We are always learning and reflecting on current research and developments within the field of autism, and more so than ever, listening to the views and perspectives of autistic children and adults themselves.
One thing that is consistently evolving is the language we use when talking about autism. In this leaflet, we share some of these changes, considerations and terminology that we as a team will be using moving forward.
Terminology within the field of autism is widely debated and there is no agreed or universal way of describing autism. Similarly, a preference to use ‘person first’ language or not varies within the autism community (i.e. autistic person or person with autism). We will use autism and autistic interchangeably to acknowledge these different perspectives and preferences.
The Autism Spectrum
Autism is a spectrum condition that affects people in different ways. This spectrum is no longer viewed as linear…it is more complex than that!
Rather, each person with autism will have their own strengths and experience challenges differently from one another. In the same way that neurotypical people (i.e. people who are not autistic) are different from each other.
Neurodiversity
This is the viewpoint that brain differences as just that…differences and not deficits. This means that brains of people who have Autism or ADHD, for example, are simply variations of the human brain and human experience.
Rather than thinking that autistic children have a ‘disorder’ and that we need to support them to be ‘normal’, we should embrace neurodiversity and understand that autism is a unique way of thinking and experiencing the world. However, it is still important to acknowledge the challenges that autistic children and adults can experience.
Previously…
Autism Spectrum Disorder (ASD) or Autism Spectrum Condition (ASC)
Moving forward…
Autism Spectrum Disorder (ASD) or Autism Spectrum Condition (ASC).
Why?
Autism is a brain difference rather than a disorder or deficit. Individuals with autism may share common areas of difference; however, each person will experience them differently and will have a different impact on their daily functioning. Whilst autistic children and adults may require support in various times in their lives, autism is no longer viewed as a disorder or something that needs ‘curing’.
Previously…
High functioning autism vs low functioning autism ‘A little’ autistic vs ‘severely’ autistic.
Moving forward…
Thinking about children in terms of their individual profile of strengths and challenges/difficulties, and whether they require a high or low level of support.
Why?
Autism is no longer viewed as being linear, as by doing this, people make assumptions (consciously or not) about a child’s skills and abilities. Like all children, autistic children will have their own areas of strengths and difficulties (e.g. in areas such as language, sensory processing, motor development, learning, attention and social skills).
Previously…
‘Challenging’ or ‘autistic’ behaviours.
Moving forward…
Be curious – thinking in terms of emotional regulation or dysregulation.
Why?
Reasons for behaviour in children with autism can be complex and multi-factorial. Autistic children and adults may engage in a wide range of behaviours, which may seem confusing to others, to help calm themselves if they are feeling stressed or anxious, or because they find it enjoyable. These behaviours should not be stopped (unless they are dangerous) as they often serve a regulatory purpose.
Previously…
‘Obsessions’
Moving forward…
Special or highly focused interests / enthusiasms.
Why?
The word ‘obsessions’ can have negative implications. Special interests can promote motivation and engagement within the learning environment and forming relationships with others. Building on a child’s knowledge and skills within their special interests can also develop education and employment opportunities in future.
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