Course Details: Girls and Autism: New Perspectives – Many Voices
Girls with autism are often overlooked for support because their identifying behaviours can be different to that of boys. Without a diagnosis, girls on the autism spectrum can struggle with extreme stress, leading to mental health issues, problem behaviours, school refusal or other outcomes which impact on their quality of life. Traditionally, professionals have worked to a 1 girl to 4 boys ratio. However, through emerging research, evidence has shown that the diagnostic instruments used are ‘blunt’, male orientated, and do not adequately illuminate the female profile of Autism. Collaborative work across a range of disciplines, (education, psychology, neuroscience etc,) with families, and with girls and women with Autism has captured new information which has strengthened the support and interventions we are now able to offer to girls with Autism. What are the implications of these new findings for evidence based practice in Education? How can practitioners improve their observations and enhance engagement, leading to earlier identification of girls with Autism?
This presentation will be informed by new findings to be published in Carpenter, B., Happé F., and Egerton, J. (2019) Girls and Autism; Educational, Family and Personal Perspectives, London: Routledge. (April, 2019.)
Aim of the Course:
Attendees will learn about the unique qualities associated with girls on the spectrum - how to identify and accommodate these girls, with particular emphasis on school based support.