ within the
Act, whether provision is to be
considered as such will need to be
decided on the facts of each
individual case.
While something
may seem to be
a health or social care
need, the provision for
it may be considered
ecucational”
However, from cases that we
have dealt with in the past few
years (remember, the C+FA was
implemented in September 2014 –
some 4 years ago now), we are not
sure that people yet understand
the real importance of this.
While something might
ostensibly seem to be a health or
social care need, the provision for
it may still be considered
educational.
Many LAs have been guilty of
overlooking this sometimes.
However, we have seen Tribunals
now using this section of law more
often in decisions.
Advice
The Tribunal
introduced a
National Trial, which
gives them additional
powers to make
recommendations
relating to health
and social care”
The future
Talking of the SEND Tribunal…
Importantly, from 3 April 2018,
the Tribunal introduced a National
Trial, which now gives them
additional powers to make
recommendations relating to health
and social care, as well as
educational matters.
The type of issues they expect
(following a pilot) are:
l The lack of identification/evidence
from CAMHS (Children and
Adolescent Mental Health Service)
– for example, the need for CBT
(Cognitive Behavioural Therapy)
l The lack of social care evidence
and therefore lack of specification
(i.e. no social care assessment or
the response from Social Care
being “not known to this service”)
l The need for residential care,
based on social care evidence.
The Tribunal argues that this
should allow for more positive
working between SEN and social
care teams within LAs, and better
working between LAs and Health
Authorities. This would allow for a
more holistic view of a child or
young person’s needs.
They also say (again, from the
pilot’s findings) that most of the
health or care issues raised have
not been significant or clinical. The
issues have, however, been
particularly relevant for post-school
or residential placements, where
there may seem at first to be no
educational need.
Finally, from our perspective, we
need to remember that we now
need to look more holistically at a
child or young person and how
best to meet their needs; and take
another step forward to get
everyone ‘Working Together’, as
was the original hope.
Au t i s m | e y e I s s u e 3 1 2 0 1 8 17
 Therapy

the moment with your

Playing along: children with drums
and other instruments in a Chroma
Therapies session, left and above
could help them to master an
‘oooh’ sound, Thomas says. In the
same way, playing the harmonica
might help with an ‘eee’ sound.
Another child who needs help
with their social skills might work
on gestures or facial expressions
client. I worked with one
boy, for example, who
found it very difficult to sit
still. When he first came,
he ran around and around
the room and I had to find
a way to start connecting
with him.
“Each time he went
past me, I held up my
hand for a ‘high five’,” he
continues. “Eventually,
he started hitting my
hand as he ran round –
he’d started interacting
with me.
“After a while I took
my hand away. It was a
small thing but it meant
he then had to face
dealing with an unexpected event,
something many people with
autism struggle with.”
Change doesn’t happen
overnight, Thomas cautions.
Treatment is most effective when
families work alongside the
therapist, sharing ideas and
co-operating with new approaches.
‘Art activities can
increase a person’s

Art and soul

with a drama therapist. And for
someone with sensory needs,
hitting a drum might be calming.
Practitioners need to be flexible,
Thomas says. “There’s a balance
between your goals and being in
tolerance to something
they find difficult’
Options, part of the Outcomes First
group, provides care and education
for people with complex needs,
including autism. The organisation

The arts – music, drama, dance and art –
can reach deep into hearts and minds,
regardless of individuals’ abilities. Parents,
professionals and people with autism say
artistic pursuits can improve social skills, as
well as physical, intellectual and emotional
development. Report by Fiona McNeill
Years ago, a well-known brand of
lager proclaimed itself ‘the beer
that refreshes the parts other beers
cannot reach’. Its amusing TV
advertisements showed policemen,
poets and pets performing
amazing feats after swilling a
mouthful of the stuff. In a similar
way, many specialists who work
with people on the autism spectrum
believe that creative activities such
as art, drama, dance and music are
the most effective way to ‘reach’
someone with ASD. Using them in
a therapeutic setting, practitioners
say, can improve social skills and
promote physical, intellectual and
emotional development.
‘The “fun” aspect of
creative activities is
what makes them such
a useful tool’
Chroma Therapies operates
throughout the UK and specialises
in using drama, art and music to
help people with autism, brain
injury, cerebral palsy or mental or
emotional health issues.
Daniel Thomas, joint managing
director of the organisation and
himself a music therapist, says that
the ‘fun’ aspect of creative
activities is what makes them such
a useful tool. “Most people find
something in the arts which they
enjoy,” he explains. “Because of
this, they are usually motivated to
come to their sessions, which is an
excellent place to start.”
Even so, Thomas stresses,
therapists are always working
Most people
find something
in the arts which they
enjoy … They are
motivated to come
Daniel Thomas of
to their sessions,
Chroma Therapies:
creative activities are
which is an excellent
always geared
towards achieving place to start”
targets, he says
towards clear goals that have been
tailor-made for the individual. They
will gear activities towards helping
clients to achieve these targets.
For example, a client might
need help with the mechanics of
speech. Working with a music
therapist and playing the recorder Touches of colour: Options pupils take part in an activity for Arts Week in May

18 Au t i s m | e y e I s s u e 3 1 2 0 1 8 www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 19

offers art therapy at some of its
centres. Art therapy is where a
practitioner (usually a trained
psychologist) helps a person
explore feelings or behaviours
using any kind of visual technique
such as painting, drawing, pottery,
printing or photography.
• Although these activities may be
• enjoyable, the process of making
something is usually just as
•
• important as having a finished
piece of work.
•
• Art therapy can be especially
beneficial to people on the autistic
• or ‘stimming’, may also find a
• creative outlet for their energy
Grant Manier
was disciplined
at school for his
compulsive habit of
shredding paper …
Today, as an adult, he
wins awards for his
striking collages made
with thousands of
strips of torn paper”
www.rombipuzzle.com
admin@rombipuzzle.com
https://www.tessenshow.co.uk/exhibitor-list/access-1st/
www.tessenshow.co.uk
Grant Manier: the artist, who has autism, loves to shred paper and includes it in his artwork
20 Au t i s m | e y e I s s u e 3 1 2 0 1 8 www.autismeye.com www.autismeye.com
Self-expression: spectrum, says Nadine Wilkinson,
an Options art psychotherapist with the
pupil engrossed Options facility at Kinsale.
in drawing a “Art therapy is ideal for
picture during addressing sensory processing
an art session disorder, which contributes to a lot
of difficult emotion and behaviour
but is often overlooked,” she says.
“Sensations such as the texture
of carpet, fluorescent lighting or
the hum of a refrigerator may be
irritating or even excruciating to a
person with autism. It can cause
Therapy
them to become agitated or
even shut down to avoid the
unpleasant stimulus.”
Taking part in art activities, she
says, can increase a person’s
tolerance to sensations they find
difficult. If, for example, someone
dislikes wet, slimy substances they
may put up with it if they are
enjoying making a papier-mâché
model. As a result, they might
become more accepting of this
feeling in everyday life – using soap
to wash their hands, for example.
People with repetitive behaviour,
through art therapy, Wilkinson
adds. “Grant Manier, who has
autism, was disciplined at school
for his compulsive habit of
shredding paper. But then he was
taught to use his love of shredding
to make a collage and today, as an
adult, he wins awards for his
striking collages made with
thousands of strips of torn paper.”
Options provides free monthly
information sheets on art therapy
and other topics for parents to
download from its website. See
Contacts at the end of this feature
for a link.
‘Through improvisation,
they are teaching
themselves things
I couldn’t possibly
teach them’
The Improvise Approach is a way
of encouraging children with
profound disabilities to make music
and have fun. It was developed by
special needs music teacher Carrie
Lennard, from west London, who
says it is also very effective for
those at the higher-functioning end
of the spectrum or even
neurotypical people.
Her pupils use iPads and the
ThumbJam app, which allows
people to devise music using a
selection of different instruments,
rhythms and even special effects.
Lennard adjusts the settings so that
only certain activities are available
and encourages children to play
around with the touch-screen.
“They learn to understand cause
and effect, the change of notes
affected by moving their fingers (or
whatever part of the body is most
effective for them, for example,
Au t i s m | e y e I s s u e 3 1 2 0 1 8 21
 Therapy

