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Working to deliver a better special education service

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Living in the Community - Teacher checklist

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Living in the Community - Teacher checklist

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Preparation for work - Teacher checklist

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Preparation for work - Teacher checklist

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Literacy & communication - Teacher checklist

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Literacy & communication - Teacher checklist

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Blank Linking Subjects to L2LPs Template (1)

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Linking Junior Cycle Technology to L2LP's

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Linking Junior Cycle Technology to L2LP's

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Linking Junior Cycle Geography to L2LP's

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Linking Junior Cycle Geography to L2LP's

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Linking Junior Cycle Engineering to L2LP's

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Linking Junior Cycle Engineering to L2LP's

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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.
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What Is Autism? - AsIAm.ie - Ireland's National Autism Charity

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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.

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Common Characteristics of Autism - from AsIAm.ie

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Here you will find some common characteristics of Autism, including social interaction, communication, sensory processing and more

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Autism and Social Interaction - AsIAm.ie

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This page discusses how autism and social interaction relate and how to support autistic people in socializing without stigma.

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This guide aims explains how autistic people experience sensory input, and the differences between them and their neurotypical peers.

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Related Conditions |AsIAm.ie | Ireland’s National Autism Charity

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Many people on the Autism Spectrum also have other conditions or disabilities. It is important to look at every individual as an individual.

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Sensory processing is our ability to combine and understand information coming in from our senses. Our brain continuously receives information from all of our senses. Our brain then filters through this information in order to decide which information is important to attend to and which isn't. Sensory processing is an automatic process. The purpose of this process is to enable us to be able to attend, organise and move our bodies and manage our emotions as efficiently as possible. Autism can cause a more varied experience of sensory processing.

It is common for autistic individuals to report difficulty tolerating every day sensations such as smells, background noise, or the sensation of clothes. We think autistic individuals may not have the same ability to filter through and get used to the information the brain is receiving. If this filtering isn't happening efficiently, the brain can be flooded with sensory information which can make it difficult for the person to attend to other things in the environment (e.g. someone talking to them) and can be overwhelming emotionally too.
How is sensitivity to the sensory environment recognized in an Autism diagnosis ?
Within the DSM-5 criteria for Autism, sensory processing differences known as hypo or hyper sensitivity are categorised under section B "restrictive, repetitive patterns of behaviour". Whilst this does reference the sensory processing difficulties somewhat in terms of engaging in self-regulatory behaviours/'stimming' (see below), it doesn't, in my opinion, reflect the impact that sensory processing difficulties can have on an autistic individual's participation in every day activities. It has been my experience, that the most commonly reported explanation that autistic individuals give for having difficulty participating in every day activities, school life or social situations are sensory processing difficulties/sensitivities and a difficulty tolerating the sensory aspect of an environment.
How does an Occupational Therapist gain an understanding of their client's sensory needs?
The most commonly used standardised assessments that Occupational therapists use to evaluate an individual's sensory needs are; The Sensory Processing Measure (SPM-2 wpspublish.com) and/or The Sensory Profile (Sensory Profile 2 pearsonclinical.co.uk). These measures assess whether an individual's sensory preferences (likes and dislikes) are within the average range when compared against a standardised norm. The questionnaires also provide information on the extent to which any sensory processing difficulties are interfering with every day activities and behaviour and whether the individual may be more/hyper sensitive or less/hypo sensitive to sensory input than average .
What is "sensory overload"?
The purpose of our sensory processing is to keep us calm but alert in relation to what is going on in our environment. If individuals are not able to filter through the sensory information in their environment it can be more difficult to remain calm or alert. This build up of sensory information is referred to as sensory overload. This can feel different for different people. An individual experiencing sensory overload may become irritable, anxious, upset or even completely shut down in their attempt to regulate their sensory environment.
What is meant by the term hyposensitivity?
It's common knowledge that autistic people can be "hypersensitive" to their sensory environment, which means that there is more sensory information in their environment than they can process at that time. However, autism can also mean the exact opposite for some people's sensory processing in the form of hyposensitivity. Hyposensitive people are less responsive to the sensory input in the environment. They may need to intensify their sensory stimulation rather than reduce or avoid it. Busier, noisy or bright environments are actually what these individuals may seek out in order to focus or remain calm.
What happens in our body when we are stressed?
Our bodies have a number of automatic reactions that occur when faced with a potentially threatening or dangerous situation. These reactions are called our 'fight or flight' reaction and are built into our bodies to enable us to escape quickly should that be necessary. Part of this 'fight or flight' reaction is that our senses become heightened or more sensitive. This begins with our ear drums changing shape to allow in lower frequency sounds that we would usually filter out. Our eyes also become more alert and also scan the environment more frequently and rapidly. At a physiological level, our heart might begin to race, and our breathing might become quicker which pumps oxygen to our muscles so we are ready to run. Sometimes however, the 'threat' is not a physical one i.e. we are not actually in physical danger, rather we experience a psychological stress such as receiving unexpected bad news, having an exam or test or a falling out with a friend. But the reaction in our body can be the same . Alongside the emotional upset, we will become more sensitive to sensation. For example, if we are feeling stressed and someone touches us we may jump because we have become more sensitive to sensory input. This in turn can make us more emotionally upset so it can become a cycle of sensory sensitivity and stress.

