What makes for good practice in education for girls and women on the autism spectrum?

  • Usefulness of visual supports and clear instructions
  • Having information shared between all staff
  • Looking at the child in different settings to get a full picture

What are the constraints on this good practice?

  • Lack of communication between home and school, and the recognition that girls may present differently in these different contexts
  • Anxiety can be hard to recognise when its presentation isn’t perceived to be challenging

How could these constraints be overcome?

  • Developing individualised support strategies for each child
  • Introducing structured support mechanisms that staff understand and are behind
  • Creating better links with families