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.
Terminology and preferences
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)
- Autism Spectrum Condition (ASC)
Moving forward
- Autism
Why?
- Autism is a brain difference rather than a disorder or deficit.
- Individuals with autism may share common areas of difference; however, the impact of these on their daily experiences will be unique to them.
- Whilst autistic children and adults may require support at various times in their lives, autism is no longer viewed as a disorder or something that needs ‘curing’.
Previously
High functioning autism or 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, with high functioning and low functioning at opposite ends of the scale. Previously, children with more language would often be considered to be high functioning and therefore their needs in other areas may have gone unrecognised. 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
Focus on why the child may be acting this way, particularly in terms of thinking in terms of emotional regulation or dysregulation.
Why?
- Reasons for behaviour in children with autism can be complex and happen for many different reasons.
- 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.
- Behaviour may be used to communicate when the child or young person cannot access their language skills due to being overwhelmed or they have not yet developed spoken language.
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.