For autistic individuals who tend to be naturally more sensitive to sensory input, minimising other stressors in the environment or routine is as important as sensory calming activities in preventing sensory overload.
What is a sensory diet?
A " sensory diet" is a term commonly used to describe a plan or programme of sensory activities interspaced over the course of the day to support an individual's sensory system to help maintain a calm and alert state. For example, an individual might take a walk in the morning, carry a weighted bakcpack to school, do chair push ups or jumping jacks as a movement break in school, wear ear defenders at break time, use a fidget to help concentration in the afternoon and listen to music to wind down after school. An occupational therapist can help you/your child choose suitable activities through talking through the results of sensory questionnaires and your sensory likes and dislikes. Sometimes it can be a matter of 'trial and error' too. A good place to start is thinking about sensory strategies/tools you may already be using as a clue to what your sensory system needs.
What is meant by the term "self-regulation"?
Self-regulation is something that we all do in one way or another. It refers to using activities or behaviours to maintain a calm and alert state to help us manage the changing demands we experience in our environment. If we feel ourselves becoming anxious, irritated or overwhelmed we may take some deep breaths, have a cup of tea, play with a pet, turn to a hobby such art or writing or take a break from the environment. Similarly, if we feel ourselves getting distracted, bored or fidgety, we might stretch or go for a walk if possible, fidget, take a cold drink listen to loud music. All these activities could be considered self regulation strategies as they help us to return to a calm and alert state. Although similar, self-regulation is different to a sensory diet in that it is more intuitive i.e. depends on the person noticing when their body needs more or less sensory input rather than a planned schedule of sensory breaks.
What is meant by the term "stimming"?
Understanding stimming is crucial to encouraging coping strategies related to autism and sensory processing. Self stimulatory behaviours or "stimming" is a type of self-regulatory behaviour which often involves repetitive behaviours, movements or noises. This may involve hopping from one foot to the other, repeating a word or phrase or flapping hands for example. It is important to remember that while this behaviour may seem 'unusual' this behaviour is very important to the individual and serves a purpose for them in relation to regulating their emotions, environment and behaviour.
What should I do if my child uses harmful self-regulatory behaviours?
While self-regulatory behaviours are necessary and helpful for individuals to manage their environment, this does not always mean that people adopt safe behaviours when self-regulating. It can be difficult if your child chooses to adopt harmful self-regulatory behaviours such as nail biting or more harmful behaviours like hair pulling or even banging their head. In these cases, it is important that you work at finding your child a replacement behaviour for this self-regulation. Notice what it is that the self-regulation is providing them from a sensory perspective. For example, with hair pulling it is the sensation to the scalp or fingers they find regulating. Then try and find a suitable replacement activity that matches the sensory need, so with hair pulling you may try a fidget or perhaps a head massage instead. This may involve a certain amount of trial and error to replace the pre-existing behaviours. With younger children particularly, you may also need to positively reenforce use of the new tool/strategy e.g. a sticker or reward chart until they get used to it. With patience and cooperation between yourself and your child can work towards finding a positive way for them to self-regulate without causing themselves or anyone else harm.
How has the COVID-19 pandemic had an effect on our sensory environment?
The COVID-19 pandemic has been challenging in many ways for everyone, posing particular difficulties for autistic people. The change in routine and move to on-line learning has been particularly difficult for those autistic individuals who need a consistent routine to feel safe. Also, the change in sensory environments with the use of masks, hand sanitisers and strong cleaning products continues to pose an additional challenge to autistic individuals with sensory sensitivities. However, on the other hand, some autistic individuals report that the move to online or remote learning, working or shopping has been beneficial as they can be removed from busy, noisy environments they are typically faced with in schools, workplaces and community spaces.

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Autism and Sensory Processing - AsIAm.ie

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Sensory processing is our ability to combine and understand information coming in from our senses. Our brain continuously receives information from all of our senses. Our brain then filters through this information in order to decide which information is important to attend to and which isn't. Sensory processing is an automatic process.

