Autism - Bringing Visibility to the Invisible Disability

Whether it is because of better awareness or something else, the rates of people being diagnosed with autism are rising, the estimate is that there will be five or six neurodiverse students in every class.

Because it is a spectrum, children on the lower end of the scale can be relatively hard to identify. Many might have the condition and be unaware of it, but the signs are there if you know what to look for.

It can present in many different ways with some indications being vanishingly subtle, autism is often considered an invisible disability.

Many of the challenges autistic individuals face are not immediately apparent to others. This can make it more difficult to recognise and understand their needs, especially in children who may have developed coping mechanisms that mask their differences.

Some tell-tale signs of autism can include differences in social interaction, communication differences, and sensory processing. For instance, a child might prefer strict routines, show intense interest in specific topics, or struggle with social cues like body language and tone or volume of voice. They might also be highly sensitive to sensory input, such as loud noises or bright lights, or seek out sensory experiences like spinning, hand-flapping or rough play that can look like an expression of aggression.

“These behaviours are not deficits; they reflect different ways of interacting with and understanding the world. However, because these signs can be subtle or easily attributed to other factors, especially in children with less obvious behaviours, it's crucial to be aware of autism as an invisible disability,” Amy Hall, an award-winning autistic entrepreneur and influential disability advocate says.

“Children on the spectrum often face challenges that are not immediately visible, such as anxiety, difficulties with transitions, new experiences such as changes to teachers or daily routines that are unpredictable or sensory overload, which can significantly impact their day-to-day experiences and their mental health and wellbeing.

“Being aware of autism means recognising that these children might need support even if their challenges aren't immediately obvious. Early identification and intervention, tailored to each child's unique strengths and needs, are key to helping them thrive. By understanding and acknowledging the invisible aspects of autism, we can better support these children, ensuring they feel understood, respected, and valued in all aspects of their lives,” Hall says.

Supporting neurodiverse children in school involves targeted strategies that create an inclusive environment while fostering understanding and empathy among all students. Key to this is using low-arousal techniques - teachers can minimise sensory overload and reduce anxiety by maintaining a calm, predictable classroom environment. This includes using soft tones, minimising clutter, and allowing for flexibility in seating arrangements.

Visual schedules and clear routines are essential, providing the structure that many autistic children rely on to feel secure and focused. Incorporating their special interests into lessons not only engages them but also leverages their strengths, making learning more meaningful.

Understanding the unique sensory challenges that neurodiverse children face is critical. Sensory tools, like fidget toys or noise-cancelling headphones, can help manage sensory input, while quiet spaces offer a safe retreat when they need to decompress. Teachers should be aware of potential sensory triggers and be ready to adjust the environment accordingly.

Social interaction can be nurtured through structured activities, social stories, and direct instruction in social skills, helping autistic children navigate social situations with greater ease. Equally important is educating non-neurodiverse classmates about neurodiversity. By fostering discussions, sharing stories, and involving students in empathy-building activities, a culture where all differences are respected and celebrated is created.

Mainstream schools can offer diverse social interactions and a broad curriculum that benefits all students, including those who are neurodiverse.

“However, integration should not mean assimilation; it's about recognising and celebrating neurodiverse ways of thinking, learning, being and interacting with the world. For successful integration, schools and their staff need to be equipped with the right resources, training, and most importantly mindset and culture. This includes creating an inclusive environment where neurodiverse students feel valued for their differences, not in spite of them.

“Teachers and staff should be trained in neuroaffirming practices that focus on evidence-based practices that focus on strengths rather than deficits, supporting neurodiverse students to build on what they do well while also providing support in areas where they might need it.

“Moreover, integration should be flexible. It’s about finding the right balance that works for each child, whether that’s a mix of mainstream classes and specialised support or individualised approaches that honour the child’s preferences and needs. Ultimately, the goal is to create a school environment where all children, regardless of neurotype, can learn, grow, and feel a sense of belonging,” Hall says.

Amy’s Strategies for Helping Children on the Spectrum to Thrive
Focus on Strengths: Celebrate what a child does well and encourage their interests and talents
When a child experiences significant challenges, it can be hard to identify their strengths, especially when these are not "assessable" according to curriculum. I struggled with Maths so badly, due to having Dyscalculia that I didn't every receive higher than a D grade my whole high school career. But my teacher knew I loved music, so he supported me to use music-based strategies that supported my understanding of maths concepts. Music can be a powerful tool for teaching math to an autistic child, especially if they have a strong affinity for it. You can use rhythmic counting and patterns, where songs emphasise counting by twos, fives, or tens, making it easier to internalise these concepts. Math songs can also aid memorisation, turning multiplication tables or fractions into engaging, melodic learning experiences. Linking musical notation, like whole and half notes, to fractions and ratios makes abstract concepts more relatable. Additionally, exploring mathematical patterns in music, such as the Fibonacci sequence in scales, can deepen their interest in both subjects. By integrating music into math, you make learning more engaging, accessible, and enjoyable for the child. I still don't like maths, but the experience with this teacher is something I will remember with gratitude forever.

