Autism & ADHD — Easy Read Study Guide

 

🧩 🧠 🙂

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1. What is Autism?

• Autism is a lifelong condition.

• It affects how people communicate, understand others, and process information.

• Autism is not an illness.

• People with autism can have strengths and talents.

Common Signs & Symptoms

• Hard to make friends or understand relationships

• Difficulty expressing thoughts and feelings

• Stress from changes in routine or environment

• Sensory sensitivities: noise, light, touch, smells

• Need extra time to adjust to new places or people

Conditions Linked to Autism

• ADHD

• Learning difficulties, dyslexia, dyspraxia

• Anxiety or depression

• Other mental health conditions

Childhood vs. Adulthood

• Children may show repetitive behaviors or social difficulties.

• Adults may “mask” symptoms, but

Module  – Autism, Epilepsy & ADHD: Similarities and Differences

Easy Read Lecture Part 1

Slide 1 – Title
Understanding Autism – Part 1
Level 1 Disability-Inclusive Training

Slide 2 – Introduction

Autism affects how people think, feel, and interact.

Some people live with autism, epilepsy, and anxiety together.

Awareness is important every day.

Slide 3 – About Me

I have autism, epilepsy, anxiety, and depression.

I have worked as a visiting lecturer on learning disability and mental health.

I raise awareness for families, carers, and professionals.

Slide 4 – Autism Overview

Autism is a lifelong condition.

Affects communication and social interaction.

Can make daily life, work, and study harder.

Sensory differences are common.

Slide 5 – Epilepsy & Autism

Epilepsy can cause seizures, sometimes triggered by stress or anxiety.

Anxiety is common in people with autism.

Everyday responsibilities, bills, and benefits can increase stress.

Slide 6 – Anxiety and Daily Life

Anxiety is feeling worried or panicked easily.

Small tasks can feel overwhelming.

Anxiety can affect health and safety, especially with epilepsy.

Support can help reduce stress and panic.

Slide 7 – How to Support Yourself

Ask for help when needed.

Use routines to stay organized.

Take breaks to manage stress.

Try gentle exercise and hobbies.

Slide 8 – How to Support Others

Listen without judging.

Show patience and understanding.

Help find resources and support services.

Respect their pace and needs.

Slide 9 – Key Points

Autism, epilepsy, and anxiety often overlap.

Awareness helps reduce stress and misunderstanding.

Support should be accessible and inclusive.

Listening, care, and empathy are essential.

Slide 10 – UK Support Websites

National Autistic Society: https://www.autism.org.uk/

Epilepsy Society: https://www.epilepsysociety.org.uk/

Mind (Mental Health): https://www.mind.org.uk/

Slide 11 – USA Support Websites

Autism Speaks: https://www.autismspeaks.org/

Epilepsy Foundation: https://www.epilepsy.com/

NAMI (National Alliance on Mental Illness): https://www.nami.org/

Slide 12 – Worldwide Support Websites

Autism Society International: https://www.autismsociety.org/

International Epilepsy Foundation: https://www.iefoundation.org/

WHO Mental Health: https://www.who.int/teams/mental-health-and-substance-use

Slide 13 – Symbols for Accessibility
💙 Care | 👂 Listening | 🌐 Websites | 💡 Understanding | ✅ Support

Understanding Autism – Part 1 Level 1 Disability-Inclusive Training

🖥️ POWERPOINT / SLIDE TEXT

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Slide 1 – Title

Understanding Autism – Part 1
Level 1 Disability-Inclusive Training

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Slide 2 – Introduction

Autism affects how people think, feel, and interact

Some people live with autism, epilepsy, and anxiety together

Awareness is important every day

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Slide 3 – About Me

I have autism, epilepsy, anxiety, and depression

I have worked as a visiting lecturer on learning disability and mental health

I raise awareness for families, carers, and professionals

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Slide 4 – Autism Overview

Autism is a lifelong condition

Affects communication and social interaction

Can make daily life, work, and study harder

Sensory differences are common

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Slide 5 – Epilepsy & Autism

Epilepsy can cause seizures, sometimes triggered by stress or anxiety

Anxiety is common in people with autism

Everyday responsibilities, bills, and benefits can increase stress

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Slide 6 – Anxiety and Daily Life

Anxiety is feeling worried or panicked easily

Small tasks can feel overwhelming

Anxiety can affect health and safety, especially with epilepsy

Support can help reduce stress and panic

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Slide 7 – How to Support Yourself

Ask for help when needed

Use routines to stay organized

Take breaks to manage stress

Try gentle exercise and hobbies

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Slide 8 – Support from Others

Family can offer emotional support

Carers can help with daily living

Employers can make workplace adjustments

Teachers can provide learning support

Support workers can assist with independence

Listen without judging

Show patience and understanding

Help find resources and support services

Respect their pace and needs

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Slide 9 – Sensory Differences

Some people are sensitive to noise

Bright lights can feel painful

Crowded places may feel overwhelming

Textures, smells, or touch may cause distress

Sensory overload can increase anxiety

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Slide 10 – Communication Differences

Some autistic people find conversations difficult

Understanding tone or body language can be hard

Eye contact may feel uncomfortable

Some people prefer written communication

Extra time to process information helps

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Slide 11 – Autism & ADHD Similarities

Both affect focus and attention

Both can impact organisation skills

Sensory issues can occur in both

Anxiety is common in both conditions

Routines may help manage daily life

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Slide 12 – Autism & ADHD Differences

Autism affects social communication more deeply

ADHD is more linked to hyperactivity and impulsivity

Autistic people may prefer routine

ADHD can involve restlessness and risk-taking

Both can exist together (co-occurring)

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Slide 13 – Mental Health Impact

Living with multiple conditions can be exhausting

Burnout and shutdown can happen

Depression may develop from stress or isolation

Stigma and misunderstanding increase pressure

Early support improves well-being

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Slide 14 – Health & Safety Awareness

Seizures require safety planning

Stress can increase seizure likelihood

Anxiety may affect judgment or reactions

Workplaces should complete risk assessments

Reasonable adjustments improve safety

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Slide 15 – Key Message

Autism is a difference, not a failure

Support needs vary for each person

Awareness reduces stigma

Reasonable adjustments create inclusion

People with autism can thrive with support

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Slide 16 – UK Support Websites

National Autistic Society: https://www.autism.org.uk/

Epilepsy Society: https://www.epilepsysociety.org.uk/

Mind (mental health): https://www.mind.org.uk/

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Slide 17 – USA Support Websites

Autism Speaks: https://www.autismspeaks.org/

Epilepsy Foundation: https://www.epilepsy.com/

NAMI (National Alliance on Mental Illness): https://www.nami.org/

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Slide 18 – Worldwide Support Websites

Autism Society International: https://www.autismsociety.org/

International Epilepsy Foundation: https://www.iefoundation.org/

WHO Mental Health: https://www.who.int/teams/mental-health-and-substance-use

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Slide 19 – Symbols for Accessibility

💙 Care | 👂 Listening | 🌐 Websites | 💡 Understanding | ✅ Support | ⚡ Seizures | 🧠 Brain

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📘 EASY READ BOOKLET VERSION

Page 1 – Title: Understanding Autism – Part 1

Page 2 – Introduction:

Understanding Autism Spectrum Disorder (ASD) – Easy Read

Slide 1 – Title
Understanding Autism – Part 1
Level 1 Disability-Inclusive Training
🧩 Autism | 💙 Care | 🗣️ Communication

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Slide 2 – What is Autism?

