ABSTRACT

This chapter looks at how a child who was autistic, like the author, would benefit from support and, how it might be given. It also examines how the author's experiences is in itself was different to the expected norm and explores the value of this difference in one's life. The chapter shows that one's understanding of being fundamentally different sort of person became foundational to their identity. Some autistic students benefit from seeing a completed example of the task they are being set before they attempt the task itself. Adding structure and routines to the free flow of the early years’ environments could make them more accessible to autistic child. The chapter also suggests that the emotional processing of autistic people does not conform to standard models of processing: there may not be any one way of processing emotions autistically, but to process emotions in a unique or idiosyncratic way seems to be an autistic trait.