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The term ‘Triple-A’ represents a set of difficulties commonly experienced by autistic and neurodivergent pupils at school, namely with attention, arousal and anxiety. In this resource, we share research from the Centre for Neurodiversity and Development at Durham University that shows why Triple-A difficulties have an impact at school. We also share practical strategies that can be put in place to support Triple-A needs (developed in collaboration with the Communication and Interaction Team at Durham County Council).
Yes – this resource is free and accessible to anyone who wishes to use it. While the resource was primarily designed for educational professionals (teachers, teaching assistants, SENCOs and school leaders), it will be relevant to a wide range of people such as broader school staff (e.g. administrative staff, lunchtime supervisors), families who have neurodivergent children, and people who work to support neurodiverse groups.
We estimate that it will take approximately 1.5 to 2 hours to complete this resource. You do not have to complete it in one go, you can do it at your own pace, and you can return to complete sections of the resource when it suits you. You will receive a certificate of completion once you have finished.
The aim of this resource is to raise awareness and understanding among educational professionals of Triple-A issues at school for autistic and neurodivergent pupils. It will benefit educational professionals by providing up-to-date research and training on these issues. Most importantly, the ultimate aim of this resource is to benefit autistic and neurodivergent pupils at school who require understanding and support with Triple-A issues.
In this resource, we will be using predominantly identity-first language, as this reflects the broad preference of the autism community. However, as there is no overall consensus around identity-first/person-first language usage in the autism community (Kenny et al., 2016), we will sometimes vary the language we use to reflect this. To reflect other language preferences from the autism community, we will not use ‘autism spectrum disorder’, but other terms; such as autistic and autism spectrum condition (ASC).
Please see here for further reading on this issue:
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C. & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442-462. Doi: 10.1177/1362361315588200