ASD is a lifelong neurodevelopmental condition.

It affects how people perceive the world, communicate, and interact.

Traits include differences in:

Social communication 👥

Restricted or repetitive behaviors 🔁

Sensory processing 🔊✋

Many also have co-occurring conditions: ADHD, epilepsy, dyslexia, dyspraxia, anxiety, depression.

Autism is not a disease or illness.

With the right support, autistic people can thrive. 🌱

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Slide 3 – Asperger’s & the Spectrum

People with high intelligence and no early language delays were diagnosed with Asperger’s.

Since DSM-5 (2013), Asperger’s is now part of ASD.

Autism is a spectrum – some need more support, some less.

Level 1 ASD = lower support needs, but same core traits.

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Slide 4 – How Autism Affects the Brain & Nervous System

Differences in brain volume, connectivity, and neurotransmitters 🧠

Overactive autonomic nervous system (ANS) → high stress & anxiety 💡

Sensory differences → hyper- or hypo-sensitivity 🔊✋

Can lead to meltdowns, shutdowns, or fatigue

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Slide 5 – Sensory Processing & Overwhelm

Loud noises, bright lights, or crowded spaces can be overwhelming

Slide 9 – Other terms you might hear

• Asperger’s syndrome → now part of ASD level 1
• PDD-NOS / Atypical autism → mild to moderate autism
• Autistic disorder → more severe autism
• Childhood disintegrative disorder → very rare, severe autism

Doctors use different words, but they all describe autism spectrum differences 🧩

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Slide 10 – Common traits across levels

• Differences in social communication 👥
• Sensory sensitivities 🔊✋
• Need for routines and rules ⏳
• Repetitive behaviors 🔁
• Strong focus on certain interests 🎯

Traits may appear differently depending on level and support needs

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Slide 11 – How autism can affect daily life

• School, college, or work may be harder 📚💼
• Friendships can be challenging 🤝
• Some tasks need extra support, like cooking, cleaning, or budgeting 🏠
• Anxiety or stress may be higher 😟

With understanding and support, autistic people can live fulfilling lives 🌱

Slide 13 – Autism Levels Summary

Level 1: requiring support (mild, less support needed) ✅

Level 2: requiring substantial support ⚡

Level 3: requiring very substantial support 🔹

These levels reflect day-to-day support needs, not intelligence or potential. 🧠

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Slide 14 – Personal Experience & Real-World Challenges

Busy places (airports, supermarkets) can cause confusion and panic 😟

Self-service machines, transport, and loud environments can be overwhelming

These experiences show why accessibility and understanding matter 🌍

Society can create barriers that make life harder for autistic people

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Slide 15 – Autism as a Disability

Recognized as a disability in many countries (UK, US, others) ♿

Provides legal rights and protections under disability law

Recognizes that challenges come from society, not autism itself 💙

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Slide 16 – Importance of Individual Understanding

Every autistic person is different 🌱

Some are verbal, some non-verbal

Some excel academically, others need help with daily tasks

Focus on strengths and challenges, not stereotypes

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Slide 17 – Focus on Strengths & Advocacy

Autistic individuals may have:

Attention to detail 🔍

Creativity 🎨

Honesty 💎

Strong memory skills 🧠

Support and accommodation help autistic people reach their potential ✅

Embrace the social model of disability: remove societal barriers

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Slide 18 – How to Get a Diagnosis

Talk to your doctor or pediatrician 👩‍⚕️👨‍⚕️

Ask for a referral to a specialist:

Developmental pediatrician

Child neurologist

Psychologist or psychiatrist

Schools or early intervention centers may help

No single medical test – doctors observe behavior and development 🔎

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Slide 19 – Remember

Autism is a spectrum – everyone is different 🧩

Support and understanding are key 💙

Early help can improve skills for life 🌱

Always be patient, kind, and respectful 🤝

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Slide 20 – Support & Websites

UK:

National Autistic Society: autism.org.uk

Mind (mental health): mind.org.uk

USA:

Autism Society: autism-society.org

CDC – Autism: cdc.gov/ncbddd/autism

Worldwide:

Autism Speaks: autismspeaks.org

WHO – Autism: who.int

Use these for information, guidance, and support 🌐

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Slide 21 – Key Takeaways

Autism affects thinking, feeling, and interacting

Everyone on the spectrum is unique 🧩

Co-occurring conditions like ADHD, epilepsy, dyslexia, or anxiety may exist ⚡

Support, understanding, and accessibility make a real difference 💙

Focus on strengths, potential, and inclusion 🌍

Slide 23 – Autism is not a “cure”

Autism is not something to be cured, but understood 💙

Diversity on the spectrum requires:

Compassion 🤝

Flexibility 🌱

Informed support 💡

Listening to autistic voices and embracing neurodiversity helps everyone thrive 🌍

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Slide 24 – References & Further Reading

Autism Spectrum Disorder and Auditory Sensory Alterations: PubMed Central 🧠

DSM-5 Diagnostic Manual (2013) 📘

Autism Speaks: autismspeaks.org 🌐

National Autistic Society: autism.org.uk 💙

Psych Central: Levels of Autism: psychcentral.com

3Billion.io: Is Autism a Developmental Disability? 3billion.io

Hands Center: Why Change is Hard for Children with Autism handscenter.com

Combines personal lived experience with research to support awareness, understanding, and advocacy 🧩

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Slide 25 – Autism and ADHD: Overview

Both are neurodevelopmental conditions 🧠

Affect how the brain develops and functions

Can sometimes occur together in the same person ⚡

Understanding similarities and differences helps with:

Support 💙

Diagnosis 🔎

Treatment 💡

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Slide 26 – Similarities Between Autism and ADHD ✅

Shared genetic factors (may run in families) 🧬

Sensory sensitivities 🔊✋🌈

Executive functioning difficulties (planning, organizing, time management) ⏳

Social challenges (reading cues, conversations) 👥

Hyperfocus or deep interests 🎯

Emotional regulation issues (meltdowns, shutdowns) 😟

Sleep difficulties 😴

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Slide 27 – Differences Between Autism and ADHD Understanding Autism Spectrum Disorder (ASD) – Summary

What is Autism?

Autism is a lifelong neurodevelopmental condition 🧠

Affects how people perceive the world, communicate, and interact

Core characteristics:

Social communication differences

Restricted or repetitive behaviors

Sensory processing differences

Each autistic person is unique 🌱

Not a disease—just a different way of thinking and experiencing the world

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Changes in Classification: Asperger’s & ASD

Asperger’s syndrome used to describe people with high intellectual ability and no language delays

DSM-5 (2013) combined Asperger’s into ASD

Now, ASD levels:

Level 1: Mild, needs little support

Level 2: Moderate, needs some support

Level 3: Severe, needs a lot of support

Levels indicate support needs, not intelligence

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How Autism Affects the Brain and Nervous System

Differences in brain function:

Altered synaptic connectivity

Differences in neurotransmitter function

Larger brain volume in early childhood

Autonomic Nervous System (ANS) differences:

Overactive ANS → stress, anxiety, sensory overload

Sensory processing differences:

Hyper- or hypo-sensitivity to sound, light, touch, smells

May cause meltdowns, shutdowns, fatigue

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Communication & Social Interaction

Differences in verbal & non-verbal communication:

