AUTISTIC SPECTRUM DISORDERS-FAQs

What causes ASD?
There is no single known cause of abnormal brain development that leads to ASD but it could be a combination of factors. Autism is not caused by a person's upbringing, their social circumstances and is not the fault of the individual with the condition.

Is there a cure?
A cure has not yet been found. However, there are a range of approaches used to help people with ASD to develop functional skills and achieve their educational potential.

How many people have ASD?
This is difficult to answer as there is no central register of people with ASD. Within Stanmore Madressa, there is at least one student who is known to have ASD but it is possible that there are more students who have not been diagnosed or whose parents have not notified admin/teaching staff that their child has ASD.

Does a special diet help?
Many parents and professionals report that putting children with ASD on a special diet helps alleviate the symptoms. However, research has not proven this to be true and special diets do not help all children with ASD. Special diets include gluten-free and casein-free diets.

Are all children with ASD excellent at Mathematics?
Some children with ASD develop particular skills, for example, exceptional mathematical abilities. However this is not the case for all children with ASD. Some children may not have an exceptional ability but may develop specific interests.

What can you expect a child with ASD to achieve educationally?
Children with ASD have a variety of needs and abilities. While some are high functioning and go on to complete a higher education, others need more full-time care and support to carry out activities of daily living. However, it is essential not to look at the label of ASD and underestimate a child’s abilities, particular if they are not able to demonstrate their skills on demand, at a particular moment in time.

Teaching staff need to consider their observations of the child, reports from parents/ professionals/LSAs and test results while planning the curriculum and lesson activities for the child. The key is to use structure and plan practical opportunities for the child. Allow the child to use as many of their senses as possible to learn, rather than for example, relying on their ability to read text from a manual, alone. However, be careful not to overload the student with lots of stimuli at the same time, for example avoid presenting text, a teacher talking and objects all at the same time.