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