Literal understanding of language

Difficulty with sarcasm, idioms, tone of voice

Eye contact may be uncomfortable

Prefer written over spoken communication

Social interaction may be overwhelming, even for people who want relationships

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Co-Occurring Conditions

ADHD: impulsivity, inattention, executive functioning challenges ⚡

Dyspraxia: motor coordination differences

Epilepsy: seizures more common among autistic people

Dyslexia or learning difficulties

These overlapping conditions influence support needs

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Sensory Processing & Daily Life

Everyday environments can be overwhelming:

Airports, supermarkets, self-service machines

Busy transport, crowded areas, bright lights

Sensory overload is not behavioral—it is a real physiological response

Support is key: routines, visual aids, calm environments

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Strengths & Independence

Autistic people often show:

Creativity and imagination

Strong attention to detail

Memory skills

Honesty and unique problem-solving

Support should enhance independence, not just accommodate difficulties

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Autism & ADHD: Similarities & Differences

Similarities:

Sensory sensitivities

Executive function challenges

Emotional regulation difficulties

Social challenges

Hyperfocus or intense interests

Sleep difficulties

Differences:

Feature	ADHD	Autism
Main traits	Inattention, hyperactivity, impulsivity	Social communication differences, restricted/repetitive behaviors
Social interaction	Impulsive, distractible	Prefers routine, struggles with social rules
Repetitive behaviors	Not core	Core feature (hand-flapping, lining objects)
Impulsivity	Core	Less prominent
Sensory reactions	Seeks stimulation	Often avoids stimuli
Development	Early school years	Early delays, sometimes regression
Diagnosis	Focus on attention & hyperactivity	Focus on social communication & behaviors
Treatment	Behavioral therapy, medication	Therapy (speech, occupational), meds for related symptoms

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Key Messages

Autism is not something to cure, but to understand 💙

Support should be individualized, flexible, and strength-based

Listening to autistic voices is essential

Society benefits when neurodiversity is embraced 🌍

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References & Further Reading

DSM-5 Diagnostic Manual (2013) 📘

PubMed Central – Autism Spectrum Disorder & Auditory Sensory Alterations: Link

Autism Speaks: autismspeaks.org 🌐

National Autistic Society: autism.org.uk 💙

Psych Central – Levels of Autism: psychcentral.com

3Billion.io – Is Autism a Developmental Disability? 3billion.io

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Visual Aids & Symbols for Easy Read

🧩 Autism

⚡ ADHD

💙 Care & understanding

🧠 Brain & nervous system

🔊✋ Sensory input

⏳ Time & executive function

🤝 Social support & empathy

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This structure could now form:

A comprehensive Easy Read chapter

An accessible PowerPoint module

Printable Word/PDF handouts for learners

🔍

Feature	ADHD	Autism
Main traits	Inattention, hyperactivity, impulsivity ⚡	Social communication differences, restricted/repetitive behaviors 🧩
Social interaction	Struggle due to distractibility	May not understand social rules; prefers routine patterns 👥
Repetitive behaviors	Not core	Core characteristic (e.g., hand-flapping, lining up objects) 🔁
Impulsivity	Core trait	Less prominent; behaviors usually planned
Sensory reactions	Often seek stimulation (loud music, movement) 🎵	Often avoid certain sensations (noise, textures) 🔊✋
Developmental pattern	Noticeable in early school years	Early delays or differences; sometimes regression
Diagnosis focus	Inattention, hyperactivity, impulsivity	Social communication, restricted behaviors, developmental history
Treatment	Behavioral therapy, medication (stimulants) 💊	Autism-specific therapies (speech, occupational); medication for related symptoms 🧩

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Slide 28 – Key Takeaways: Autism & ADHD

Both affect thinking, feeling, and social interaction 🧠

Some traits overlap, but conditions are distinct

Co-occurrence is possible – one person can have both 💡

Support must be individualized and flexible 🤝

• Focus on strengths, abilities, and potential, not just challenges 🌱

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Slide 29 – Symbols Used

🧩 Autism

⚡ ADHD

💙 Care & understanding

🧠 Brain & learning

🔊✋ Sensory input

⏳ Time & executive function

🤝 Social support & empathy

 

Slide 22 – Symbols for Easy Reading

🧩 Autism

💡 Awareness

🌐 Support & websites

✅ Understanding & inclusion

👂 Listening & patience

🌱 Growth and development

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This completes your Levels and Types of Autism – Easy Read PowerPoint, including:

Levels, traits, and daily life

Co-occurring conditions

Diagnosis and support

Personal experiences, advocacy, and strengths

Key takeaways and websites

Module Output Plan – Autism Spectrum Disorder (ASD)

PowerPoint (Easy Read / Level 1 accessible)

Slides covering:

Definition and overview of ASD

Sensory processing and social communication

Levels of autism & support needs

Co-occurring conditions (ADHD, epilepsy, dyspraxia, dyslexia)

Real-world examples & personal experiences

Advocacy for accessibility & inclusion

Strengths, support, and positive outcomes

Symbols/icons for clarity: 🧩 Autism, 💙 Care, 🧠 Brain, 🔊 Sensory, ⏳ Time, 🤝 Support

Word / PDF Version

Easy Read chapter text with subheadings

Visual cues for sections, bullet points, and highlights

Reference list and sources

Quiz / reflection questions for students or learners

Summary / Key Takeaways Page

Single-page visual summary for learners, teachers, or caregivers

Symbols & icons for quick understanding

Optional Learning / Reflection Questions

What is autism?

How do sensory sensitivities affect daily life?

What are some co-occurring conditions?

How do levels of autism relate to support needs?

Name two strengths commonly seen in autistic individuals.

 

If you like, I can now create the actual PowerPoint file, formatted with these slides, symbols, and Easy Read accessibility features, and also make Word and PDF versions ready for printing or distribution.

Do you want me to do that next?

Top of Form

Bottom of Form

 

Slide 12 – Co-occurring conditions

ADHD ⚡

Dyslexia ✏️

Dyspraxia 🤸

Epilepsy ⚡

Anxiety or depression 😔

Support plans should consider all conditions together 💙

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Slide 13 – Support & strategies

Use visual schedules, symbols, or easy read formats 🗂️

Break tasks into small steps ✅

Give reminders and checklists 📝

Be patient and listen without judging 👂

Encourage routines and safe spaces 🛋️

Support independence wherever possible ♿

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Slide 14 – Key messages

Autism is lifelong 🧩

Everyone is unique 🌍

Support needs vary by person ✅

Understanding, patience, and inclusion make a big difference 💙🤝

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Slide 15 – Symbols for Accessibility

🧩 Autism

💡 Awareness

🌐 Support & websites

✅ Understanding & inclusion

👂 Listening & patience

These are not behavioral problems – they are responses to sensory overload

Research shows auditory processing differs in autistic individuals 🎧

People may struggle to filter background noise or understand speech in busy environments

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Slide 6 – Communication & Social Interaction

Language may be taken literally 🗣️

Sarcasm or idioms can be confusing

Eye contact may be uncomfortable 👀

Written communication may be preferred

Understanding body language or tone can be hard

Social situations may feel overwhelming

Slide: The Shift in Classification – Asperger’s to ASD

Title: Asperger Syndrome and the Autism Spectrum
Symbols: 🧩 Autism | 💡 Understanding | 🔄 Change

Content (Easy Read / Slide Text):

Asperger syndrome used to be a separate diagnosis.

In 2013, the DSM-5 merged it into autism spectrum disorder (ASD).

Think of ASD as a spectrum — different points, not separate conditions.

