# data[].attributes.body
Junior-3rd class

# data[].attributes.attachment_link.title
What is Neurodiversity:  A Video for Children

# data[].attributes.body
https://www.youtube.com/watch?v=nAvJin8b4TwAll classes

# data[].attributes.attachment_link.title
LYRICS / LIRICI | WILD YOUTH - WE ARE ONE | EUROVISION 2023 IRELAND

# data[].attributes.body
All classes

# data[].attributes.attachment_link.description
Producer: Nick Fewtrell
DoP: David Procter
Editor: Eve Ashwell

Agency: Karmarama

2 x Gold British Arrows, D&AD Pencil, APA Collection and Cannes Lion Shortlist.

# data[].attributes.body
https://www.youtube.com/watch?v=ciQQW-rnrpUAll classes

# data[].attributes.attachment_link.title
Amazing Kid Magician with Autism on BGT 2023 Gets Emotional!

# data[].attributes.body
(Teachers and parents)

# data[].attributes.attachment_link.readable_text
Searching the web for an answer to this question presents a large quantity of information which can be overpowering and difficult reading.

Autism is something we will all probably encounter at one time in our life or another. If you or a member of your family is not personally affected by the condition, it is likely you will know or meet someone who is - and yet many people do not have any great understanding of the condition.
The Oxford Dictionary defines Autism as: "A mental condition, present from early childhood, characterised by great difficulty in communicating and forming relationships with other people and in using language and abstract concepts."
AsIAm defines Autism as a complex, invisible condition which a person is born with. Autism is a neurodevelopmental condition which means that the way a person communicates, interacts and understands other people and the world, is different to those who do not have the condition.

An autistic person will have a different understanding of the world, a different way of seeing the world and experience things differently to someone who is not on the spectrum. This presents an individual with challenges in areas that come naturally to others, but it can also present strengths and abilities due to that ability to think differently.

Autism is described as a 'spectrum' which means it impacts different people, in different ways, to differing degrees, at different times and in different situations.

The Autism Spectrum is a very wide one, with people affected in a variety of ways, to a great number of varying degrees and no two people on the spectrum are affected in entirely the same way.

The areas of difference for those on the spectrum can largely be summed up under the following headings:

Repetetive and rescrictive patterns of behaviour

Summing up Autism for a person who has no prior knowledge of the condition can be challenging - how do you explain an area so large and complex on simple and easy to understand level?

Now that we have examined the basic facts around autism and addressed some of the common misconceptions, it is important for us to practically explore autism's impact on a person's daily life to understand the social realities behind these facts.

Summing up Autism for a person who has no prior knowledge of the condition can be challenging - how do you explain an area so large and complex on simple and easy to understand level? We like to use the train analogy.

What is the train analogy?

Imagine what it would be like if you were to be picked up suddenly and dropped into the middle of a packed rush hour subway in downtown Tokyo.

To begin with, you are overwhelmed by the number of people in your personal space - the subway is so packed that you literally cannot move. Lots of people are talking to each other at once, to the point that you can barely hear yourself think. One person standing next to you may wear very strong perfume. Another person may have bad breath from forgetting to brush their teeth. The environment around the subway makes you extremely uncomfortable on a sensory level and you cannot wait to get off and out into the city.

The subway arrives and everyone disembarks. Every other person begins to walk in the direction they need to go in. But you find the signs around the station very confusing and you don't know how to leave the station. Doing the logical thing, you approach another passenger to ask for directions. You can't tell from his body language or facial expression whether he is happy to help or annoyed to be stopped. He is speaking very quickly in Japanese and is using local expressions you know nothing about - you cannot follow his instructions as you are unsure about what he is saying to you.

At this stage, you get more anxious - you find the unfamiliar, busy Subway station overwhelming and you cannot communicate effectively with locals around you. You try to go out alone, you look for signs on the wall and try to follow these signs towards the exit. , You relax as you feel you are making progress and moving in the right direction. However, you now completely rely on the signs to leave the station. As you approach the final turn the sign before the exit is missing. While everyone else in the station knows how to leave from this point, you have no idea and find yourself right back at square one.

What has the train analogy got to do with autism?

Firstly it's important to acknowledge in this scenario you aren't less capable than the other passengers on the train, just different. Day to day activities such as sitting in classroom or commuting may be just as big a culture shock for an autistic person.

Different cultures can be stressful but most of us still like to experience them. Autistic people want to do the same things as other people, but being met halfway can make the difference between being part of the community and being cut off.

Fundamentally, being autistic is like living in a world that is not built for you, and the earlier example helps us highlight some fundamental realities of the condition, namely differences in sensory processing, communication, reading social situations and managing anxiety and stressful situations.
Return to main menu

# data[].attributes.attachment_link.title
What Is Autism? - AsIAm.ie - Ireland's National Autism Charity

# data[].attributes.attachment_link.description
Searching the web for an answer to this question presents a large quantity of information which can be overpowering and difficult reading. Autism is something we will all probably encounter at one time in our life or another.