ABOUT PECS
ARE YOU
N
TRAINED I
The evidence-based Picture
foot, chin or elbow) and a

?
Exchange Communication

S
Music triggers

C
growing realisation that the

E
System® (PECS®) is used to

P
sounds they are creating are
rapidly teach communication
working beautifully with the
extraordinary
skills to those with limited
functional speech. The PECS® music backing-track,” she responses across the
explains. “Through
Protocol is successfully utilised
improvisation, they are teaching
individual’s physical,
in learning environments by
hundreds of thousands of themselves things I couldn’t personal, cognitive
possibly teach them.”
professionals worldwide. Carrie Lennard:
the therapist is Earlier this year, post-
and social demeanour”
passionate about the graduate students from The
possibilities of using Royal Academy of Music ran a
music with people series of workshops with people with autism and other
with autism Lennard’s pupils, who all had disabilities. “Music is a universal
severe or complex needs. “My Making music: one of Lennard’s language which reaches into
groups were totally unfazed at pupils using the ThumbJam app people’s hearts and minds,
regardless of our language,
being asked to improvise, to background, culture or
CONTACTS conduct each other or choose capabilities,” she says. “It triggers
l Chroma Therapies: www.wearechroma.com different instrument sounds,” she extraordinary responses across the
l Improvise Approach: www.improviseapproach.com says. “The RA students were blown individual’s physical, personal,
us lO utcomes First: The group’s monthly help sheets on art away by the response and cognitive and social demeanour.”
e t
se 9 a therapy offer advice for parents and carers who look capabilities of my students. It was The Improvise Approach is
nd 0
a d 1 EN
Ground Floor, Lion Building Crowhurst Rd • Brighton, BN1 8AF UK
e S after children, young people and adults with autism. a very proud moment for us all.” outlined in an e-book, which is
Contact +44 (0)1273 609555 Fax: +44 (0)1273 609556 o m tan ES !
C n S T w The full library of can be found at:   Lennard is passionate about the available to download for free via
Register online at pecs-unitedkingdom.com pyramiduk@pecs.com o the Sho
www.optionsautism.co.uk/resources possibilities of using music with the company’s website.

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22 Au t i s m | e y e I s s u e 3 1 2 0 1 8 87 mm www.autismeye.com
Asperger Syndrome, ASD
www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 23

Social Stories 10.2

 Fostering

More care
There’s no doubt that bringing
up a child with autism is as
challenging as it is rewarding, and
many people discover strengths in

to spare
the process that they didn’t know
they had.
They might not be able to prove
it with, say, an NVQ in Handling
Meltdowns in a Public Space or a
PhD in Pushing for a Diagnosis.
But even so, caring for someone
on the spectrum inevitably Some children with autism
develops a wealth of practical and
emotional skills, which can be and their parents go
useful in so many areas of life.
This expertise makes such through the often-
parents ideal foster carers for kids
who have autism and other special traumatic experience
needs, says Ian Uttridge, head of
Children and Families at charity of confronting the
world of fostering.
Together Trust. His organisation
provides respite, special education,
fostering and family support in the
north-west of England. But who better to
Parents are more expert help them than
“There are a lot of people out there
with a lot of experience in looking
other families
after someone with additional
needs,” he says. “They might not
touched by the
think they’ve done anything special
because they’ve just been getting
spectrum? Fostering
on with bringing up their own By Fiona children can be
children. But time and time again, I a really rewarding way
come across parents who are more McNeill of life and is a lot more
expert than the professionals.”
The number of children in flexible than people
England and Wales being looked
after by social services is might imagine”
increasing, Uttridge explains, by
roughly 6 or 7 per cent each year.
However, there aren’t enough
experienced foster carers, he says,
to cope with this demand.

Gradual process
“We want to encourage people to
come forward,” he continues.
“Fostering children can be a really
rewarding way of life and is a lot
more flexible than people might
imagine. Placements can be short
or longer-term and fit around your
existing arrangements. And we
wouldn’t expect new carers to
suddenly look after someone with
complex needs.”
Becoming a foster carer is a
gradual process with lots of
support, he says, so there is plenty
of time for applicants to ask All smiles: Steve and Claire Stockley with
questions or pull out if they decide Dan, who they fostered and then adopted
it’s not right for them.

24 Au t i s m | e y e I s s u e 3 1 2 0 1 8 www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 25
 Fostering
Could you provide stability, encouragement and warmth?

TOGETHER
Training takes place in the
prospective carer’s home and
usually takes from three to six
months, depending on people’s

TRUST AD TO
requirements and personalities.
Anyone may apply to be a carer
regardless of their age, sexuality,
nationality or level of education, and
single people are just as welcome
as those in long-term partnerships.

COME
New challenges
Understandably, people may have
reservations about fostering,
Uttridge admits.
If they’ve raised their autistic son
or daughter to adulthood, they may
Make a difference to a child’s life today, foster with our charity. be reluctant to take on someone
else’s child and start again with
Specialist dedicated support. Paid respite. Annual holiday new challenges.
But, he points out, because
foster carers are a little more
detached than birth parents, they
0800 05 222 50 www.togethertrust.org.uk can often employ a more practical
Registered charity no 209782 and problem-solving approach.
There exists a financial incentive
and foster carers are paid a
starting rate of approximately £300

Living with autism isn’t easy.

All the carers
But finding out all about it should be. I’ve come across
do it because they want
to make a difference
to children’s lives”
Help us grow - suggest a link

Events
per week, though this varies. This
income is a plus for parents who
Calendar

Search have stayed at home with their own

Money
& Law Independence
children and might find it difficult to
Everything you need to know Support Groups
News
& Social
Education
get back into the workplace.
all in one place
Media

Diagnosis
Therapies &
Resources
& Accessories
Inspiration
& Good Ideas
Nevertheless, Uttridge says, most
Care Approaches
people foster for altruistic reasons.
www.autismlinks.co.uk
Research
Services & Publications The Local Offer

“All the carers I’ve come across

do it because they want to make a
difference to children’s lives,” he
says. “They bring resilience,
determination, caring and stability
to the role.
“To develop a trusting
relationship with a child and see
how they grow and change from
when they first arrive is a
Plenty of love: Steve Stockley on a trek with Dan, top, and Claire Stockley relaxing with Dan, above wonderful thing.”