Key Similarities (AS / ASD):

Difficulties with social communication and interaction

Challenges understanding facial expressions, body language, and social rules

Restricted or repetitive behaviors

Repetitive movements (hand-flapping, rocking)

Strong need for routine

Intense focus on specific topics

Sensory sensitivities

Unusual reactions to sounds, smells, tastes, or touch

Neurological differences

Brain development works differently

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Slide: Historical Differences (Before DSM-5)

Title: Asperger Syndrome vs Classic Autism (Kanner’s)
Symbols: 🕰️ History | 🧠 Brain | 📊 Comparison

Content (Easy Read / Slide powerPoint Module: Understanding Autism Spectrum Disorder (ASD)

Slide 1 – Title

Title: Understanding Autism Spectrum Disorder (ASD)
Subtitle: Levels, Types, and Key Facts
Symbols: 🧩 Autism | 💡 Understanding | ✅ Support

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Slide 2 – What is Autism?

ASD is a lifelong condition you are born with.

It affects how you think, feel, communicate, and interact.

Everyone with autism is different.

Many autistic people also have anxiety, ADHD, epilepsy, or learning differences.
Symbols: 🧠 Brain | 💙 Care | 🗣️ Communication

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Slide 3 – The Spectrum

Autism is a spectrum: different people have different strengths and challenges.

Some need a little support, some need a lot.

Previously, “Asperger’s syndrome” was a separate diagnosis. Now, it’s part of ASD.
Symbols: 🔄 Change | 🌱 Growth | 🧩 Individual

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Slide 4 – Levels of Autism (DSM-5)

Level 1: Needs support (mild)

Level 2: Needs substantial support (moderate)

Level 3: Needs very substantial support (severe)
Symbols: 1️⃣ | 2️⃣ | 3️⃣
Optional visual: spectrum bar showing Level 1 → Level 3

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Slide 5 – Historical Difference: Asperger’s vs

The 3 Levels of Autism (Support Needs)

Level 1 – Needs some support

Sometimes called “high-functioning” autism.

May struggle with social communication.

Can usually speak clearly and manage daily life with some guidance.

May have repetitive behaviors or strong interests.

Might also have ADHD, dyslexia, or dyspraxia.

Level 2 – Needs substantial support

Greater difficulty with social situations.

May speak in simple sentences.

Becomes upset when routines change.

Focuses on own interests, may need help at school or work.

Level 3 – Needs very substantial support

Requires daily help with life tasks.

Limited or absent speech.

Repetitive behaviors or meltdowns are common.

May have little interest in people or the environment.

Symbols: 1️⃣ 2️⃣ 3️⃣ | 🧩 Autism | 💡 Understanding

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Coping Strategies for Everyday Life

Managing Sensory Overload

Use ear defenders or headphones in noisy places 🔊

Take breaks in quiet spaces 🌿

Use dim lighting or sunglasses indoors 💡🕶️

Prepare for busy places ahead of time with maps or routines 🗺️

Managing Change and Transitions

Plan changes in advance and use visual schedules 📅

Ask for explanations or warnings about what’s coming 🗣️

Use familiar routines as much as possible 🔄

Navigating Social Situations

Practice short conversations and social scripts 🗣️

Use gestures, pictures, or written notes to help communication ✏️

Take time out if feeling overwhelmed ⏸️

Ask trusted people for support or guidance 🤝

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Strengths of Autistic Individuals

Attention to detail 🌟

Creativity and problem-solving 🎨

Strong memory skills 🧠

Honesty and loyalty 💙

Symbols: 🌟 Creativity | 🧩 Neurodiversity | 💡 Understanding

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Key Messages

Autism is a lifelong difference, not an illness.

Everyone is different—support should match the person.

Early understanding and guidance improve daily life and independence.

Listening to autistic voices and embracing neurodiversity is vital.

Symbols: 🧩 Individual | 💙 Care | ✅ Support | 🤝 Inclusion

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UK and USA Support Links

UK:

National Autistic Society: autism.org.uk

Mind: mind.org.uk

USA:

Autism Society: autism-society.org

CDC Autism: cdc.gov/ncbddd/autism

Worldwide:

Autism Speaks: autismspeaks.org

WHO: who.int

Symbols: 🌐 Websites | 💙 Support | 🧩 Autism

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References

DSM-5 Diagnostic Manual (2013)

National Autistic Society: autism.org.uk

Autism Speaks: autismspeaks.org

PubMed Central: Autism and Auditory Sensory Alterations

Psych Central: The 3 Levels of Autism

Hands Center: Why Change is Hard for Children with Autism

3billion.io: Is Autism a Developmental Disability?

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✅ Next Steps for the Chapter/Module:

Add diagrams or tables (e.g., levels of autism, coping strategies chart).

Include an “Easy Read Summary” at the end for quick reference.

Optional quotes from autistic people or families for perspective.

Expand with ADHD comparisons and co-occurring conditions in the next section.

Classic Autism

Feature	Asperger Syndrome	Classic Autism (Kanner)
Language	Typical early development	Delayed or absent speech
Intelligence	Average or above-average	Often lower
Social desire	Wants to connect, but struggles	May seem aloof
Repetitive behaviors	Present, often mild	Often stronger

Symbols: 🕰️ History | 🧠 Brain | 📊 Comparison

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Slide 6 – Why the Change to ASD?

Asperger’s and classic autism were often hard to distinguish.

Using ASD emphasizes the spectrum nature of autism.

Focus is now on individual needs and support, not labels.

Reduces stigma and encourages inclusion.
Symbols: 🔄 Change | 💡 Understanding | 🤝 Inclusion

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Slide 7 – Similarities Across the Spectrum

Social communication difficulties

Repetitive behaviors and restricted interests

Sensory sensitivities (sound, touch, light, smell)

Neurological differences affecting brain development
Symbols: 🧠 | 👀 | 🔁 | 💙

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Slide 8 – Co-Occurring Conditions

ADHD

Dyslexia or Dyspraxia

Anxiety or Depression

Epilepsy
Optional visual: Venn diagram showing overlap of ASD with other conditions
Symbols: 🧩 Autism | ⚡ ADHD | ✏️ Dyslexia | 🩺 Health

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Slide 9 – Sensory Processing & Daily Life

Some autistic people feel overloaded by sounds, lights, crowds

Stress can cause meltdowns or shutdowns

Everyday tasks (shopping, travel, public transport) may be challenging

Support and accommodations help reduce stress
Symbols: 🔊 Sound | 💡 Light | 🏙️ Crowds | 🧩 Support

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Slide 10 – Social Communication & Interaction

May interpret language literally

Struggle with sarcasm, idioms, body language

Eye contact may be uncomfortable

Desire to connect, but may lack social skills
Symbols: 🗣️ Talk | 👁️ Eye contact | 🤝 Social

---

Slide 11 – Strengths & Advocacy

Attention to detail

Creativity and imagination

Honesty and strong memory skills

Many autistic people can live happy, fulfilling lives with support
Symbols: 🌟 Strengths | 💙 Care | 🏆 Achievement

---

Slide 12 – Key Points to Remember (Easy Read)

Autism is a lifelong difference, not an illness

Everyone is different — support should be individualized

Early understanding helps with learning and daily life

Listen to autistic voices and embrace neurodiversity
Symbols: 🧩 Individual | 💡 Awareness | ✅ Support

---

Slide 13 – UK and USA Support

UK:

National Autistic Society: autism.org.uk

Mind: mind.org.uk

USA:

Autism Society: autism-society.org

CDC Autism: cdc.gov/ncbddd/autism

Worldwide:

Autism Speaks: autismspeaks.org

WHO: who.int

Symbols: 🌐 Websites | 💙 Support | 🧩 Autism

---

Slide 14 – Personal Observations

Sensory overload in airports, supermarkets, and public transport is real

Accessible design and understanding are essential

Everyone on the spectrum is unique — support should match the person
Symbols: 🏙️ Public spaces | 💡 Awareness | 💙 Empathy

---

Slide 15 – References

DSM-5 Diagnostic Manual (2013)

National Autistic Society: autism.org.uk

Autism Speaks: autismspeaks.org

PubMed Central: Autism and Auditory Sensory Alterations

Psych Central: The 3 Levels of Autism

Hands Center: Why Change is Hard for Children with Autism

3billion.io: Is Autism a Developmental Disability?