Build a Support Network: Connect with families, therapists, and groups that can provide support and understanding
From a teaching perspective, you will have around five or six neurodiverse students in each class you teach. They will have their own needs, preferences, communication styles, sensory needs, and self-awareness. You are not supposed to be the expert in neurodiversity, nor are you expected to be the expert in supporting every particular need a child presents with. You are a teacher but the expectation to know the right answer all the time can feel insurmountable and often teachers in their early career are in a rapid learning phase in so many areas of practice. We are a community. I would always encourage you to reach out and if you are curious and want to learn how to support your students, ask them. What makes them feel safe? Happy? Feel welcome? Listen to them because this encourages their self-advocacy (a skill they'll need long after they leave your class). Approach their families, talk to your colleagues, and reach out to local Early Intervention providers. Be curious and apply what you learn from them. Don't drop anchor in your own self-doubt. Allow yourself the discomfort of learning (which is usually associated with the fear of getting it wrong) and show yourself grace. Be vulnerable and admit when you don't have an answer. I guarantee you; someone will know what you don't - so just ask and if you don't get the right answer, keep asking until you are satisfied.

Seek Appropriate Accommodations: Work with educational and health professionals to ensure a child has the accommodations they need to succeed
I encourage you to embrace the opportunity to learn from occupational therapists who can upskill you in sensory integration (it is more than fidget toys!), and speech pathologists who can teach you Key Word Sign to use in your classes. Ask the local psychologist about low arousal approaches in your classroom and how to apply trauma informed practices when you have children who desperately need your understanding in this area. Work with your behaviour practitioners who can support your children with complex behaviours to understand what they are struggling to communicate safely. You don't always have to come up with all the accommodations on how to support a child to succeed and thrive in your class. Sometimes, you need to utilise or seek expertise from other professionals to ensure that the accommodation will be meaningful. Often teachers are incredibly adaptive, and they need to be, because the current systems in education are rigid, curriculum is crowded, and they are time and resource poor. Work with your multidisciplinary teams and sponge the knowledge from them to adapt in your classrooms. Your practice will be the better for it.

Educate Yourself and Others: Do you have any resources other teachers might take a look at?
Education is lifelong. You need the knowledge and the skills to teach, but you also need the willingness to adapt, change, fail and grow. These are essential components for longevity in your field. Choose an area of neurodiversity that you want to learn more about. My special interest area as a teacher was in behaviour, so my favourite go to resources were from people like Dr Dan Siegal, Dr Mona Delahooke, Dr Stuart Shanker, Celia Lashlie, Dan Hughes, Bruce Perry, Brene Brown.
Lived experience is a rich resource. Approach parenting groups online and ask questions, join linked in and reach out to other professionals. Just keep asking and be curious. I would also urge you to learn about the history of autism and understand the importance of language. We can't understand what ableism is (and stamp it out) until we know what it means and why it is so damaging to your students with disabilities.

Encourage Open Communication: Teach a child to express their needs and challenges as they grow older, fostering self-advocacy
The most important lesson I can offer is how powerful your role is in gifting your students the skills to trust themselves and advocate for themself. For me this was the biggest protective factor from abuse, neglect, and maladaptive coping behaviours as I got older. It was also my biggest difficulty as a child. Listen to your students and be present with them. Create a safe and supportive environment where the child feels heard and respected. This may not be the classroom. It might be up a tree or in some cases under a building. Accept that you are being invited into their world and try hard to be present there, rather than look at your watch and think about when you will have your next meal break.  When skill building about self-expression, use tools like visual aids, social stories, or role-playing to help them practice articulating their thoughts and feelings. This often takes lots of time. Be patient and praise their progress. Remember that competence (not success) is the key ingredient in confidence. Remember - you have the power to build a world in that child's mind. You also have the power to burn that world down and affect them forever.

Amy Hall is an award-winning autistic entrepreneur and influential disability advocate. She is behind Banksia Support Services, a thriving organisation recognised with 9 awards since its inception in a neonatal unit just three years ago.
Diagnosed with autism and ADHD, Amy faced considerable challenges during her school years, grappling with social interactions, time management, and severe mental health struggles. She is a mother of two children also diagnosed with autism.