26 Au t i s m | e y e I s s u e 3 1 2 0 1 8 www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 27
 Fostering
‘We wanted to help’
Steve Stockley is the manager of
Fosterline, a free, government-
funded advice line for foster carers
or those thinking of becoming one.
He’s also been a foster carer
himself for the past 12 years.
He got into fostering when he
and his wife Claire became friendly
with a parent at their daughters’
school. “She was a foster carer
and she told us a bit about it. One
evening we went round there and
met a young man she had looked
after,” Stockley explains. “He was
quite friendly and we had a bit of a
laugh about how he liked drinking
and bodybuilding.
“When he’d gone home, our
friend told us a bit more about his
life and the terrible abuse he’d
gone through as a toddler. When
we left, me and my wife sat in our
car and welled up. We decided
then that we wanted to help
children in similar situations.”
Stockley and his wife, who live
in the West Midlands, have looked
28 Au t i s m | e y e I s s u e 3 1 2 0 1 8
We wouldn’t
expect new
carers to suddenly
look after someone
with complex needs”
after 11 children over the years and
specialise in caring for children
under 18 months old. They became
so attached to one boy called Dan
that they adopted him. In addition
to heart problems, Dan, who is
now eight, has sensory processing
disorder and suspected autism.
“People say Dan is lucky to
have us, but I don’t see it that
way,” Stockley points out. “We
think we’re lucky to have him. He
has given us so much joy in return,
more than we could ever give him.”
Prospective foster carers need
to be realistic, he cautions, as
there are good and bad days with
fostering, just as there would be
with bringing up your own child. He
also suggests that people don’t get
too hung-up on whether a foster
child has special needs, as all
children in care will probably have
behavioural issues and need
kindness and understanding
whether they have autism or not.
“People always ask how we can
bear to let the children go once
they’re ready to move on,” Stockley
says. “The answer is, it’s easy.
You’ve watched them develop and
grow and you know they’re moving
on to a permanent home where
they’ll be loved. The pleasure and
self-worth you get from helping
them is immeasurable. Sometimes
the new families keep in touch and
send us photos or visit. It’s like
we’ve got virtual grandchildren all
around the country.” are often attributable to an
CONTACTS
l Together Trust: www.togethertrust.org.uk
lF osterline is run by the charity Foster Talk:
www.fostertalk.org
www.autismeye.com
Advertisement feature
affects how a person
communicates with and relates
to other people, and how they
experience the world around
them”. Which is similar to how
many children in care view
their situation.
Different behaviours
Many foster parents will recognise
and experience lots of different
behaviours exhibited by the
children they look after, including:
l Lack of social interaction
l Lack of verbal and non-verbal
communication
l Creation of obsessions and
routine
l Sensory differences and
processing
l Unable to process what is being
said
A child who has experienced
neglect or abuse will use coping
mechanisms. Dan has increased
aggression and anxiety, but only
vents his anger at certain “safe”
Dan is Just Dan
targets, such as his mum.
Anxiety and aggression can
develop when you can’t express
yourself and when you feel
ignored. People with autism often
experience these feelings, as do
Steve Stockley, Fosterline Manager, talks children in the care system.
“We want to about his experience of fostering and later No grey areas
encourage
adopting his son, Dan. He urges more people Living with autism is not easy and
people to come nor is fostering. Dan sees the world
forward”: Ian
Uttridge of
to think about fostering as a career choice with either a “yes or no code”
applied to all situations – there are
Together Trust no grey areas.
says more I have fostered for over 12 years As a family we have had to
foster parents and I manage Fosterline England – Sometimes adapt and change our
are needed as the free, confidential advice and environment, both physically and
the number of support service for current and children in care psychologically, to support Dan
children being prospective foster parents. exhibit autistic traits and other children. It can be
looked after by In 2010, my wife and I fostered a frustrating, and at times restrictive.
social services four-week-old baby boy following his which in fact are often Having a routine, exploring
increases first open heart surgery, who later attributable to an coping mechanisms and
became our adopted son, Dan. understanding the issues faced by
We noticed that Dan displayed attachment disorder” the child all help. It’s important to
some slightly unusual behaviour, always remember that what Dan
which some professionals exhibits is not bad behaviour, it is
attributed to the lack of initial as an autistic spectrum disorder. just a different behaviour.
emotional attachment he received Sometimes children in care With all things considered,
at birth, whereas others viewed it exhibit autistic traits which, in fact, Dan is just Dan and everyone
loves him; he enlightens and
attachment disorder. As we’d enriches our lives, he cements
Delivered by: suspected, Dan was later what we are as a family and for
diagnosed with autism. that we’ll always be grateful.
The National Autistic Society To enrich your life as well as that
define autism as “a lifelong of a child in care, call Fosterline
developmental disability that today on 0800 040 7675.
www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 29
 Advertisement feature
Little things matter
Nicki Carroll reflects on how care managers
can offer a truly individualised approach
There are very few opportunities
in everyday life which present such
levels of responsibility as that of
caring for young people. In our
case, caring for and supporting
young people who live with autism.
Below is some advice and
reflection on how to provide an
individualised care approach for
young people.
Every child matters – a
pragmatic philosophy
There is much truth in the ancient
philosophical thinking that many
small parts make up the whole.
This is most evident in our child-
centred ethical approach in caring
for young people. It is the little
things that help form a bigger
picture or, in other words, it is our
specifically detailed and attentively
individualised care approach that
underpins the successes and
holistic development in our young
people’s day-to-day lives.
We believe in paying the most
acute attention to the personal
needs of our young people.
Through reflective practice and
30 Au t i s m | e y e I s s u e 3 1 2 0 1 8
The Birches
Children’s Home:
putting the young
person at the
heart of its care
pragmatic implementation, we
bring even the smallest personal
details and preferences to the
forefront of our care approach.
Don’t just believe that every child
matters; believe in providing
personalised, individual
environments. And believe in an
individual care approach that
facilitates positive nurturing, growth
Be pragmatic
and courageous
in implementing what
might seem to be
minor details”
and security in a home that
provides stability and aims to make
each young person feel special.
Don’t believe everything
you read
Periods of transition are sometimes
inundated with the collection and
reading of written data, reports and
review documents. Be prepared to
go the extra mile and meet the
young person and those closest to
them and spend time finding out
what matters for the young person.
Your enquiries might well reveal
a very different or at least a more
in-depth understanding of the
young person than what is handed
to you in written documents.
Getting things right and in place
before a young person arrives at
their new home is a fundamental
tool in easing the anxieties often
associated with transitions.
Bring ‘small print’ to life
Be prepared to understand at the
outset how each young person’s
autism impacts their daily life.
Spend time finding out even the
smallest detail. Even minor
adjustments in the way we care
and meet the needs of our young
people can have a positive impact
on their happiness, sense of
security and wellbeing.
Go fact-finding
In the pre-transition period, try to
find answers that will help you to
best implement strategies and a
care plan that is unique to each
young person. Be bold enough to
ask even the simplest questions in
Nicki Carroll is the
your mission to build a support plan
that best suits each young person:
Registered Manager
for The Birches
l What colour makes you happy?
(Creating ideas for bedroom walls).
Children’s Home, l What textures do you like?
based in the north (Creating ideas for bedroom
west of England. www. furnishings and sensory activities).
witherslackgroup.co.uk/ l Describe the sounds you like/
childrens-homes/ dislike. (Planning which bedroom
the-birches/ would best suit young people
with hypersensitivity to noise).
A truly individual
approach to care
Putting the young person and their
perception of their world at the
heart of your care approach will
give them the best chance of
achieving the best possible
outcomes in their lives – the little
things do truly matter. hoped on results day.
www.witherslackgroup.co.uk/
childrens-homes/the-birches
www.autismeye.com
Tests of
stress
All too much:
young people
with autism
often struggle
more with
exams than
many other
school pupils
Exam pressure is something most teenagers
experience at some point, but putting pen
to paper in a formal setting can be tortuous
for young people on the autism spectrum.
So what practical steps can be taken to
make it less stressful? Sarah Welsh reports
Put your hands up if you’ve had
the nightmare about walking into a
room with endless rows of desks
and a loudly ticking clock, sitting
down, opening an exam paper –
and getting a total mental blank.
However long it’s been since
you took your GCSEs, A levels or
other school or college exams,
most of us can immediately recall
the inner terror and sweaty palms
that go hand in hand with sitting
them. And that gnawing feeling in
the pit of the stomach that comes
with not doing as well as you’d
So it’s little wonder that young
people with autism – who by the
nature of their diagnosis often find
www.autismeye.com
changes in routine, interpreting
questions and doing something to
a prescribed time limit difficult –
often struggle more with exams
than many other school pupils.
Pauline Rowland is associate
Exams are not
part of a normal,
daily routine and that
in itself causes anxiety
… Preparing young
people for this is the
key to managing it”
Education
director of school improvement for
the Witherslack Group. This is a
specialist education provider that
runs 16 schools and numerous
homes dedicated to providing
specialist support and care for
young people with complex needs,
including spectrum conditions.
Previously excluded
“We have some primary schools,
some secondary schools that go
up to age 19 and three schools
with residential provision,” she
explains. “A lot of our pupils have
been excluded from other schools
before they come to us, and
possibly out of school for some
time – and this can often be due to
autism. Approximately a third of
our children are on the autistic
spectrum and we cover the country
from Oxford in the south to
Darlington and Durham in the north.
“Exams are not part of a normal,
daily routine and that in itself
causes anxiety for autistic people.
Preparing young people for this is
the key to managing it, and so our
schools practise for exams – our
autistic pupils know what room will
Au t i s m | e y e I s s u e 3 1 2 0 1 8 31
 Education

