Autism and the Special School Programme (Professionals) Marino Community School, Wicklow

Supporting Autistic Learners: Autistic Children and Young People with High Care and Education Needs This session supports education professionals to deepen their understanding of how autistic children and young people with high care and education needs experience, interpret, and engage with their environments. Autism is a naturally occurring form of neurodiversity. Differences in sensory processing, communication, movement, cognition, and emotional regulation are integral aspects of autistic neurology, not problems to be remedied. In Special School settings, where students often rely on adults for access, advocacy, and co-regulation, the responsibility lies with professionals to adapt environments, expectations, and teaching approaches to align with each learner's neurology. When this alignment is achieved, learners are more likely to feel safe, regulated, and able to engage meaningfully. A particular focus of this session is the well documented visual strengths many autistic learners demonstrate. Thoughtfully designed visual supports can reduce cognitive load, increase predictability, and support autonomy across learning contexts. Professionals will explore: Why visual approaches often align naturally with autistic processing styles. How visuals can support learning, communication, and regulation rather than compliance or task completion alone. The importance of consistency across staff teams and environments in promoting felt safety. A range of flexible visual strategies that respect each learner's strengths, interests, access needs, and identity.

Autism and Communication: Autistic Children and Young People with High Care and Education Needs Autistic communication is different, not disordered. This session invites professionals to move away from neurotypical communication norms as the default benchmark and toward an inclusive, relational understanding of communication. Many autistic learners communicate through behaviour, movement, gesture, vocalisation, echolalia, AAC, visuals, or changes in regulation. In some cases, communication may be subtle or inconsistent. Recognising these expressions as meaningful is central to ethical and effective practice. Professionals will: Explore contemporary, neuroaffirming theories related to autistic and non-autistic communication differences. Reflect on their own communication style, expectations, and response patterns. Develop respectful strategies to support receptive, expressive, and shared communication without pressuring learners to mask or perform neurotypical norms. The focus throughout is on communication as connection and access, not compliance or surface level performance.

Autism and Sensory Processing: Autistic Children and Young People with High Care and Education Needs Sensory processing differences are a core feature of autistic neurology. Many learners in Special School settings experience the sensory world in ways that can be intense, unpredictable, or overwhelming. These experiences are often compounded by additional physical, communication, or medical needs. This session supports professionals to understand sensory processing as a neurological reality that directly influences regulation, wellbeing, and access to learning. Professionals will: Develop a clear understanding of sensory processing and its relationship to participation and regulation. Explore how sensory environments within special schools can either support or undermine a learner's sense of safety. Learn the importance of developing individual sensory profiles rather than applying generic sensory interventions. Gain practical knowledge of supportive, non-punitive approaches that prioritise comfort, predictability, and autonomy.

Autism and Understanding Anxiety: Autistic Children and Young People with High Care and Education Needs Anxiety is a common and understandable response for many autistic children and young people, particularly in environments that are unpredictable, sensory intense, or socially demanding. Anxiety is not a weakness; it is a signal that something in the environment or expectation is not aligned with the child's needs. Parents and family members, as the people who know their child best, are often the first to notice subtle changes that indicate rising stress. Collaboration between home and school is essential in responding to anxiety in a way that maintains trust and safety. This session introduces neuroaffirming supports that are responsive rather than reactive. Parents and family members will: Learn to recognise individual signs of escalating anxiety and stress responses. Develop proactive, regulation supportive strategies that reduce the likelihood of distress escalating. Gain an introduction to cognitively based supports that can be adapted to be developmentally appropriate, flexible, and respectful of autistic processing styles.

Autism and Reframing Behaviour: Autistic Children and Young People with High Care and Education Needs This session reflects a significant paradigm shift in how behaviour is understood within autism informed education. Drawing on neuroscience, psychology, and interpersonal neurobiology, behaviour is explored as communication and regulation' not as intentional disruption or defiance. Many behaviours often labelled as "challenging" are adaptive responses to overwhelm, sensory overload, unmet needs, or a lack of felt safety. Other frequently misunderstood behaviours, such as stimming, repetition, stillness, or withdrawal, are often essential regulatory strategies that support wellbeing and engagement. This session supports professionals to move away from behaviour management approaches toward regulation focused, relational practice. Key areas include: Understanding the neuroaffirming shift in how behaviour is conceptualised. Identifying environmental, relational, and internal factors that contribute to distress. Exploring the role of neuroception and felt safety in supporting regulation. Understanding the essential role of adult regulation in co regulating with learners. Professionals will: Deepen their understanding of what behaviour is communicating. Reflect on personal beliefs, assumptions, and emotional responses with compassion and curiosity. Learn to adapt environments and expectations rather than attempting to "fix" the learner. Recognise self-regulation and professional wellbeing as essential components of ethical, sustainable practice.