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Autism and Understanding Anxiety Anxiety in autistic children is common, understandable, and often misinterpreted. It frequently arises when environments are unpredictable, demands outpace regulation, or a child feels misunderstood or unsafe. Anxiety is not a behavioural problem, it is information. Parents and educators will: Learn to recognise early, individual signs of stress and anxiety. Develop proactive, compassionate strategies that reduce pressure and increase predictability. Explore cognitively based supports adapted for developmental stage and autistic processing styles. When adults respond early and collaboratively, children are less likely to experience escalating distress.
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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
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Webinar Online