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At a broad level, inclusion:

begins with listening

grows with collaboration

flourishes with intentional action

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Adopting a neurodivergent-approach to diagnosis that does not use standard measures commonly used, but does adhere to the NICE guidelines and best practices. 

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Transforming autism assessments (identifications): a neurodiversity-affirmative approach across the lifespan Davida Hartman, Ireland

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Transforming autism assessments (identifications): a neurodiversity-affirmative approach across the lifespan Davida Hartman, Ireland

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Two distinct process in the assessment: ascertaining if a person’s experience aligns with the diagnostic criteria, and supporting a person to explore their identity and how they experience the world – a collaborative strength-based process.

Benefits to the autistic individual include avoiding negative narratives leading to shame, stigma, reduce trauma associated with pathologising approach, and fosters better self-awareness of the autistic experience, leading to accessing the right forms of support

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1 in 4 autistic people will attempt suicide in their lifetime 

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Suicidality in autistic people: a mixed-methods approach to contributing factors. Rachel Mosley, UK

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Suicidality in autistic people: a mixed-methods approach to contributing factors. Rachel Mosley, UK

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Survey on factors contributing to suicidal thoughts and feelings in 1396 autistic adults revealed that top factors include uncertainty about the future, loneliness, thinking they are too defective to live, feeling like life isn’t going anywhere, deeply overwhelmed with no apparent escape

Cisgender women and trans/gender-divergent participants more likely to highlight bullying, difficulties with family/friends, unable to access help, mental health, hopelessness and past trauma

Cisgender men more likely to highlight difficulties with romantic relationships and unrequited love

There are no age differences reported for loneliness and bullying. Importance of bullying and past trauma and being unable to access help in contributing to those with suicide plans and attempts

Importance therefore of risk formulation involving identifying risk and protective factors, to inform collaborative safety plan with autistic people

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Exploring autistic children’s experiences of participation in decision making in Irish Primary Schools 

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Exploring autistic children’s experiences of participation in decision making in Irish Primary Schools 

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Presenter: Katie Marah (Ireland, University College Cork)

Background context:

Participation in decision making is an assured right of all children

There has been growing attention to the role of children’s participation in everyday spaces, places, including at home, in the community and at school

Despite this, there is an absence of attention to the voice and participation of autistic children in everyday contexts

Key themes emerging:

Space and belonging Rapport with school staff

Rapport with peers

(Lack of) autonomy and agency

Sensorial barriers within the environment

Family-school dynamics

Unpacking neurodivergent identity – Who am I within the classroom (Masking and Burnout)

Need for further education and training

Personal food for thought:

To what extent are students empowered to make decisions in school and what is their level of participation in them?

To what extent do we have opportunities to hear from students about their school experiences and incorporate their feedback in our practice?

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A community driven study to understand influences on suicidality and suicide prevention need for the autistic community

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A community driven study to understand influences on suicidality and suicide prevention need for the autistic community

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Presenter: Anne Kirby (University of Utah)

AASPIRE Suicide Prevention Project

Thematic results from interviews with autistic individuals who have experienced suicidality:

Theme 1: Pervasive negative societal attitudes and social experiences have a lasting impact on autistic people’s feelings of worth i.e., societal pressure to confirm, societal exclusion and marginalisation

Prevention recommendations:

Improving societal treatment of autistic people

Autistic resilience and self-advocacy

Connection, acceptance and non-judgemental social support

Theme 2: Negative experiences and stressors add strain, making life feel overwhelming and hopeless i.e., daily challenges lead to burnout, traumatic and disruptive life events, lack of accessible and helpful supports

Prevention recommendations:

Engaging in meaningful activities i.e., behavioural activation for autistic individuals

Address underlying stressors and co-occurring conditions/needs

Theme 3: Difficulty regulating and managing emotions can increase the likelihood of suicidal feelings and actions i.e., emotional and reactionary difficulties, relying on risky coping strategies for relief

Prevention recommendations:

Improving emotion regulation skills

Crisis and suicidal supports

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Self Advocacy is prominent throughout the conference. A lot of the speakers are neurodivergent and their voices / concerns are raised through the research they do.

One very prominent speaker is

key note speaker: Maja Toudal

Title: Energy accounting – Neurodiversity -affirming stress management and burnout prevention

What struck me on how she used organised her tasks into colour coded energy blocks in her calendar to prepare her week. I thought we could guide our students to do the following so that they can be more self regulated, knowing what they can expect through the week / term / semester.

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"What a fantastic book! The Energy Accounting system in this book is simple yet thorough, and can be introduced into ones life without any huge lifestyle overhaul or additional stress. I feel certain that this book will help many autistic people to reduce, and even avoid, episodes of autistic burnout. I will definitely be using this Energy Accounting system in my own life."

Niamh Garvey, author of Looking After Your Autistic Self and Being Autistic (and what that actually means)

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Energy Accounting | Book by Energy Accounting

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This playbook is about how you can improve your Strategy Execution by tapping into the power of promises â€" why not start improving today.

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Energy accounting: find the right balance between deposits and withdrawals, and the use of colour coding in calendar (helps to create self-awareness and forward planning)

Improving physical and mental health 1 and 2: the importance of accessibility to autism assessment so as to identify/flag out any risk factors for suicidal ideation and put in place strategies for suicide prevention.

Self-Determination Skills for Autistics: important to teach and impart SDT skills as they are critical life skills and getting the individuals to be involved (have a voice), aligns with Family Envisioning Meeting (FEM)

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Speaker: Alexandra Sturrock

Title: Chasing the conversation: Autistic experiences of speech perception and strategies to manage difficult listening environments

Speaker spoke about people with ASD having speech perception difficulties, often leading to a list of issues:

Social participation,

Effort and fatigue,

Emotions,

Practical costs,

Impression on others, and

Self-perception.

The study yielded 92 strategies and they are organised into six categories:

1.      Shaping the listening environment

2.      Disclosing differences

3.      Requesting / encouraging adaptations

4.      Using internal strategies

5.      Using technology

6.      Using vision

Speaker also noted that most strategies are self taught and most autistic people found listening strategies useful.

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Autism and play(grounds)

Autism ASPECTSS Design Index was published in 2013 and is a researched-based framework of 7 design concepts facilitative of architectures for Autism. They adopted a co-design approach, involving stakeholders such as children, teacher, parents and even the neighbourhood (neighbourhood facility). Students were asked question about their dream playground and they discussed the feasibility. Student ambassadors were empowered to ensure implementation of the co-design approach. To create ownership, everyone could bring materials to add on to designing such as the walls.

Rethinking Sensory Spaces in Schools

Considerations for setting up and the effective use of sensory space: student-centred, proactive vs reactive and the role of the adult (staff)

Link to resource: https://ncse.ie/wp-content/uploads/2025/03/Sensory-Spaces-in-Schools.pdf