The issue of
exam stress has
been compounded for
autistic students as
GCSEs have become
less modular, with
less of an emphasis
on coursework”

formal exams. “Our students have

access to independent careers
advice from Year 8 and we talk
to them about what they want at
every step.
“Of course, core subjects
like maths and English are
important, but we adapt the
curriculum to what pupils want
and need. Education should be
centred around a child, not in
terms of getting them to fit into a
Practical tips for parents certain pigeonhole.
“All of our schools offer
Nicki Carroll, Manager of upcoming exams and a clear l Talk to your child’s vocational options, with courses
Witherslack Group’s The revision timetable. school about how they are ranging from animal care to hair
Birches centre in Southport, l Plan small, regular preparing them for the exam and beauty. If we can’t provide it
has worked with many chunks of revision time, room – what the rules are, on site we’ll do it off site. Academics
young people on the autism with plenty of breaks. who will be in the room, and aside, it’s also really important to
spectrum. Together with l During ‘rest time’ if they can have a separate teach autistic students life, business
one of the autistic teens in make sure your teenager space if needed. and travel skills and to boost their
her care, she suggests the goes outside to burn off l Think about how your confidence and self-esteem.
following steps for parents some energy. child responds to noise – “Of course, if our youngsters are
to try to help ease their l Communicate with your they may like noise when able to take exams we encourage
children’s exam anxieties: child – it’s about what they revising or they may find them, but we support them in any
l The key to everything is want, not what you assume. it helpful to use noise- and every avenue they aspire to –
planning ahead – think years l Ensure they have a cancelling headphones. we want to open as many doors to
rather than months. dedicated space to study, with l Finally, make sure there them as possible.”
l Work on getting your child all the equipment they need is common language and
to complete tasks within a to hand, a good quality chair understanding at home and Hugely intimidating
time allocation. and fidget toys or a weighted school – and don’t put undue Sarah Sherwood is director of SEN
l Make a visual calendar of blanket if needed. pressure on your child. at LVS Oxford and Hassocks,
specialist schools for pupils with
autism, and says exams can be
be used, who will be in the room “The culture of exams starts in hugely intimidating for the young
with them, what equipment they’ll our schools from Year 7 so they people in their care.
be allowed and be prepared for get used to regular ‘exam weeks’, “Autistic brains are wired
the fact they can’t just get up and but it’s also about judging things differently and often these young
walk out if they’re feeling stressed. on a child-by-child basis. What do people are such binary thinkers
“Most students prepare for they feel happy with doing and that they see things in black and
exams in terms of the content, but what support do they need to help white,” Sarah says. “They may just
we also prepare young people for them through it?” see exams as unachievable goals,
the process of taking them. After Pauline says that at the and not consider the possibility of
all, a normal level of stress about Witherslack Group staff also re-sits or a different route into
exams is exactly that, normal, but prepare children and their parents employment or college.
we want our young people to be for ‘Plan B’. This means thinking “Also, the format of exam
able to access as many educational about other routes to further papers themselves can prove
opportunities as they can and it’s education and the world of work hugely problematic because of
up to us to prepare them. that aren’t centred around sitting things such as understanding how

32 Au t i s m | e y e I s s u e 3 1 2 0 1 8 www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 33
 Education Advertisement
Xxxxxxxxx
feature

Autism no barrier
What a grade achievement for Nat and Martin
Nat Dudman, 15, was Sussex to study aviation
told in his mainstream engineering.

