Flexibility, Information Processing & Understanding (Autism)
An area of difference for Autisic and neurodiverse CYP.
| Short code | Description |
|---|---|
| Special interests and engagement in activities or lessons | Supporting engagement in learning especially if the content is not of personal interest or is perceived as irrelevant, leading to reduced participation |
| Attention and listening (Autism) | Hyperfocus/monotropic attention (linked to SCLN) |
| Executive Functioning and central coherence | Planning, including organizing, starting, and completing tasks, working memory, and flexible thinking |
| Changes & transitions | Coping with changes in routine, environment, or expectations, leading to anxiety or distress during transitions between activities or settings |
| Independence & Generalisation | Promoting independence in ND learners |
| Emotional regulation (autism) | Regulation and self-advocacy: Recognizing, understanding, and managing their own emotions, communicating emotional needs, or advocating for themselves effectively |
| Demand Avoidance | Resistance or avoidance of everyday demands and requests, impacting participation and cooperation |
| Anxious Non-Attender | Regular or repeated absences from school which may be linked to anxiety, emotional distress, or difficulties coping with the school environment. |