# data[].attributes.headline
Sensory overload - Can you make it to the end?

# data[].attributes.subject
Sensory overload - Can you make it to the end?

# data[].attributes.body
(3rd class - 6th class)

# data[].attributes.body
5th and 6th class, teachers and parents

# data[].attributes.attachment_link.title
Vanish / Ambitious about Autism: Me, My Autism & I

# data[].attributes.body
(5th, 6th class, teachers and parents)

# data[].attributes.attachment_link.title
Demystifying autism and overstimulation | Inside Our Autistic Minds

# data[].attributes.body
(Junior infants - 6th class)

# data[].attributes.attachment_link.title
Amazing Things Happen - by Alexander Amelines

# data[].attributes.body
(1st class - 6th class)

# data[].attributes.body
(Junior infants - 6th class)

# data[].attributes.attachment_link.title
Sesame Street and Autism: What Makes You Amazing?

# data[].attributes.body
5th & 6th class, teachers and parents

# data[].attributes.body
5th & 6th class, teachers and parents.

# data[].attributes.attachment_link.title
Dyslexia Awareness Part 1: Module 1 - About Dyslexia

# data[].attributes.body
(3rd class-6th class)

# data[].attributes.headline
Ten things every child with autism wishes you knew

# data[].attributes.subject
Ten things every child with autism wishes you knew

# data[].attributes.body
4th-6th class

# data[].attributes.attachment_link.title
Neurodiversity for Children - Part 2 - What is Neurodiversity?

# data[].attributes.attachment_link.description
2nd in a 2 part video set that educates children about neurodiversity.

# data[].attributes.body
4th-6th class

# data[].attributes.attachment_link.title
Neurodiversity for Children - Part 1 - Different Brains

# data[].attributes.body
All classes

# data[].attributes.body
(Junior infants - 6th class)

# data[].attributes.body
Junior infants -2nd class

# data[].attributes.attachment_link.title
Sesame Street: Meet Julia (Full Clip | 10 Min)

# data[].attributes.body
“There's no need to feel any shame just because your "fullest" and "best" look different from those of others.”
― Naoki Higashida, Fall Down 7 Times Get Up 8: A Young Man's Voice from the Silence of Autism

# data[].attributes.headline
Strengths and skills in autistic students 

# data[].attributes.subject
Strengths and skills in autistic students 

# data[].attributes.attachment_link.readable_text
All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

Some students with autism will be very driven by their particular skills and interests and if these are utilised appropriately, it will increase motivation and success in learning.

Some examples of strengths commonly associated with autism are:

Specialist knowledge in topics of interest

Exceptional memory for facts and figures

Very high level of motivation in topics and activities that are of interest

Ability to carry out tasks with a high degree of accuracy

Excellent attention to detail

Ability to follow instructions and rules very accurately when taught in the correct way

Exceptional skills in creative arts, such as Art and Music

Ability to see the world from a different perspective and so bring a different insight

Ability to bring an innovative approach to problem solving

Tendency to be honest and non-judgemental

Tendency to have a strong sense of loyalty in all social relationships

Unique sense of humour

Passionate about hobbies and interests

Enthusiasm for favourite interests with a drive to share this enjoyment with others

All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

Some students with autism will be very driven by their particular skills and interests and if these are utilised appropriately, it will increase motivation and success in learning.

Some examples of strengths commonly associated with autism are:

Specialist knowledge in topics of interest

Exceptional memory for facts and figures

Very high level of motivation in topics and activities that are of interest

Ability to carry out tasks with a high degree of accuracy

Excellent attention to detail

Ability to follow instructions and rules very accurately when taught in the correct way

Exceptional skills in creative arts, such as Art and Music

Ability to see the world from a different perspective and so bring a different insight

Ability to bring an innovative approach to problem solving

Tendency to be honest and non-judgemental

Tendency to have a strong sense of loyalty in all social relationships

Unique sense of humour

Passionate about hobbies and interests

Enthusiasm for favourite interests with a drive to share this enjoyment with others

# data[].attributes.attachment_link.title
Strengths and Skills in Students with Autism - Best Practice Resource

# data[].attributes.attachment_link.description
All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

# data[].attributes.attachment_link.description
Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

# data[].attributes.body
3rd-6th class, teachers and parents

# data[].attributes.attachment_link.title
Dyslexia is Rubbish and Awesome – Dyslexia Awareness Week Presentation

# data[].attributes.body
1st-6th class

# data[].attributes.attachment_link.title
Rookie Report: Dyslexia by Eliza - Behind the News

# data[].attributes.body
(Junior infants -2nd class)

# data[].attributes.attachment_link.title
I'm Just Like You | Autism Awareness Song | Jack Hartmann | World Autism Awareness Day

# data[].attributes.body
3rd- 6th class

# data[].attributes.headline
Message from Fiachre who is autistic and non-speaking 

# data[].attributes.subject
Message from Fiachre who is autistic and non-speaking 

# data[].attributes.body
(5th and 6th class)

# data[].attributes.body
Teachers and parents

# data[].attributes.attachment_caption
Autism (ASD) and sensory issues (Teachers and parents)

# data[].attributes.attachment_link.title
Autism (ASD) and sensory issues - signs to look for an how to help

# data[].attributes.attachment_link.description
Sensory processing issues are very common in autistic children and adults. Kim explains what sensory issues might look like and how to help.

# data[].attributes.body
Celebrating Me: Supporting a Pupil’s Understanding and Acceptance of an Autistic Spectrum Disorder Diagnosis’.