---

✅ This gives you a full, Easy Read ASD PowerPoint module with:

Clear structure, symbols, and slide-by-slide content

Historical context (Asperger’s vs ASD)

Sensory, social, and co-occurring conditions

Strengths, advocacy, and practical tips

UK, USA, and worldwide support

Text):

Asperger syndrome (AS) was usually seen as high-functioning autism.

Speech was usually clear

Intelligence often average or above

Social challenges present but less severe

Classic autism (Kanner’s syndrome)

Speech delays or absent speech

Intellectual disability more common

More noticeable repetitive behaviors

Summary:

Now, both AS and classic autism are part of ASD.

The focus is on individual support needs, not labels.

 

Slide 7 – Co-occurring Conditions
Many autistic individuals also have:

ADHD: impulsivity, inattention, executive function challenges ⚡

Dyspraxia: motor coordination difficulties 🤸

Epilepsy: seizures more common than general population ⚡

Dyslexia: language-based learning differences ✏️

---

Slide 8 – Levels of Autism & Support Needs

DSM-5 Levels based on support required:

Level 1: needs support

Level 2: needs substantial support

Level 3: needs very substantial support

Everyone’s needs are different 🧩

---

Slide 9 – Common Autism Traits

Limited eye contact 👀

Repetitive movements 🔁

Strong focus on one topic 🎯

Difficulty with social rules 👥

Different tone of voice 🎵

Not everyone has all traits

---

Slide 10 – Social & Emotional Differences

Difficulty understanding social cues

Struggles with two-way conversations

Playing or socializing may be hard

This does not mean they don’t care 💙🤝

---

Slide 11 – Sensory & Daily Life

Sleep problems 😴

Sensitivity to noise or touch 🔊✋

Anxiety or stress 😟

Stress can make things harder – support really matters

---

Slide 12 – Autism Can Change Over Time

Some skills improve with age

Some remain the same

No single autism story 🌱🧩

---

Slide 13 – Learning Outcomes (Level 1)
By the end of this session, learners should be able to:

Say what autism is

Understand autism is a spectrum

Recognize common autism traits

Respect differences and support needs ✅📘♿

---

Slide 14 – Key Message

Autism is part of who someone is

With understanding and support, autistic people can:

Learn

Work

Build relationships

Live fulfilling lives 💙🤝🌍

---

Slide 15 – Symbols for Accessibility

🧩 Autism

💙 Care & understanding

🗣️ Communication

🧠 Thinking & processing

♿ Accessibility & inclusion

Autism affects thinking, feeling, and interacting

Some people have autism, epilepsy, and anxiety together

Awareness helps everyone

Page 3 – About Me:

I have autism, epilepsy, anxiety, and depression

I lecture on learning disability and mental health

I raise awareness for families, carers, and professionals

Page 4 – Autism Overview:

Lifelong condition

Communication and social differences

Daily life can be challenging

Sensory differences are common

Page 5 – Epilepsy & Anxiety:

Seizures may occur, sometimes triggered by stress

Anxiety is common

Bills, responsibilities, and benefits can increase stress

Page 6 – How to Support Yourself:

Ask for help

Keep routines

Take breaks

Try gentle exercise and hobbies

Page 7 – Support from Others:

Family, carers, teachers, employers, support workers

Listen, show patience, respect needs, provide resources

Page 8 – Sensory Differences:

Sensitive to noise, lights, crowds, textures, smells

Sensory overload can increase anxiety

Page 9 – Communication Differences:

Conversations can be difficult

Eye contact may feel uncomfortable

Written communication preferred by some

Extra processing time helps

Page 10 – Autism & ADHD:

Similarities: attention, organisation, sensory issues, anxiety, routines

Differences: social communication vs hyperactivity/impulsivity, routines vs restlessness, may co-occur

Page 11 – Mental Health Impact:

Multiple conditions can cause exhaustion, burnout, depression

Stigma increases pressure

Early support improves well-being

Page 12 – Health & Safety Awareness:

Seizure planning, risk assessments

Stress increases seizure likelihood

Anxiety affects judgment

Reasonable adjustments improve safety

Page 13 – Key Message:

Autism is a difference, not a failure

Support varies for each person

Awareness reduces stigma

Adjustments create inclusion

People can thrive with support

Page 14 – Support Websites: UK, USA, Worldwide
Page 15 – Symbols: 💙 👂 ⚡ 🧠 ✅ 🌐

Autism, ADHD, Epilepsy studying and training Modules.

Slide 1– How to Support Yourself:

ask for help when needed

Take breaks when overwhelmed

use planners, reminders, or routines

Manage stress to reduce seizure risk

Speak to doctors about mental health

L

📘 EASY READ BOOKLET VERSION

---

Understanding Autism – Support & Awareness

Supporting Yourself

People can support themselves by:

Using routines each day

Writing plans or reminders

Taking breaks when stressed

Doing gentle exercise

Enjoying calming hobbies

Asking for help when needed

Routine and rest can reduce anxiety and seizure risk.

---

Supporting Others

You can support someone by:

Listening carefully

Not judging them

Being patient

Helping them find support

Respecting their pace

Understanding their needs

Kindness and empathy make a big difference.

---

Key Points to Remember

Autism, epilepsy, and anxiety can overlap

People may live with more than one condition

Stress can affect health and wellbeing

Awareness reduces stigma

Inclusive support is important

---

UK Support Websites

Families, carers, and professionals can find help from:

National Autistic Society
www.autism.org.uk

Epilepsy Society
www.epilepsysociety.org.uk

Mind (Mental Health Charity)
www.mind.org.uk

These organisations provide advice, training, and support.

---

🪧 PRINTABLE HANDOUT / LEAFLET VERSION

---

Autism, Epilepsy & Anxiety

Support and Awareness Guide

---

✔ Supporting Yourself

Keep daily routines

Use planners or reminders

Take regular breaks

Manage stress levels

Try gentle exercise

Enjoy hobbies

---

✔ Supporting Others

Listen without judgment

Be patient

Show understanding

Help find services

Respect differences

---

✔ Key Messages

Conditions can overlap

Anxiety is common

Stress affects health

Awareness matters

Inclusion is essential

---

✔ UK Support Services

National Autistic Society
👉 www.autism.org.uk

Epilepsy Society
👉 www.epilepsysociety.org.uk

Mind
👉 www.mind.org.uk

---

Next Steps (when you’re ready)

I can now turn this into:

📊 Full PowerPoint slide deck

📘 Easy Read PDF booklet

🧩 Symbol-supported version (Widgit style layout)

❓ Quiz & knowledge check

🇺🇸 U.S. support services version

Just say which file you want generated first and I’ll build it 👍

yer all these versions would be great thanks

Brilliant — thanks 👍

We’ll treat this as a multi-format resource pack for:

Chapter 12 – Autism, Epilepsy & ADHD
Module 11 – Understanding Autism (Easy Read Lecture Part 1 – Slides 7–10)

Below is the full set in copy-paste master text so you can drop it into Word, PowerPoint, or design software.
(When you’re ready later, I can generate the downloadable files: PPT, PDF, booklet, quiz, symbol pack.)

