Other considerations for autism

A note on language

How you speak about autism is an important issue to many. Some people on the autism spectrum prefer ‘autism’ over ‘autism spectrum disorder’. Some students and their families prefer a person-first approach, where you refer to the person before their diagnosis — so ‘student on the autism spectrum’  or ‘student with autism’. 

This puts the focus on the student, rather than his or her diagnosis. However, others may prefer identity-first language, so ‘autistic student' rather than a ‘student with autism’. This is becoming increasingly common and can help individuals to claim their disabilities with pride, whilst challenging negative stereotypes about autism. For more on language visit our language guide.

Students on the autism spectrum typically experience differences in their:

Initiations and responses during communication

Some students might have lots of language and others might only use a few words or no words, or find it hard to start conversations with their peers. Students on the autism spectrum tend to speak very honestly, and may misunderstand others when language isn’t direct (for example, sarcasm or jokes). They may take longer to understand communication, and some students may make statements that don’t fit the flow of conversation or context. Students on the autism spectrum might require support to understand some instructions. They tend to learn well with concrete, rather than abstract, examples. and benefit from support in using a skill they learned in one task or context in another context (generalisation).

Interpretations and use of nonverbal communication

Students on the autism spectrum may avoid or dislike eye contact as this can be uncomfortable or stressful for them. Their facial expressions may be less expressive than other students, and they may not use gestures (such as. pointing) when communicating. Students may become frustrated and distressed when their attempts to communicate verbally or nonverbally are not understood, which may result in challenging behaviours. 

Interactions and understanding in social contexts

Students on the autism spectrum may misunderstand social interactions, including unspoken social rules or conventions. They also may not perceive and follow the ‘rules’ of conversation, such as taking turns. Although they may have social difficulties and play alone or alongside others,  they are often keen to join in, but  might not know how to.

Behaviours or interests

Students on the autism spectrum may follow routines and class expectations well as they tend to like things to be done in a particular way or order. They may have a favourite activity that they are happy to do over and over again, and  may need warning before switching between tasks. 

Reactions to sensory input

Some students may find loud noises or particular sounds or textures uncomfortable. As every student on the autism spectrum is different, it is important to understand the student’s sensory profile, to provide appropriate support and ensure the classroom environment is inclusive.

Casual teachers

A student on the autism spectrum may find having a different teacher and changed routine upsetting.

Telling casual teachers about the specific routines and teaching tips that will help that student may prevent distress.

Planning and organisation

Consider providing support with planning and organisation.

Sport

The School Sport Unit provides inclusive sport and physical activity opportunities and pathways for students with disability across NSW. These focus on ability, participation, enjoyment and skill development. Opportunities include gala days, Multi-Sport days, knockouts and Come-and-Try Athletics days, and are available for students with disability who learn in mainstream classrooms, support classes in mainstream schools and Schools for Specific Purposes.

Inclusive school sport programs have the potential to support a student with disability’s social, emotional, mental and physical health. Watch Lexie and Anna’s stories of what sport and physical activity, both at school and in their journey through the representative school sport pathway, has meant to them.