to exam success
school that he would  Another successful
never be able to take student at the school
exams. But now he was Martin Pullen, who
is celebrating after received a 6 (equivalent
receiving good results to a B) in his Fine Art
in his GCSEs at LVS GCSE and will now go
Hassocks, an autism on to study art at East How LVS Oxford and LVS Hassocks enable
specialist school in West Surrey College. 
Sussex that he joined students to shine in their academic results
four years ago.
He received a B and The prospect of sitting exams is
two 4s (a mark of 4 in the daunting for all students, but for
reformed GCSE grading young people with autism the
system is equivalent to anxiety can be so overwhelming
a C). The B was for ICT that exams come to represent
and the 4s for maths and impossible obstacles. However,
English language. with the right support from teaching
He now plans to staff, exams can be an opportunity
return to the specialist to thrive and take big steps on the
school for another road to an independent future.
year to study for more LVS Oxford opened in 2014 and
exams before going to in 2016 produced an impressive first
Northbrook College in Celebrating success: Nat Dudman, left, and Martin Pullen set of GCSE results. Five students
sat exams and every grade was in
the A* - C category, including a
a question has been posed and need to think visually can all come third at A* - A grade. It allowed
finding it hard to extract the right An autistic into play when it comes to autistic students to move on to mainstream Top left: exam gone on to East Surrey College.
information to write the answer.
child may find
pupils and exam pressure. colleges such as Oxford Tutorial Our aim is to success at LVS Other students stayed on at LVS
“In terms of maths, if an autistic “I’ve known autistic pupils who College and Abingdon & Witney Hassocks led Hassocks to continue to gain the
pupil has to show their working that it hard to move on could tell you the exact page of a College before moving into work. prepare students Steven Bagnall qualifications and social skills they
can be tricky – they may know the
from a question they
line of dialogue from Shakespeare, for independent to study at need to live independent lives.
answer but not how they got there. but not the significance of it,” she Excellent GCSE results Northbrook They chose from exam options
“And in terms of focus, an can’t answer to the says. “We have to remember that The school followed this in 2017 futures and to take College. Above including additional GCSEs and a
autistic child may find it hard to
next – so it’s a self-
for each autistic child exam with another excellent set of GCSE their place in society” left: Holly range of A-Levels and BTECs to
move on from a question they can’t preparation is a personal issue, but results that saw all papers graded Balchin’s exam ensure they have the most suitable
answer to the next – so it’s a self- perpetuating problem” preparation is crucial. A* - D. Head Girl Holly Balchin success at LVS qualifications for the next steps in
perpetuating problem. If they have “Do past papers with them, used her English, maths and an occupational therapist. Students Oxford earned their learning journey.
one bad day it could feel like their practise study skills, look at science grades, accompanied by can also take part in mindfulness her a place at With a maximum of eight
entire future is over.” interpretation skills, get them used sport and leisure and business and relaxation workshops, Henley College. students per class at each school,
Sarah says the issue of exam employers value life and work to time considerations, work with administration BTECs, to go on to providing additional techniques to Above right: a teachers and support staff are able
stress has been compounded for skills, not just exam results – so them on visual revision plans with Henley College to study Public deal with stressful situations. maximum of to offer learning programmes geared
autistic students as GCSEs have thankfully things are changing. plenty of breaks and then, of Services. At LVS Oxford’s end-of- Sister school LVS Hassocks’ eight students to each individual. LVS Oxford
become less modular, with less of “It’s important that we work course, there’s the day itself when term Celebration of Achievement, approach of individual calming per class at both Head of Centre Louisa Allison-
an emphasis on coursework. closely with parents and have they need to be in comfortable Holly said: “When I came to LVS strategies and a wide range of LVS schools Bergin explains: “Our approach is
“That’s why we approach ‘Plan common language to deal with clothing and know what to expect. Oxford at 14 I lacked confidence therapist support on site also paid allows for lots to empower learners with individual
B’ with students from an early age exam pressure in all settings and It’s communication and and hated school. Three years on I dividends, as pupils achieved of individual coping strategies and techniques
and offer things like BTECs that are calming strategies in place. planning ahead that will ultimately am confident, have gained excellent results in 2017. Ten attention for dealing with anxiety and
more coursework based. “Most importantly, we want our stand them in good stead academic skills, and am ready to students sat a range of GCSEs and sensory issues, and maintaining
“There are also apprenticeships, students to know that there are whatever happens.” start my new venture at college.” eight achieved all A* - D grades. focus and motivation while in
internships, many other options different routes to get where they Access for Holly and others to a This helped a number of lessons and revising for exams.
available – we explore all the want to be. After all, we have staff comprehensive and supportive students achieve places in “We acknowledge that exams
other routes into courses, college
and work.
who are taking degrees in their
40s. You don’t have to have all the
Further reading therapy team is a big part of LVS
Oxford’s successful approach to
mainstream education. One was
Steven Bagnall, who went on to
represent a change in routine,
leading to increased anxiety, so we
“We use mind maps and flow answers at 18.” The Parents’ Guide to exam preparation. As learners work take up a place in mainstream For more give learners lots of details about
diagrams with students, invite Educational psychologist Specific Learning towards their exams, they are education at Northbrook College, information go what will happen on exam day well
different speakers in and work Veronica Bidwell, author of The Difficulties by Veronica encouraged to access the team, West Sussex. Oliver Short also did to www.lvs- in advance. Our aim is to prepare
alongside companies like Auticon Parents’ Guide to Specific Learning Bidwell. Jessica including an in-house child particularly well in achieving all A* - oxford.org.uk or students for independent futures and
and Procter & Gamble that actively Difficulties, says that sensory Kingsley Publishers, psychotherapist, a nurse, a C grades, including a B in LVS www.lvs- to take their place in society, and
employ autistic people. These days issues, fine motor skills and the £13.99/$19.95 paperback speech-and-language therapist and Hassocks’ first art GCSE. He has hassocks.org.uk exams are a key element of that.” 

34 Au t i s m | e y e I s s u e 3 1 2 0 1 8 www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 35
 Diet & nutrition

What you can do to help children

move on from this eating disorder
Children do not usually safe foods. The hidden lunch. They certainly
‘just grow out’ of foods will usually be cannot cope with
negative responses to noticed and trigger school dinners, and
food. If not addressed a disgust response. the packed lunches will
in childhood, the Mealtime arguments not include anything
disorder can persist should be avoided that looks like a fruit
into adulthood, whenever possible. or a vegetable. So
especially in those with It’s important ‘lunch shaming’ is a
ASD. Unfortunately, to understand why common report from
the disorder can often children are refusing parents; children have
be missed by health food in this extreme been known to refuse
professionals if the way. These children to take the foods they
child seems to be are not being naughty. can eat in their lunch
growing well and has Perhaps this is easier boxes because of
appropriate weight. for parents of children comments on how

For some children food

What their appearance with autism to accept ‘unhealthy’ these foods
masks is that they are than it is for parents of are. But children with

refusal isn’t just feeding only on their

‘safe’ foods.
neurotypical children
because they are more
this disorder have to be
able to eat ‘their’ foods

pickiness, it’s a medical Children can

increase the range of
used to coping with
‘desire for sameness’
to maintain weight gain.
Depending on

condition called foods they will accept,

but this depends on
and understanding
that this is part of the
the age of the child,
desensitization
Avoidant and the age of the child
and whether they are
child’s condition. programmes need
to be put in place.
Restrictive receptive to certain
types of intervention.
‘Healthy’ eating
However, one thing
Health professionals
who might help
Food Intake To some extent it is that is difficult for all would be speech-and-
more important in the parents is to educate language therapists
Disorder. early years to know professionals they who specialise in
what not to do rather meet along the way. dysphagia (swallowing
Dr Gillian than what to do. For One particular difficulty difficulties);
example, because is that of schools’ occupational
Greville-Harris children with this ‘healthy eating’ therapists; and

offers advice
disorder are very aware programmes. A child psychologists who
of changes in the with ARFID might specialise in this type

Fear of food
appearance or taste of only be able to accept of eating disorder.
their known foods, it is biscuits, crisps and For older children,
never a good idea to try possibly some bread, a specific reward-
and ‘hide and disguise’ if parents are lucky, to based or cognitive
healthy foods in their include in their packed programme might help.

