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I'm a retired lecturer but was also a disability tutor at the academic level, liasing between colleagues and student disability support - different age group but not dissimilar problems. I've got aspergers and I worked with aspergers students but also with many other disabilities.

I think it made me more aware of the issues, but also kept me on a steep learning curve... you can never really know enough. I often had to find tactful ways of deflecting student insensitivity or discrimination against disabled students. It is a minefield.

Hardest part is not giving away to autistic spectrum students why I knew so much, when clearly they must have seen, and often showed awareness, that I was much more insightful than most people they encountered. There was a policy for some disabled staff to make themselves known to students to provide someone to relate to, but autism was too sensitive an area, and in any case I don't think it would ever have helped students to know - autism is a very personal thing and I don't think it helps saying well I managed so should you, or anything of that sort.

I'm big enough to cope with the larger ones - but apart from one who had rages and punched chairs, I managed fine - despite several times his fist passing close to my head.

I agree with the sensory overload problem - classroom noise is tricky even with adults. I don't think I could cope with primary school kids - all that high pitched yelling that goes on. You have to find yourself time out opportunities, and perhaps even ask for a concessionary quiet corner.

You do need to check out any indications of an epileptic fit, just to be on the safe side. They can happen out of the blue and infrequently, but might be the start of something more frequent. Epilepsy can be comorbid with autism.

However some people report blanking episodes. It is something to do with not being able to filter out background, instead your head suddenly switches off everything around you. It doesn't seem to be dangerous. It has been raised on here before, eg as blanking. But there is a lack of any reference to it in the literature - but then so many things don't get taken seriously by those clever specialists out there - maybe no big money or cudos researching it.

Hi

thanks for your reply. Unfortunately I haven't been given any training by the school yet. But I am beginning to research myself and read books so if you have any suggestions they'll be very welcome

Hi Helen Jane, 

I can't really offer much advice on the first part as these things seem to be unique to individuals, but I am sure there are others here who can at least give some suggestions for reasonable adjustments and how to get them implemented.

On the other hand I was wondering what specialist training you have received on dealing with behavioural distress (formerly known as challenging behaviour) - you should have received at least a basic level as this should give you some tools such as spotting /removing triggers, de-escalation techniques, communication skills etc. which could be used to minimise such incidents.  Incidents should then be reported and evaluated using a tool such as an Antecedent,  Behaviour, Consequences  (ABC) chart to see if anything can be improved on next time.  Restraint should really only be used as a last resort and as briefly as possible to ensure safety; if it is being used more frequently it suggests that something else is going on in this child's life that is not being appropriately managed and supported.  Please read this as supportive, not judgemental, as it was intended to be helpful.