Social communication and interaction differences (including Autism)

Social communication and interaction differences including autism intersect with other areas, including cognition, emotional wellbeing, and sensory processing.

To reflect this multidimensional nature, this guidance is structured around three commonly observed areas of difference:

  • Social Understanding & Communication
  • Flexibility, Information Processing & Understanding
  • Sensory Processing & Integration

🔗 Relevant links to other key sections of this document are included throughout.

The SEND Code of Practice classifies autism under communication and interaction needs, reflecting its core characteristics.

Every individual with social communication and interaction differences, including  autism, has a unique profile, with distinct strengths and differences across these three developmental areas. Therefore, effective support must be tailored to meet each person’s specific needs.

Leeds is a needs-led city, meaning that support and provision are based on the individual needs of the child or young person. As such, expected provision is not dependent on a formal diagnosis.

Universal approaches

  • School has ethos of difference not deficit in relation to social communication and interaction differences, including autism, taking a double empathy approach.

  • All staff use neuro-affirming language that recognises both the strengths and differences of the individual e.g. Autistic not ASD

  • Promote autism acceptance through national initiatives such as Autism Acceptance Month and plan activities that celebrate difference and diversity e.g. awareness assemblies, peer support groups and parent/carer workshops 

  • Ensure staff attend AET ‘Making Sense of Autism’ training every 3 years to take into account staff changes and keep up to date with new research and evidence-based practice. 

  • Adopt a trauma-informed approach that prioritises relational practice and recognises that all behaviour is communication.

  • Use respectful, inclusive language (e.g., “requires extra support” vs. “refuses”) This reduces stigma, empowers learners, and promotes dignity.

  • Provide structured, predictable environments to reduce anxiety and help learners feel secure and ready to engage.

Short code Description
Universal approaches DELETE THIS
Communicating own needs Expressing needs, preferences, or discomfort. (Social understanding and communcation)
Social Interactions Initiating, joining, or sustaining social interactions, participation in group work and peer relationships.
Thoughts, feelings & actions Interpreting or predicting the thoughts, feelings, or motivations of others.
Expressing emotions Strategies and advice to help learners understand and express emotions.
Friendships & Relationships Forming and maintaining friendships and relationships.
Monotropism Highly focused on a task, creating difficulties when moving to another.
Engagement Engagement in activities or lessons, especially if the content is not of personal interest or is perceived as irrelevant, leading to reduced participation.
Executive Functioning (Processing) Including organising, 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.
Regulation and self-advocacy Recognising, understanding, and managing their own emotions, communicating emotional needs or advocating for themselves effectively.
Demand Avoidance Resistance or avoidance to everyday demands and requests impacting participation and cooperation.
Sensory differences Heightened or reduced sensitivity to sensory input (e.g., sounds, lights, textures), which can affect comfort, focus, and participation.
EII Sensory Evidence-informed interventions to effectively support learners with sensory needs.