Nearly half of all children on the
autism spectrum are reported by
their parents to have a problem
with food acceptance. Usually,
their child will only eat a limited
range of foods.
This sometimes starts in
Dr Gillian Greville- infancy with the introduction of
Harris is a consultant solid first foods. In these early
clinical psychologist years the child will develop an
at the Birmingham idea of which foods they like, and
Food Refusal Service, which tastes and textures they
www.foodrefusal.co.uk can handle.
The feel of solid foods in the
mouth, or the need to touch
foods, can be difficult for some
children. It could even be that the
child has never managed to move
on to solid food at all, but will only
take milk from a bottle, or puréed
or smooth foods such as yoghurt.
New food rejection
For other children the problem
might not start until later. They
might refuse more and more
foods as they go into a period of
new food rejection (neophobia).
This is common in any child at
around the age of two years.
This stage of rejection, the
food neophobia stage, is a time
when most children will refuse
new foods, as well as foods that
Some children
develop a
pattern of eating
that is typified by
disgust and anxiety
around foods”
they have accepted before. As
each new food is rejected, and
foods that were eaten in the past
are pushed away, the dietary
range of these children can
become very narrow. This has an
Don’t want it: if impact on the child’s health and
food rejection on social functioning, especially
is more than a at meal times.
passing phase Most children move out of this
and is actually stage, usually by the age of five
a medical years or so, and will once again
disorder, you agree to try new foods. Some
should seek children, however, fail to move
professional on. They develop a pattern of
help to handle it eating that is typified by disgust
and anxiety around foods.
Disgust response
These children will only accept a
limited range of ‘safe’ foods. Any
other foods trigger a disgust
response, a reaction that can
One particular
difficulty is that
of schools’ ‘healthy
eating’ programmes”
reflect a real fear of food and of
being anywhere where new foods
might be offered. This response to
food is now medically recognised as
Avoidant and Restrictive Food
Intake Disorder (ARFID)1.
Based on our clinical
experience, children who would
receive a diagnosis of ARFID
display these behaviours:
l A diet made up of very few
foods – often only 5-10 items,
usually dry, beige carbohydrates.
l An extreme fear of new foods
(the neophobic response). These
children will show an enhanced
disgust response to foods and
will be unable to even put them in
the mouth.
l Foods are refused because of
their sensory properties. This may
include the look, taste, feel in the
mouth and smell of food. This fear
can be so extreme that they will
gag or vomit when presented with
food they cannot eat.

36 Au t i s m | e y e I s s u e 3 1 2 0 1 8 www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 37

Specialist autism support
It is never a
good idea to
We support over 720 autistic people in the
try and ‘hide and
UK and have 37 specialist autism services
that are either accredited or working towards disguise’ healthy foods
accreditation with the National Autistic in their safe foods”
Society.
l The child is likely to feel very
anxious about situations involving
We can support you in many ways, such as
food. They often have general
at home, going out, finding education or anxiety and are fearful of change.
employment. l The restricted diet may lead to
problems with the child’s ability to
cope with school mealtimes.
l The child will often eat specific
to context – in other words, only
eating certain foods in certain
places. They might eat sausages
Enquire today REFERENCE
at school, but will not eat the
same sausages at home.
1
American Psychiatric Association (2013): Diagnostic l The child might not seem
0800 0353 776 referrals@voyagecare.com www.voyagecare.com and Statistical Manual on Mental Disorders (5th Edition, interested in eating. Parents often
Arlington, VA: America Psychiatric Publishing. report that a child never seems
Diet & nutrition
hungry, doesn’t seek out food, and
goes for long periods without
eating. The child might fail to gain
weight as expected. This is more
likely if the child does not have
access to preferred or ‘safe’ foods.
A limited diet can, in some
children, lead to nutritional
deficiencies. Surprisingly,
though, this isn’t often the case.
Where there is a deficiency, iron-
deficient anaemia is one of the
most likely consequences.
This disorder is seen more often
in boys than girls because it is
linked to the extreme sensory
problems that are often associated
with ASD.
Adapted from Food Refusal and
Avoidant Eating in Children,
including those with Autism
Spectrum Conditions by Gillian
Harris and Elizabeth Shea.
Jessica Kingsley Publishers,
£16.99/$24.95 paperback