---

📊 1️⃣ POWERPOINT SLIDE DECK TEXT

---

Slide 7 – How to Support Yourself

Use routines to stay organized

Take breaks to manage stress

Try gentle exercise and hobbies

Ask for help when needed

Speak to professionals about mental health

---

Slide 8 – How to Support Others

Listen without judging

Show patience and understanding

Help find resources and support services

Respect their pace and needs

Offer reassurance, not pressure

---

Slide 9 – Key Points

Autism, epilepsy, and anxiety often overlap

Awareness helps reduce stress and misunderstanding

Support should be accessible and inclusive

Listening, care, and empathy are essential

---

Slide 10 – UK Support Websites

National Autistic Society
https://www.autism.org.uk/

Epilepsy Society
https://www.epilepsysociety.org.uk/

Mind (Mental Health)
https://www.mind.org.uk/

---

📘 2️⃣ EASY READ BOOKLET VERSION

---

Understanding Autism

Support & Awareness

---

Supporting Yourself

You can support yourself by:

Keeping daily routines

Writing reminders or plans

Taking breaks when stressed

Doing gentle exercise

Enjoying calming hobbies

Asking for help when needed

Routines and rest can reduce anxiety and seizure risk.

---

Supporting Others

You can support someone by:

Listening without judgment

Being patient

Showing understanding

Helping them find support services

Respecting their pace and needs

Kindness and empathy help people feel safe.

---

Key Points

Autism, epilepsy, and anxiety can overlap

People may live with multiple conditions

Stress can affect health and safety

Awareness reduces stigma

Inclusive support is important

---

UK Support Services

National Autistic Society
www.autism.org.uk

Epilepsy Society
www.epilepsysociety.org.uk

Mind (Mental Health)
www.mind.org.uk

These organisations offer advice, training, and support.

---

🪧 3️⃣ PRINTABLE LEAFLET / HANDOUT

---

Autism, Epilepsy & Anxiety

Support Guide

---

✔ Supporting Yourself

Keep routines

Use planners

Take breaks

Reduce stress

Try gentle exercise

Enjoy hobbies

---

✔ Supporting Others

Listen

Be patient

Show understanding

Help find services

Respect differences

---

✔ Key Messages

Conditions can overlap

Anxiety is common

Stress affects health

Awareness matters

Inclusion is essential

---

✔ UK Support Websites

National Autistic Society
www.autism.org.uk

Epilepsy Society
www.epilepsysociety.org.uk

Mind
www.mind.org.uk

---

🧩 4️⃣ SYMBOL / VISUAL PROMPT GUIDE (for Easy Read layout)

Use symbols such as:

🧠 Autism → Brain symbol

⚡ Epilepsy → Lightning bolt / seizure symbol

😟 Anxiety → Worried face

📅 Routine → Calendar

🧘 Exercise → Person stretching

❤️ Support → Heart/helping hands

👂 Listening → Ear symbol

🌍 Inclusion → Diverse people circle

This helps readers with learning disabilities process information visually.

---

❓ 5️⃣ QUIZ / KNOWLEDGE CHECK

Multiple Choice

1. Autism is:
a) A short-term illness
b) A lifelong condition ✅
c) A physical injury

---

2. Anxiety can:
a) Reduce stress
b) Increase overwhelm ✅
c) Cure epilepsy

---

3. Which helps manage stress?
a) No sleep
b) Routines and breaks ✅
c) Avoiding support

---

True or False

4. Autism and epilepsy can overlap.
✅ True

5. Listening without judgment is supportive.
✅ True

---

Short Answer

6. Name one UK autism support organisation.
(Example: National Autistic Society)

---

📦 FILES I CAN GENERATE NEXT

When tools are active, I’ll produce downloadable versions:

📊 PowerPoint (.pptx)

📘 Easy Read PDF booklet

🪧 Printable leaflet

🧩 Symbol-supported pack

❓ Quiz worksheet + answer sheet

🇺🇸 U.S. support services adaptation

---

Progress Note ✔

We have now completed:

Chapter 12 – Module 11
Understanding Autism – Easy Read Lecture Part 1
Slides 1–10 + Support Materials

---

Whenever you’re ready, we can move to:

Part 2 lecture, or

ADHD vs Autism deeper comparison, or

Workplace / education adjustments module

---

🖥️ POWERPOINT SLIDE ADDITION

New Slide – Autism & Epilepsy: Who Is Affected?

Not all autistic people have epilepsy

Some people have both conditions

Others only have autism

Epilepsy is more common in autistic people than the general population

Every person’s health profile is different

---

🧠 WHY SOME PEOPLE HAVE BOTH (EASY EXPLANATION SLIDE)

New Slide – Why Do Autism & Epilepsy Sometimes Overlap?

Both affect how the brain works

Brain development differences can play a role

Genetic factors may be involved

Some people have additional neurological conditions

Stress and sensory overload can trigger seizures (if epilepsy is present)

---

📘 EASY READ BOOKLET VERSION

Autism & Epilepsy – Understanding the Link

Not everyone with autism has epilepsy.

Some people live with:

Autism only

Epilepsy only

Both autism and epilepsy

Each person is different.

---

Why Do They Sometimes Occur Together?

Researchers believe there are several reasons:

Both involve brain development

Neurological differences can overlap

Genetics may play a part

Some people have multiple diagnoses

This does not mean autism causes epilepsy.

It means they can co-occur in some individuals.

---

Important Reassurance

Many autistic people never have seizures

Epilepsy varies in severity

Medication and support can help manage seizures

Health monitoring is important

---

🪧 LEAFLET / HANDOUT ADDITION

Autism & Epilepsy Facts

✔ Not all autistic people have epilepsy
✔ Some people have both conditions
✔ Brain differences may link them
✔ Genetics can play a role
✔ Seizures can often be managed with treatment

---

🧩 SYMBOL PROMPTS

Suggested visuals:

🧠 Brain → Neurological link

⚡ Lightning bolt → Seizures

🧬 DNA helix → Genetics

👤➕⚡ Person + bolt → Co-occurring c

Autism, Epilepsy & ADHD Module  – Understanding Autism – Easy Read Training Part 2

