Chapel Haven Schleifer Center’s Post

“Autistic children while in mainstream schools are easily misunderstood. They’re just innocent children trying to survive in an environment that isn’t designed for them. They have to fail first before they are adequately supported. And that’s not how it should start in their education.” The lack of support for autism diagnosis has had profoundly negative impacts on a few members of my family, and continues to. Statistics from this speech in parliament that particularly stand out for me (but I implore/beg you to watch the full thing, share, educate yourself on autism and SEND, ideally from resources created by adults who have those lived experiences, and if not from resources where autistic or other relevant neurodiverse adults have been consulted): - Less than half of autistic children are happy in school - 73% of young autistic people say that their teachers do not understand their needs - Autistic pupils are twice as likely to be excluded from school compared to their peers - They do not achieve to the same degree as their peers in core subjects (please watch for stats) - In adulthood less than 29% of autistic people are in part of full time employment (and those who work are paid 1/3 less than their peers) - The waiting times for diagnosis have increased since the pandemic (and were bad before, please watch for stats) - The government’s own SEND statistics show that 98% of parents who have to go to tribunal will win on appeal (for diagnosis / appropriate level of support etc) Please also consider, how much worse the impact of all of those stats are for lower income families and/or where there isn’t a parent who is able to not work (to support their child more as they haven’t been diagnosed, to educate themselves on autism or another form of SEND, the time required to advocate for their child within school opening hours, to be able to pay for private diagnosis, to prepare the mountains of paperwork required for a tribunal, and the list goes on). And/or intersectional diversity too. Autism is categorised as a disability, because society and the way the world is structured is aligned to allistic needs. So, children and adults with autism need appropriate support and adjustments to allow them to achieve their full potential. Which is vast when they’re supported to be able to do so, with autism often comes other abilities, niche interests making them experts in these, unshakeably honest and able to see injustices from a balanced viewpoint. Autistic people are important members of society, and can contribute so much. Please look into Harvard Business Reviews findings on diverse teams and their success compared to un-diverse teams when they are properly supported and managed. These failings cannot carry on when we KNOW the impacts on children, who become adults, and often adults with mental health issues because of lack of support. (Cont. in comments)

Early identification and a change in mindset is needed. We need to look at the positives and what autistic children and adults can achieve with the right support. Let’s stop schools just managing kids through school until they aren’t their problem any more. With patience and the right support let’s help these children achieve their full potential.

Addressing the diverse needs of neurodivergent people in educational policies by framing them within the context of ‘executive function differences’ could be significantly more effective. If governments and policymakers embraced neurodivergence as a comprehensive category, they could craft more inclusive support structures. This approach would not only honor the shared difficulties related to executive functioning but also respect the distinct capabilities and requirements of each neurodivergent person. Implementing such a holistic framework could simplify the provision of services, mitigate the marginalisation of distinct categories of neurodivergent people, and guarantee that assistance is offered from the outset. A forward-thinking strategy like this is designed to integrate support into the very fabric of educational systems, eliminating the need for perpetual catch-up and ensuring that no one is left behind as our understanding of neurodivergence evolves. #ND25 #NeurodiversityInEducation #educationreform #educationrevolution Umbrella Alliance Australia

Great snippet from our Empowering Educators webinar! It is amazing to see how Motivity can have such a profound impact not just in schools, but clinics, community based learning, and in homes as well! #EmpoweringEducators #ABAinschools #ABA #BCBA

Check out this insightful snippet from our "Empowering Educators" panel discussion and learn how Chelsee Bznuni from California Public Schools successfully secured funding, even when the process seemed challenging! #EmpoweringEducators #FundingSuccess #EducationInnovation #BCBA #ABAinSchool #SpecialEducation #Autism #Motivity

A child's occupation is to study the world and to investigate and explore their occupations within the world. In their day-to-day lives, two different children may engage in extremely varied types of play - and there are many types of play! What is important for adults to realize and to remember is that ALL play serves a purpose and that a given child on a given day may choose one play occupation over another. Often, as OTs and among other professionals, we seek to guide a child to play in a certain manner. But is this in the child's best interest? Should we focus instead on following their lead and engaging with them in a relationship that supports their autonomy, regulation, and yes, even skill-building!? What are your thoughts on this topic? What do you see with kids and adults in the day-to-day? What is YOUR favorite type of play? #occupationaltherapy #sbot #schoolbasedot #preschoolplay #autism #autismmom #autismteacher #autismparent #neurodiversity #neurodiversityaffirming #autistic #actuallyautistic #speechtherapy #cota #ota #aota #asha #spedparent #spedteacher #preschool #kindergarten

A child's occupation is to study the world and to investigate and explore their occupations within the world. In their day-to-day lives, two different children may engage in extremely varied types of play - and there are many types of play! What is important for adults to realize and to remember is that ALL play serves a purpose and that a given child on a given day may choose one play occupation over another. Often, as OTs and among other professionals, we seek to guide a child to play in a certain manner. But is this in the child's best interest? Should we focus instead on following their lead and engaging with them in a relationship that supports their autonomy, regulation, and yes, even skill-building!? What are your thoughts on this topic? What do you see with kids and adults in the day-to-day? What is YOUR favorite type of play? #occupationaltherapy #sbot #schoolbasedot #preschoolplay #autism #autismmom #autismteacher #autismparent #neurodiversity #neurodiversityaffirming #autistic #actuallyautistic #speechtherapy #cota #ota #aota #asha #spedparent #spedteacher #preschool #kindergarten

Every concern ties back to academics. If it happens at school, it can be addressed in an educational way to support your child's growth.   #academicsupport #iepgoals oals #educationalapproach #IEP #autism #specialeducationboss

Jack's genuine kindness has touched the hearts of everyone he has met, and his joyful spirit has brightened our days in countless ways. We are so proud of you Jack and we are going to miss you as you transition to your new school. #graduation #graduate #grade8grad #gradeeightgraduation #autism #neurodiverse #neurodiversity #alternativeschool #privateschool

For many of those this time of year it can be an anxious time for students and families. We would like to share some tips for those who have Autistic children how to make the transition successful from primary to secondary🤝 #secondarytransition #riverstonschool #supportingautism #autism #SEND #SEMH