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Social Stories 10.2

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The new adult facility at Our Place is on schedule for behaviours and levels of progress
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40 Au t i s m | e y e I s s u e 3 1 2 0 1 8
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www.autismeye.com
pinned down
“If only my child understood others’ points of view we would
all lead a more harmonious life.” That’s the opinion of many
parents of children with autism. Fiona McNeill explores how
they can help their loved ones to develop better empathy
Of all the challenges facing
someone on the autism spectrum,
difficulty with empathy is arguably
the most pervasive. Problems
understanding other people’s point
of view or their feelings can affect
all aspects of an autistic person’s
day-to-day existence. It can make
social interaction – and life in
general – confusing and stressful.
A child with ASD might not
understand, for example, why
grandma wants to kiss them when
she visits, or why the man on the
bus was embarrassed when
children laughed at his big nose.
They might not realise that you
have to be ‘nice’ to someone if you
want to be friends, or why the
‘Learning to open their hearts is a way to self-soothe …
Empathy will gradually flow from that’
Dr Judith Orloff (pictured
right) is an American
psychiatrist and author
of several books on
the subject of empathy.
She takes a spiritual
approach, maintaining
that empathy originates
in the heart.
She suggests that
children with ASD can
improve their emotional meditation to connect
awareness by trying the them with their heart
following simple, short energy...
www.autismeye.com
Therapy
neighbours don’t like it if you make Dr Justin Williams is a child and
a lot of noise. adolescent psychiatrist and a
Unsurprisingly, many parents of senior lecturer at the University of
children with autism would dearly Aberdeen. He’s also the father of
love to help their son or daughter three grown-up sons who, between
develop greater emotional them, have Asperger syndrome,
understanding. But is this possible? ADHD and dyslexia.
And if so, how do we do it?
‘Mirror’ research
Williams is the man behind a well-
Autistic people publicised research project that
can be extremely looked at the functioning of mirror
neurons in people with ASD. Mirror
sensitive to emotional
contagion – that is,
neurons, the scientists say, are
triggered when we see another
picking up other
person performing an action,
activating the same area in our
people’s emotions” own brain. Put simply, if we see
somebody jump for joy or shake
The child should releasing. With practice, non-verbal time with
sit quietly, breathe this sensation should the autistic child. “The
deeply and place their become more familiar. point is to bring loving
hand over their heart. “Learning to open energy into the home.
They should then their hearts is a way to Don’t look at the autistic
think of anything they self-soothe so autistic kid as ‘sick’. He or she
care about – maybe a kids can become more just communicates
person, a pet or a place comfortable with feeling differently. When the
– and become aware love,” Orloff explains. child sees the family
of the sensations this “Empathy will gradually communicating with
generates. This could be flow from that.” their hearts rather than
anything: for example, It helps, she adds, if worry or hostility, the
heat, compassion or family members also try chances are greater that
a sense of pressure the meditation and spend they will emulate it.”
Au t i s m | e y e I s s u e 3 1 2 0 1 8 41
 Hericor-MRL
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Enzymes that prevent oxidative stress:
l Laccase
l Superoxide dismutase
Enzymes that prevent cellular growth:
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l Glucose amylase
Enzymes that promote detoxification:
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For more information please please contact:
contact:
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Suite Street, Luton,
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Hericor-MRL should be taken two weeks prior (and during) Luton, Bedfordshire, LU1 5BB, UK.
email: info@aneid.com www.aneid.com
supplementation with either an Omega-3 complex and/or Tel. + 44 (0)1582 485 209
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Mart detoxpeople Ltd
such supplementation. www.aneiduk.com
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‘Music opens up a channel for people. It’s the glue for friendships’
Anyone who has ever that music definitely
felt tears welling up as helps people with the
they listened to a moving condition to connect
song will understand with other people on an
how music has the emotional level.
power to stir people’s “One girl I work with
emotions. Is it possible, is non-verbal and I’ve
then, that it might do taught her to use simple
the same for someone tunes for phrases like
with ASD and help them ‘Hello’, ‘Yes please’
develop empathy? and ‘No thanks’,” he
Adam Ockelford explains. “When she
(pictured right) is copies me, humming
professor of music and these notes, she has
director of the Applied some experience of
Music Research Centre being me.
at the University of “Sometimes at
Roehampton. He has the beginning of a
Bedfordshire,
worked with hundreds lesson she will use
of autistic children over the ‘Goodbye’ tune,”
the years and believes Ockelford continues.
their fist in anger, our brains ‘get’
why they’re doing it.
The research found that this
‘mirroring’ of brain activity was
impaired in people with autism,
concluding that this is a factor in
their problems with empathy.
Emotional contagion
Even so, Williams is keen to point
out that this is not the whole story
and that empathy is a complex
topic. He says that, although people
with autism often have trouble
understanding other people’s
feelings, the idea that they are
emotionless robots is a myth.
“Autistic people can be
extremely sensitive to emotional
contagion – that is, picking up
other people’s emotions,” he
explains. “What is difficult for them
is putting that emotion into context
and understanding why someone
Further reading
Tuning In Cards: Activities in Music and
Sound for Children with Complex Needs and
Visual Impairment to Foster Learning,
Communication and Wellbeing by Adam
Ockelford. Jessica Kingsley Publishers,
£19.99/$27.95, available from the end of September.
The Empath’s Survival Guide:
Life Strategies for Sensitive People
by Judith Orloff. Published by Sounds
True Inc, available from Amazon, eBay
and other sellers in a range of formats.
www.autismeye.com
Therapy
“She’s being ironic notes. “I have definitely
and to make a joke like seen his social skills
this she obviously needs develop, along with his
to understand my point musical ability.”
of view.” Can the emotional
Ockelford also works connection generated
with Derek Paravicini, by music spill over into
a young man who is a other areas of an autistic
musical ‘savant’ – that person’s life?
is, along with autism “We don’t know
he has musical abilities to what extent this is
way beyond those of the possible, but my hunch is a channel for people. It’s
general population. that yes, it does transfer,” the glue for friendships,”
“When Derek plays Ockelford says. “It may be he concludes. “From
the piano to accompany easier for some children an anthropological
a choir, he seems to than others.” perspective, singing
respond to the emotion He advises families and drumming together
generated by the to involve children with probably developed
singers, for example, ASD in activities where as a way of groups
slowing down at the end they can make music in a communicating and
of a phrase,” Ockelford group. “Music opens up bonding with each other.”
When Derek
plays the piano
to accompany a choir,
he seems to respond to
the emotion generated
by the singers”
awareness, he adds. “I think
there’s a lot of scope for helping
people. You have to treat empathy
like a motor skill – you have to
Dr Justin Williams: “Every reason practise doing it.”
to think we can improve things” Williams suggests parents start
by thinking about how they
is feeling that way. To give an themselves demonstrate kindness
example, someone’s mum might to their offspring. It can also be
be having a bad day and feeling useful, he says, to look for
very stressed. A child with ASD opportunities to discuss emotions
might pick that up and become in everyday life, perhaps using
stressed, too, but without novels, music or dancing as a
understanding where it’s coming
from or being able to process it.”
starting point. But it’s important, he
stresses, to go at the right pace for
So far, Williams says, there the child and to take into account
hasn’t been much research into their level of understanding.
strategies for improving empathy in “There’s every reason to think
people with ASD. The studies that we can improve things for
do exist – looking at things such as individuals,” he concludes, “Some
teaching facial recognition or how evidence is coming forward that
to identify emotions – suggest that drama-based interventions can
these approaches don’t offer much
benefit in the long term.
improve social skills. Maybe one
day drugs could stimulate the
However, there are things that areas of the brain responsible for
can help a child with autism
develop greater emotional
empathy, though I think that might
be a long way in the future.”
Au t i s m | e y e I s s u e 3 1 2 0 1 8 43
 Leisure

MOT your child’s draft Education, Health and Care Plan Ten tips for a
family outing
Education Lawyers specialist solicitors will check your child’s draft Education, Health and Care
Plan and advise if it meets the relevant legal requirements.
We will provide advice on how a draft EHC Plan can be improved so that the
provision and therapies meet all your child’s Special Educational Needs.
We can provide this advice either in writing or by telephone for a one-off fee of £295 (plus VAT).

Call us on 01452 555166 or email education@langleywellington.co.uk to arrange your MOT Amy Kelly offers advice for making a day
out together safe, successful and enjoyable
Education Lawyers is the dedicated Education Law department of Langley Wellington LLP Solicitors. The team is highly
experienced and skilled in providing legal advice and practical solutions in relation to Special Educational Needs cases. Have a plan venues make adjustments by, for
For over 25 years their lawyers have been providing legal advice to families throughout England and Wales. Prepare all members of your family instance, minimizing waiting lines
– particularly your child with autism and training or adding staff to
Education Lawyers get children with Special Educational Needs the support, provision and school they – with a plan of the day’s activities. assist individuals with autism If Fun with the family: try to take part
are entitled to with real positive results.
Explain your plan verbally and there are no designated autism- in community life, Amy Kelly urges
Visit us at www.langleywellington.co.uk | www.educationlawyers.co.uk through visuals such as pictures, friendly days at your desired
maps, social stories and schedules. location. Call the management few exposures. For example, sitting
Amy Kelly is mum to If you are visiting a museum, ask before your visit and ask how they through a movie in a cinema might
Langley Wellington LLP is a limited liability partnership registered in
England and Wales (registered number OC363475). Authorised and Danny, Annie and for a brochure to be sent to your can accommodate families who be challenging initially, but, with
Solicitors LLP Regulated by the Solicitors Regulation Authority. Ryan. Annie is home so you can walk your child have individuals with special needs. time and practice, it may well be
diagnosed with through the day before you leave not only doable, but enjoyable.
moderate to severe home. The more your child knows Safety first
autism, verbal what to expect, the more likely it is Research the venue before you Don’t be afraid to stand
apraxia, intellectual you will all have a great day. leave home and understand the out from the crowd
and developmental risk factors. Know where you are To have a successful day at the
disabilities and Create an outing toolkit going and what you can do to beach with my daughter, who has
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disorder. Amy is also a bag with ‘tools’ your child may open and you know your child disabilities, her brothers and I
the director of Family/ need for a successful outing. This learned that we had to work
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For over 34 years we have manufactured anyone from a therapist to address Sometimes, even the best plans they did a good job. For instance:
specialist products to assist people in living the needs of your child with autism fail. If your outing is a day of family “I liked the way you waited
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There’s so much more to see on our website £89.99 inc VAT New places, people and activities other disabilities have a right to good
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www.autismeye.com Au t i s m | e y e I s s u e 3 1 2 0 1 8 45
 in association with
Resources