 POWERPOINT / SLIDE TEXT

---

Slide 1 – Title

Understanding Autism – Part 1
Level 1 Disability-Inclusive Training

---

Slide 2 – Introduction

Autism affects how people think, feel, and interact

Some people live with autism, epilepsy, and anxiety together

Awareness is important every day

---

Slide 3 – About Me

I have autism, epilepsy, anxiety, and depression

I have worked as a visiting lecturer on learning disability and mental health

I raise awareness for families, carers, and professionals

---

Slide 4 – Autism Overview

Autism is a lifelong condition

Affects communication and social interaction

Can make daily life, work, and study harder

Sensory differences are common

---

Slide 5 – Epilepsy & Autism

Epilepsy can cause seizures, sometimes triggered by stress or anxiety

Anxiety is common in people with autism

Everyday responsibilities, bills, and benefits can increase stress

---

Slide 6 – Anxiety and Daily Life

Anxiety is feeling worried or panicked easily

Small tasks can feel overwhelming

Anxiety can affect health and safety, especially with epilepsy

Support can help reduce stress and panic

---

Slide 7 – How to Support Yourself

Ask for help when needed

Use routines to stay organized

Take breaks to manage stress

Try gentle exercise and hobbies

---

Slide 8 – Support from Others

Family can offer emotional support

Carers can help with daily living

Employers can make workplace adjustments

Teachers can provide learning support

Support workers can assist with independence

Listen without judging

Show patience and understanding

Help find resources and support services

Respect their pace and needs

---

Slide 9 – Sensory Differences

Some people are sensitive to noise

Bright lights can feel painful

Crowded places may feel overwhelming

Textures, smells, or touch may cause distress

Sensory overload can increase anxiety

---

Slide 10 – Communication Differences

Some autistic people find conversations difficult

Understanding tone or body language can be hard

Eye contact may feel uncomfortable

Some people prefer written communication

Extra time to process information helps

---

Slide 11 – Autism & ADHD Similarities

Both affect focus and attention

Both can impact organisation skills

Sensory issues can occur in both

Anxiety is common in both conditions

Routines may help manage daily life

---

Slide 12 – Autism & ADHD Differences

Autism affects social communication more deeply

ADHD is more linked to hyperactivity and impulsivity

Autistic people may prefer routine

ADHD can involve restlessness and risk-taking

Both can exist together (co-occurring)

---

Slide 13 – Mental Health Impact

Living with multiple conditions can be exhausting

Burnout and shutdown can happen

Depression may develop from stress or isolation

Stigma and misunderstanding increase pressure

Early support improves wellbeing

---

Slide 14 – Health & Safety Awareness

Seizures require safety planning

Stress can increase seizure likelihood

Anxiety may affect judgment or reactions

Workplaces should complete risk assessments

Reasonable adjustments improve safety

---

Slide 15 – Key Message

Autism is a difference, not a failure

Support needs vary for each person

Awareness reduces stigma

Reasonable adjustments create inclusion

People with autism can thrive with support

---

Slide 16 – UK Support Websites

National Autistic Society: https://www.autism.org.uk/

Epilepsy Society: https://www.epilepsysociety.org.uk/

Mind (mental health): https://www.mind.org.uk/

---

Slide 17 – USA Support Websites

Autism Speaks: https://www.autismspeaks.org/

Epilepsy Foundation: https://www.epilepsy.com/

NAMI (National Alliance on Mental Illness): https://www.nami.org/

---

Slide 18 – Worldwide Support Websites

Autism Society International: https://www.autismsociety.org/

International Epilepsy Foundation: https://www.iefoundation.org/

WHO Mental Health: https://www.who.int/teams/mental-health-and-substance-use

---

Slide 19 – Symbols for Accessibility

💙 Care | 👂 Listening | 🌐 Websites | 💡 Understanding | ✅ Support

---

Slide 20 – Autism & Epilepsy: Who Is Affected?

Not all autistic people have epilepsy

Some people have both conditions

Others only have autism

Epilepsy is more common in autistic people than the general population

Every person’s health profile is different

---

Slide 21 – Why Conditions Can Overlap

Both affect how the brain works

Brain development differences can play a role

Genetic factors may be involved

Some people have multiple neurological conditions

Stress and sensory overload can trigger seizures if epilepsy is present

 

 

 

 

 

 

  –

🖥️ POWERPOINT / SLIDE TEXT

---

Slide 1 – Title

Understanding Autism – Part 1
Level 1 Disability-Inclusive Training

---

Slide 2 – Introduction

Autism affects how people think, feel, and interact

Some people live with autism, epilepsy, and anxiety together

Awareness is important every day

---

Slide 3 – About Me

I have autism, epilepsy, anxiety, and depression

I have worked as a visiting lecturer on learning disability and mental health

I raise awareness for families, carers, and professionals

---

Slide 4 – Autism Overview

Autism is a lifelong condition

Affects communication and social interaction

Can make daily life, work, and study harder

Sensory differences are common

---

Slide 5 – Epilepsy & Autism

Epilepsy can cause seizures, sometimes triggered by stress or anxiety

Anxiety is common in people with autism

Everyday responsibilities, bills, and benefits can increase stress

---

Slide 6 – Anxiety and Daily Life

Anxiety is feeling worried or panicked easily

Small tasks can feel overwhelming

Anxiety can affect health and safety, especially with epilepsy

Support can help reduce stress and panic

---

Slide 7 – How to Support Yourself

Ask for help when needed

Use routines to stay organized

Take breaks to manage stress

Try gentle exercise and hobbies

---

Slide 8 – Support from Others

Family can offer emotional support

Carers can help with daily living

Employers can make workplace adjustments

Teachers can provide learning support

Support workers can assist with independence

Listen without judging

Show patience and understanding

Help find resources and support services

Respect their pace and needs

---

Slide 9 – Sensory Differences

Some people are sensitive to noise

Bright lights can feel painful

Crowded places may feel overwhelming

Textures, smells, or touch may cause distress

Sensory overload can increase anxiety

---

Slide 10 – Communication Differences

Some autistic people find conversations difficult

Understanding tone or body language can be hard

Eye contact may feel uncomfortable

Some people prefer written communication

Extra time to process information helps

---

Slide 11 – Autism & ADHD Similarities

Both affect focus and attention

Both can impact organisation skills

Sensory issues can occur in both

Anxiety is common in both conditions

Routines may help manage daily life

---

Slide 12 – Autism & ADHD Differences

Autism affects social communication more deeply

ADHD is more linked to hyperactivity and impulsivity

Autistic people may prefer routine

ADHD can involve restlessness and risk-taking

Both can exist together (co-occurring)

---

Slide 13 – Mental Health Impact

Living with multiple conditions can be exhausting

Burnout and shutdown can happen

Depression may develop from stress or isolation

Stigma and misunderstanding increase pressure

Early support improves wellbeing

---

Slide 14 – Health & Safety Awareness

Seizures require safety planning

Stress can increase seizure likelihood

Anxiety may affect judgment or reactions

Workplaces should complete risk assessments

Reasonable adjustments improve safety

---

Slide 15 – Key Message

Autism is a difference, not a failure

Support needs vary for each person

Awareness reduces stigma

Reasonable adjustments create inclusion

People with autism can thrive with support

---

Slide 16 – UK Support Websites

National Autistic Society: https://www.autism.org.uk/

Epilepsy Society: https://www.epilepsysociety.org.uk/

Mind (mental health): https://www.mind.org.uk/

---

Slide 17 – USA Support Websites

Autism Speaks: https://www.autismspeaks.org/

Epilepsy Foundation: https://www.epilepsy.com/

NAMI (National Alliance on Mental Illness): https://www.nami.org/

---

Slide 18 – Worldwide Support Websites

Autism Society International: https://www.autismsociety.org/

International Epilepsy Foundation: https://www.iefoundation.org/

WHO Mental Health: https://www.who.int/teams/mental-health-and-substance-use

---

Slide 19 – Symbols for Accessibility

💙 Care | 👂 Listening | 🌐 Websites | 💡 Understanding | ✅ Support

---

Slide 20 – Autism & Epilepsy: Who Is Affected?

