Session Outline
What is autism? – Definitions of autism and how our understanding
Of autism as a spectrum has changed. Also a recap of information
briefly covered in the elearning with some additional information
Neurodiversity – (Introductory slide to What Is Autism)
Discuss the concept of neurodiversity in relation to
Autism. Begin to develop thinking around inclusive approaches
Intersectionality – Everyone has different identities
This means an autistic person may also have other identities
Areas of difference – In this area the key differences in autism to be explored.
Building upon knowledge gained from the elearning course.
Stress and anxiety – Anything can cause anxiety and be overwhelming for an
Autistic person. Many reasons for the anxiety autistic people experience are similar to those that
Non-autistic people describe. However, sometimes these can be very different and directly to the
Unique experiences of autistic people (i.e. sensory processing)
Final thoughts – We have now reached the last part of our session where we will be looking at
enabling environments
Oliver’s story
Oliver was a full, young autistic teenager who also had
epilepsy. Contrary to his background, after a children’s
hospital admission he was unexpectedly prescribed
antidepressants.
No relevant clinicians knowing him or listening to his family,
he was later held under the Mental Health Act on a Section 2
for assessment.
Under a lack of consultation (medical or family), he was later
prescribed antipsychotic medication. None of the staff at the
time appearing autism-conscious either, despite his clear
awareness.
He was later transferred to a specialist adult hospital, and as
a crucial example, not given reasonable adjustments to be
free of physical restraints.
By a certain A&E point later, he died of an adverse reaction
to being given antipsychotic medication. Despite followed-
up advice to the contrary.
Oliver’s story – Learning
Points
A transfer to a specialist mental health PICU hospital mid-stage had
allowed for reasonable adjustments.
After discharge from this hospital, a letter stated he was sensitive to
antipsychotics and benzodiazepine medications.
The Autism Act states “health practitioners must make reasonable
adjustments for people who have autism and those that have a
learning disability”.
Into the later stage, after admission to a general hospital, his
family provided files of supporting letters such as a Hospital
Passport. The neurologist treating him followed this up with all
doctors treating him.
Should guidelines from NHSE STOMP have been followed with
healthcare professionals being able to LISTEN to family and
specialist colleagues, much could have been avoided.
This consolidates 116 legislative pieces into one act. Providing a
legal framework to protect the rights of individuals and advance
equality of opportunities for all.
It calls upon reasonable adjustments to be made to remove barriers
face by individuals with a disability, which should be anticipatory-led
(not needs or diagnosis-led). It could be small changes in how a
system is set up, someone works or interacts with another, or how
an environment is set up.
Autism is recognized as a disability under the Equality Act, so all this
is allowed. With the key anticipatory element in mind, a formal
diagnosis does not necessarily so much be needed in this case.
