Chapter 10 - The Autism Pathway

Please note: This chapter describes the processes currently in operation. The Autism Pathway is under review and the new processes will be published here once agreed.

10.1 Introduction

This chapter sets out the systems we have in Wigan around the diagnosis of autism. It is important to note that when working with a child/young person who may have autism related difficulties or a diagnosis of autism, it is necessary to identify the primary need to establish which area of this file to work through. A diagnosis is not sufficient evidence to apply for an EHC Plan and it is therefore important to implement and evidence the relevant graduated response.

Please remember that education staff are not in a position to diagnose autism.

10.2 Definition

Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them.

It is a spectrum condition, which means that, while all people with autism share certain difficulties, their condition will affect them in different ways. Some people with autism are able to live relatively independent lives but others may have accompanying learning disabilities (external link) and need a lifetime of specialist support. People with autism may also experience over or under-sensitivity (external link) to sounds, touch, tastes, smells, light or colours.

More information can be found on The National Autistic Society website (external link).

10.3 Different signs of autism

Children and young people must have persistent deficits in the triad of impairments, social communication, social interaction and flexibility of thought, across multiple contexts and at different levels.

Social Communication Difficulties

Lack of development of spoken language or a severe delay, with evidence from a specialist speech and language therapist
Marked impairment in the ability to initiate or sustain a conversation with others
Stereotyped or repetitive use of language.

Social Interaction Difficulties

Lack of, or marked impairment, in the use of non-verbal behaviours during interactions, for example, eye contact, facial expression and gesture/body postures to regulate interactions
Failure or limited development of peer relationships, appropriate to developmental level
Does not spontaneously share enjoyment, interests and achievements with others
Shows a lack of social and emotional reciprocity, ie. ‘give and take’.

Difficulties with Social Imagination and Flexible Thinking

Shows a pre-occupation with one or more stereotyped interests, and has restricted patterns of interests, that are unusually intense or focused
Shows an inflexible adherence to specific non-functional routines or rituals
Shows stereotyped or repetitive motor mannerisms, for example, hand flapping, twisting or turning in circles, complex whole body movements
Persistent pre-occupation with an object or part of an object.