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Social Media | Digital boundaries: Louise's story

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When is stress good and when is it bad? Jigsaw Online

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With so many to choose from, it can be hard to know where to start, or which to trust.

What are the best mental health apps?

At Jigsaw, we are often asked which are the best apps for anxiety, or what ones we would recommend. Research and evidence are important parts of our work so we can really stand behind what we say.

To ensure we recommend safe apps to use, we embarked on a review project with funding from ESB Energy for Generations,. The aim was to identify apps that might be helpful to young people in managing their mental health.

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Mental health apps | Advice for young people | Jigsaw

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With so many to choose from, it can be hard to know where to start, or which to trust. At Jigsaw, we are often asked which are the best apps for anxiety, or what ones we would recommend. Research and evidence are important parts of our work so we can really stand behind what we say.

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How do I recognise the signs of anxiety? Jigsaw Online

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Supporting Students with Special Educational Needs in Mainstream Schools

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Share your videos with friends, family, and the world

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Supporting Students with Literacy Difficulties

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Supporting Students with Literacy Difficulties

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ReadTheory | Reading Comprehension Exercises

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Reading comprehension exercises — online, free, & adaptive. Fits K-12, ESL and adult students. Easily track progress for the entire class.

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Effective Interventions for Struggling Readers

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Effective Interventions for Struggling Readers

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Common Misspellings | Spelling | EnglishClub

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For ESL learners. A selection of 100 words that are hard to spell and commonly misspelled.

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Practise First year English skills on IXL, have fun and win awards!

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Dyslexia at Second Level-Support for Teachers

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Dyslexia at Second Level-Support for Teachers

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Key Points to Note

A pupil is not allowed to be exempt from the study of Irish simply because he or she is dyslexic, or because they find the subject difficult.
There are very specific criteria that must be met in order to secure an exemption.

Once the exemption has been granted it follows the student right through the school system and on to third level if appropriate.

Further information on the process and the relevant circulars are available at: https://www.education.ie/en/Parents/Information/Irish-Exemption

Application Process and Eligibility Criteria

An Irish exemption can be granted can be made once a child has reached at least second class and

present with significant learning difficulties that are persistent despite having had access to a
differentiated approach to language and literacy learning in both Irish and English over time.
Documentary evidence to this effect, held by the school, should include Student Support Plans
detailing:

regular reviews of learning needs as part of an ongoing cycle of assessment

target-setting

evidence-informed intervention and review, including test scores (word reading, reading
comprehension, spelling, other scores of language/literacy) at key points of review. and

at the time of the application for exemption present with a standardised score on a discrete test in
either Word Reading, Reading Comprehension or Spelling at/below the 10th percentile.

The relevant circulars are as follows:

Parents must make a written application to the School Principal on behalf of their child. The outcome of the application must be confirmed in writing within 21 school days of receipt of the application.

If the school principal grants the exemption, then a certificate is given to the parents. This should be kept safely as it will be required when the student transfers to second level school, and for applications for language exemptions at third-level.

For full details and all department guidelines on Irish exemption see https://www.gov.ie/en/service/irish-exemption/.

Accessing Third Level

The National University of Ireland and most third level institutions will recognise formal exemptions. These institutions will allow students with such exemptions to be exempt from college matriculation requirements regarding the number of language subjects a candidate is required to have. However, there are still a few careers where Irish is a compulsory requirement, for example primary teaching. Some students circumvent this requirement by training as a teacher in the UK, and then completing an accredited conversion course in the Irish language.

Students with dyslexia should apply directly to third level institutions for an exemption from the matriculation language requirements. Contact the Disability or Access office to check the individual requirements of the college. Further information is available on our Accessing College and Further Education information page.

Be aware that some courses will require Irish or other languages, because they are integral parts of the course. A European Studies or Business course may require a modern European language. In such cases where a language is an integral part of a course, it is obviously not possible to get an exemption. However, for most courses there exists a comparable course, in the same college or in another college, which offers the same core degree without the language component.

Please note that Irish is no longer required for entry to An Garda Síochana. Following changes in 2022, proficiency is now required in only one language, either English or Irish.

We believe this information is accurate, but readers are advised to check all details with the relevant authorities as the situation may change.

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A pupil is not allowed to be exempt from the study of Irish simply because he or she is dyslexic, or because they find the subject difficult. There are very specific criteria that must be met in order to secure an exemption.

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L1LPs/L2LPs and Technology - GoFormative

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L2LPs Planning to Assess Single Learning Outcome