The ABCs of Autism It’s Just a … What?

in the Classroom Sensory issues are a
It has often been said that challenge for many
Our pick of new
and useful books
it would be helpful if Board
Certified Behaviour
children with autism,
and for the parents The National
Analysts (BCBA) were
attached to all schools
and caregivers who
want to help them.
Event for Autism
where young people with A big problem is that

London Birmingham Manchester

Differently Wired: Articles
by an autistic blogger
This is an illustrated
collection of around 80 blogs
and articles written by James
Christie for the Huffington
Post UK, the Glasgow West
End Guide, Autism Eye
Magazine and even the
Sherlock Holmes Journal. They cover
subjects as diverse as Einstein’s brain,
adults with autism, Scottish
independence, American civil rights,
libraries and Buffy the Vampire Slayer; all
told with barbed wit and offering the
unique perspective of a writer with autism.
l Chaplin Books, ebook from Amazon,
£6.99/$9.05, and other retailers
Working with Girls and
Young Women with an
Autism Spectrum Condition:
A Practical Guide for
Clinicians
Although described as a
book aimed at clinicians, this
is also a helpful guide for
parents who suspect their
daughter may have autism.
There are stories from parents
who have tried to help their
daughter, along with their concerns that
autism was interfering in their lives in a
way that sometimes threatened the
existence of their family unit.
The insight into how autism affects
females is valuable, as the book includes
stories from those with the condition. The
author is Fiona Fisher Bullivant, an
advanced specialist nurse practitioner in
autism working for CAMHS. She gives
helpful advice on how to understand the
comorbidities often seen in women with
autism and how to identify sensory issues,
autism are taught. Since
that scenario is far from reality, this book
hopes to fill some of the gaps by
advising teachers on ways to handle a
range of unique behavioural dilemmas.
Enter Wendela Whitcomb Marsh, a
BCBA with experience in anticipating,
preventing and handling behavioural
problems by breaking them down into
A-B-C steps. She offers advice to help
teachers find the best solution for each
student and implement a system that will
have a positive impact in the long term.
l Future Horizons, $16.95 paperback/
available in the UK via Eurospan
Bookstore, £16.50
The Intensive Interaction
Handbook
In the past few years
Intensive Interaction, a
therapy for people with
autism, has grown in
popularity – largely due
to Dave Hewett, editor of
this handbook. In this
second edition he explains how the
approach can help teach communication
techniques to people with severe
learning difficulties and autism.
The book is aimed at professionals,
but families who struggle with so-called
‘challenging behaviour’ may find it
helpful. Dave, a former head teacher,
takes the approach that challenging
behaviour or behaviour difficulties are,
in fact, communication difficulties.
There are contributions from a
number of professionals who have
worked with children and adults with
autism, as well as with families and
education and health professionals on
introducing Intensive Interaction in a
variety of settings.
l Sage Publications, £34.99/$46
Intensive Interaction
has grown in
those outside – and sometimes inside –
this circle of support fail to see what the
fuss is about concerning sensory
experiences. This is where this slim book
comes in, with author Hartley Steiner
14-15 June 2019 | ExCeL 21-22 June 2019 | NEC 28 - 29 June 2019 | EventCity
stepping in to help children learn to ask
for and accept help, and to assist adults
in helping to remove sensory difficulties
that are upsetting the child.
l Sensory Word, $9.95 paperback/
available in the UK via Eurospan
Bookstore, £9.95
Awkward: The Social
Dos and Don’ts of being
a Young Adult LEARN NEW STRATEGIES HEAR THE UK’S LEADING
Having confidence in
social situations can be & APPROACHES AUTISM PROFESSIONALS
difficult for many people
with autism. This book
breaks down family,
friends, work and
community situations to
provide tips on socially acceptable
behaviour in everyday situations. It
includes examples of dos and don’ts in
these environments – with an example
script, discussion questions and self-
assessment for each topic. It could prove ACCESS ONE TO ONE LISTEN TO AUTISTIC
useful for those on the autism spectrum
who need a pocket book for quick
SPECIALIST ADVICE ADULTS IN THE HUB
reference and frequent use.
l Future Horizons, $12.95/ available in the
UK via Eurospan Bookstore, £12.95
Forest School and Autism: A
Practical Guide
Michael James runs his own
Forest School in Somerset
and has more than 15 years’
experience working as a
support worker for people INTERACT WITH DISCOVER 100s OF
with autism. He is a member
of the Forest School
INNOVATIVE FEATURES PRODUCTS & SERVICES
Association, which is a good place to
start if, as a parent, you feel this
innovative outdoor approach may suit
your child. This book offers practical and
easy-to-follow advice for adapting Forest
To learn more visit
www.autismshow.co.uk
School activities for people with autism
Follow us on

self-harm and emotional regulation. There popularity – largely due to and includes first-person accounts from
is some excellent advice on interventions children and adults who say this
and strategies that can help. Dave Hewett, editor of approach has been successful for them.
l Jessica Kingsley Publishers, this handbook” l Jessica Kingsley Publishers,
Associate Partner Partners Sponsor Media Partners Accredited by
£17.99/$24.95 paperback £18.99/$27.95 paperback

46 Au t i s m | e y e I s s u e 3 1 2 0 1 8 www.autismeye.com
There’s nothing more empowering
than helping someone communicate.
At Hesley Group we know the key to unlocking
behaviours that challenge is communication.
It’s why our experienced and passionate Speech and
Language experts work right at the heart of our multi-
disciplinary team. Creating a tailored approach around
the individual to promote interaction, develop social skills,
encourage greater independence and build relationships
with staff, their peers and family.
From Makaton Signing and Picture Exchange
Communication Systems (PECS) to more technology-based
approaches using tablets, we use a range of techniques.
Plus continual assessment and sharing communication
goals with the whole care team means we stop at
nothing to find the best way for the individual to express
themselves. And nothing is more empowering than that.

Find out more, call 0800 055 6789

Visit www.hesleygroup.co.uk Autism Learning Disabilities Complex Needs
Established in 1975, the Hesley Group provides specialist support through its schools, colleges and adult residential services with a highly experienced and
expert multidisciplinary educational, care and therapeutic staff resource, in high quality purpose built settings. We’re focused on positive outcomes and
progress towards sustainable independence.