Autism: Parent Quick Guide (UK)
See download above for full A4 PDF (brand header/footer).
Quick Starter: Autism
Educational information only — not a diagnosis or medical advice.
What it is
A neurodevelopmental difference that affects social communication, sensory processing and patterns of behaviour or interests.
Possible signs
- Differences in social communication or interaction
- Sensory sensitivities (noise, light, textures)
- Preference for routines; difficulty with change
- Focused or intense interests
Trusted resources
Use this site for Autism
- Choose a breathing pace that feels safe for your sensory profile.
- Use predictable counts (e.g., Coherent 5-5) and minimise audio.
- Save a one-page PDF and share with carers/teachers if helpful.
Progress (local only)
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Autism Support (UK)
Everything in one place: Parent, Adult & Later‑life guides, a Clinic guide with checklists & references, plus an in‑app coach module you can import into M Share. A4 PDFs are print‑optimised with brand header/footer.
How to use each deliverable in M Share
Parent / Adult / Later‑life PDFs
- Link as “Download (PDF)” on your Autism landing page.
- Add to onboarding emails and your Share sheet.
Clinic Guide (PDF)
- Place under “For Clinicians” or an “Advanced” toggle.
- Use to standardise school/clinic conversations.
In‑App Module JSON
- Import and render as a coach that adapts to selected goals.
- Log metrics locally (or secure cloud) for progress graphs.
What you have now
✅ Four Autism PDFs (Parent, Adult, Later‑life, Clinic) · ✅ Three Dyslexia PDFs (Adult, Parent, Practice Pack) · ✅ In‑app module (JSON).
Evidence snapshot (UK)
Children/young people: structured, communication‑focused interventions, environmental adaptations and co‑occurring problem management; consider melatonin via specialists if behavioural sleep approaches fail. Sources: NICE CG170 (support & management). Educational only; not medical advice.
Adults: adapted CBT for anxiety/depression, structured support plans, and workplace/healthcare reasonable adjustments. Sources: NICE autism guidance (adults). Educational only.
Children & Adolescents
- Naturalistic, caregiver‑mediated coaching (NDBI style): 3–5 min play bursts, copy/expand/celebrate, many times daily.
- AAC is speech‑friendly: pictures/PECS/core boards/apps reduce frustration; keep AAC available everywhere.
- Visual & structured teaching: First/Then, visual schedules, clear work systems; teach in small steps.
- Behaviour → ABC: track antecedent–behaviour–consequence; teach an easier way to ask; reinforce quickly.
- Sleep: regularity, routine, light/noise/temperature; discuss melatonin only with a clinician if insomnia persists.
School: Teachers & TAs (UK)
Primary
- One‑page profile: strengths, interests, sensory notes, communication tips; share with all adults.
- Visual structure: Now/Next, First/Then, timetable with symbols; model tasks in small steps.
- Processing: use simple language, give extra wait time; check understanding with choice questions.
- Predictable transitions: countdown timers, finish tokens, transition objects; pre‑warn changes.
- Regulation: planned movement/sensory breaks, quiet corner, headphone policy agreed with parents.
- Playground & lunch: structured options (jobs/clubs), buddy system, low‑sensory seating.
- Home–school link: short daily note or checklist; focus on wins and concrete asks.
- Reasonable adjustments: flexible uniform, PE alternatives, reduced displays/lighting where needed.
Secondary
- Safe base & pass: named adult, quiet space; a discreet “exit/flash pass” for overwhelm.
- Timetable support: colour‑coded map, early release to avoid crowds, locker near key rooms.
- Workload: chunk tasks, explicit success criteria, exemplars; negotiate deadlines when overloaded.
- Group work: clear roles or alternative solo pathway; avoid last‑minute presentations.
- Exams: assess early for access arrangements (extra time, rest breaks, reader/scribe, smaller room).
- Sensory & routines: minimise unnecessary bells/noise; consistent seating; digital copies of notes.
- Pastoral: check‑ins after lunch/last period; plan for trips, fire drills, and timetable changes.
Coordinate through the SENCO. Keep adjustments proportionate, recorded, and reviewed termly (Assess–Plan–Do–Review).
SEND & EHCP (England) — quick path
- Start with SEN Support: meet the SENCO; agree a short plan of reasonable adjustments and targets.
- Graduated approach: Assess → Plan → Do → Review; log what helps and any unmet needs.
- EHCP request: if needs are beyond SEN Support, you can request an Education, Health and Care needs assessment from the Local Authority. Include evidence from school/clinicians.
- EHCP quality: outcomes should be specific and measurable; provision (Section F) should be specific, quantified and named.
- Annual review: update outcomes and provision; ensure transitions (Year 6/11/college) are planned early.
Helpful UK resources: IPSEA (legal guides), National Autistic Society, your local SENDIASS, and the government’s SEND Code of Practice. Educational info; not legal advice.
Autistic teachers & staff — reasonable adjustments
- Work environment: quieter workspace where possible, reduced corridor duties, choose lower‑sensory classrooms.
- Communication: written agendas and decisions; time to process; avoid drop‑in interruptions where feasible.
- Timetabling: cluster rooms/years, limit last‑minute cover; predictable meeting times.
- Sensory: lighting tweaks, ear‑defenders/headphones for planning time, calm room access.
- Admin/marking: protected blocks or remote marking where policies allow.
- Wellbeing: identify a trusted colleague for debriefs; plan for exam/inspection weeks.
Under the Equality Act 2010, schools/employers must consider reasonable adjustments. See also Access to Work for role‑specific support. Educational info only.
Adults
- Employment: reasonable adjustments (Equality Act), clear written instructions, low‑sensory spaces, flexible hours/hybrid.
- Access to Work: workplace assessment, job coach, assistive tech, travel support.
- Mental health: adapted CBT (visual structure, concrete goals, graded exposure with sensory planning); monitor medication with clinicians.
- Regulation: micro‑breaks, noise management, meltdown/shutdown plans.
Later Life
- Anticipate sensory/hearing/vision changes; schedule quieter appointments.
- Use pill organisers, checklists, and carer prompts; prepare hospital passports.
- Ask the local authority about adult social care and carers’ assessments.
Neurodevelopmental: ADHD (quick pointers)
- Core features: inattention, impulsivity, hyperactivity across settings.
- Supports: behavioural strategies, executive‑function scaffolds, environmental cues; review sleep, anxiety.
Mental Health: Anxiety • Depression • Stress • Sleep
- CBT (adapted): visual agendas, concrete skills practice, stepwise exposure with sensory planning.
- Sleep: consistent timing, low light, screens off ≥1h; record latency; escalate to clinician if persistent.
Breathing & Focus (2‑minute reset)
- Sit comfortably; relax shoulders and jaw.
- Inhale quietly through the nose ~4 s; exhale ~6 s.
- Repeat 10 cycles; notice shoulders lowering and heart rate easing.
Use before transitions, meetings or bedtime wind‑down.
In‑App Coach Module (JSON)
Download and import. The preview below lets you inspect flows and steps.