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Autism and Communication Autistic communication is different, not disordered. Primary aged autistic children may communicate through speech, AAC, visuals, movement, echolalia, play, behaviour, regulation shifts, or silence. All of these are meaningful. A neuroaffirming school does not privilege one form of communication over another. It listens broadly and responds generously. Parents and professionals will: Explore contemporary neuroaffirming understandings of autistic communication. Reflect on how adult communication styles and expectations can unintentionally create barriers. Learn supportive practices that honour receptive, expressive, and relational communication across play, learning, and daily routines. The focus is on relationship, trust, and understanding, not normalising communication at the expense of authenticity.
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Adobe Connect
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Carmel Rainsford
Carmel has previously held the roles of: School Principal, Special Education Needs Co-ordinator, Youth Service Director and School Placement Tutor for student teachers.
Carmel holds an MA in Autism Studies from Mary Immaculate College Limerick.
She is the first person to complete all three postgraduate qualifications in Autism from Mary Immaculate College delivered in conjunction with Middletown Centre for Autism: GCAS, GDAS and MAAS.
She has represented the student voice on the Course Board of GCAS/GDAS.
Carmel has particular interests in mainstream inclusion of autistic students and also autism inclusion in the workplace.
Event summary
Date
Start Time
End Time
Webinar Online