Not all autistic people have epilepsy

Some people have both conditions

Others only have autism

Epilepsy is more common in autistic people than the general population

Every person’s health profile is different

---

Slide 21 – Why Conditions Can Overlap

Both affect how the brain works

Brain development differences can play a role

Genetic factors may be involved

Some people have multiple neurological conditions

Stress and sensory overload can trigger seizures if epilepsy is present

 

 

 Chapter 12 – Autism, Epilepsy & ADHD

Module 11 – Understanding Autism – Easy Read Training Part 2

---

🖥️ POWERPOINT / SLIDE TEXT

---

Slide 1 – Title

Understanding Autism – Part 1
Level 1 Disability-Inclusive Training

---

Slide 2 – Introduction

Autism affects how people think, feel, and interact

Some people live with autism, epilepsy, and anxiety together

Awareness is important every day

---

Slide 3 – About Me

I have autism, epilepsy, anxiety, and depression

I have worked as a visiting lecturer on learning disability and mental health

I raise awareness for families, carers, and professionals

---

Slide 4 – Autism Overview

Autism is a lifelong condition

Affects communication and social interaction

Can make daily life, work, and study harder

Sensory differences are common

---

Slide 5 – Epilepsy & Autism

Epilepsy can cause seizures, sometimes triggered by stress or anxiety

Anxiety is common in people with autism

Everyday responsibilities, bills, and benefits can increase stress

---

Slide 6 – Anxiety and Daily Life

Anxiety is feeling worried or panicked easily

Small tasks can feel overwhelming

Anxiety can affect health and safety, especially with epilepsy

Support can help reduce stress and panic

---

Slide 7 – How to Support Yourself

Ask for help when needed

Use routines to stay organized

Take breaks to manage stress

Try gentle exercise and hobbies

---

Slide 8 – Support from Others

Family can offer emotional support

Carers can help with daily living

Employers can make workplace adjustments

Teachers can provide learning support

Support workers can assist with independence

Listen without judging

Show patience and understanding

Help find resources and support services

Respect their pace and needs

---

Slide 9 – Sensory Differences

Some people are sensitive to noise

Bright lights can feel painful

Crowded places may feel overwhelming

Textures, smells, or touch may cause distress

Sensory overload can increase anxiety

---

Slide 10 – Communication Differences

Some autistic people find conversations difficult

Understanding tone or body language can be hard

Eye contact may feel uncomfortable

Some people prefer written communication

Extra time to process information helps

---

Slide 11 – Autism & ADHD Similarities

Both affect focus and attention

Both can impact organisation skills

Sensory issues can occur in both

Anxiety is common in both conditions

Routines may help manage daily life

---

Slide 12 – Autism & ADHD Differences

Autism affects social communication more deeply

ADHD is more linked to hyperactivity and impulsivity

Autistic people may prefer routine

ADHD can involve restlessness and risk-taking

Both can exist together (co-occurring)

---

Slide 13 – Mental Health Impact

Living with multiple conditions can be exhausting

Burnout and shutdown can happen

Depression may develop from stress or isolation

Stigma and misunderstanding increase pressure

Early support improves wellbeing

---

Slide 14 – Health & Safety Awareness

Seizures require safety planning

Stress can increase seizure likelihood

Anxiety may affect judgment or reactions

Workplaces should complete risk assessments

Reasonable adjustments improve safety

---

Slide 15 – Key Message

Autism is a difference, not a failure

Support needs vary for each person

Awareness reduces stigma

Reasonable adjustments create inclusion

People with autism can thrive with support

---

Slide 16 – UK Support Websites

National Autistic Society: https://www.autism.org.uk/

Epilepsy Society: https://www.epilepsysociety.org.uk/

Mind (mental health): https://www.mind.org.uk/

---

Slide 17 – USA Support Websites

Autism Speaks: https://www.autismspeaks.org/

Epilepsy Foundation: https://www.epilepsy.com/

NAMI (National Alliance on Mental Illness): https://www.nami.org/

---

Slide 18 – Worldwide Support Websites

Autism Society International: https://www.autismsociety.org/

International Epilepsy Foundation: https://www.iefoundation.org/

WHO Mental Health: https://www.who.int/teams/mental-health-and-substance-use

---

Slide 19 – Symbols for Accessibility

💙 Care | 👂 Listening | 🌐 Websites | 💡 Understanding | ✅ Support

---

Slide 20 – Autism & Epilepsy: Who Is Affected?

Not all autistic people have epilepsy

Some people have both conditions

Others only have autism

Epilepsy is more common in autistic people than the general population

Every person’s health profile is different

---

Slide 21 – Why Conditions Can Overlap

Both affect how the brain works

Brain development differences can play a role

Genetic factors may be involved

Some people have multiple neurological conditions

Stress and sensory overload can trigger seizures if epilepsy is present

 

 EASY READ BOOKLET VERSION

 

 Slide 1– How to Support Yourself:

ask for help when needed

Take breaks when overwhelmed

use planners, reminders, or routines

Manage stress to reduce seizure risk

Speak to doctors about mental health

L

📘 EASY READ BOOKLET VERSION

---

Understanding Autism – Support & Awareness

Supporting Yourself

People can support themselves by:

Using routines each day

Writing plans or reminders

Taking breaks when stressed

Doing gentle exercise

Enjoying calming hobbies

Asking for help when needed

Routine and rest can reduce anxiety and seizure risk.

---

Supporting Others

You can support someone by:

Listening carefully

Not judging them

Being patient

Helping them find support

Respecting their pace

Understanding their needs

Kindness and empathy make a big difference.

---

Key Points to Remember

Autism, epilepsy, and anxiety can overlap

People may live with more than one condition

Stress can affect health and wellbeing

Awareness reduces stigma

Inclusive support is important

---

UK Support Websites

Families, carers, and professionals can find help from:

National Autistic Society
www.autism.org.uk

Epilepsy Society
www.epilepsysociety.org.uk

Mind (Mental Health Charity)
www.mind.org.uk

These organisations provide advice, training, and support.

---

🪧 PRINTABLE HANDOUT / LEAFLET VERSION

---

Autism, Epilepsy & Anxiety

Support and Awareness Guide

---

✔ Supporting Yourself

Keep daily routines

Use planners or reminders

Take regular breaks

Manage stress levels

Try gentle exercise

Enjoy hobbies

---

✔ Supporting Others

Listen without judgment

Be patient

Show understanding

Help find services

Respect differences

---

✔ Key Messages

Conditions can overlap

Anxiety is common

Stress affects health

Awareness matters

Inclusion is essential

---

✔ UK Support Services

National Autistic Society
👉 www.autism.org.uk

Epilepsy Society
👉 www.epilepsysociety.org.uk

Mind
👉 www.mind.org.uk

---

Next Steps (when you’re ready)

I can now turn this into:

📊 Full PowerPoint slide deck

📘 Easy Read PDF booklet

🧩 Symbol-supported version (Widgit style layout)

❓ Quiz & knowledge check

🇺🇸 U.S. support services version

Just say which file you want generated first and I’ll build it 👍

yer all these versions would be great thanks

Brilliant — thanks 👍

We’ll treat this as a multi-format resource pack for:

Chapter 12 – Autism, Epilepsy & ADHD
Module 11 – Understanding Autism (Easy Read Lecture Part 1 – Slides 7–10)

Below is the full set in copy-paste master text so you can drop it into Word, PowerPoint, or design software.
(When you’re ready later, I can generate the downloadable files: PPT, PDF, booklet, quiz, symbol pack.)

---

📊 1️⃣ POWERPOINT SLIDE DECK TEXT

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Slide 7 – How to Support Yourself

Use routines to stay organized

Take breaks to manage stress

Try gentle exercise and hobbies

Ask for help when needed

Speak to professionals about mental health

---

Slide 8 – How to Support Others

Listen without judging

Show patience and understanding

Help find resources and support services

Respect their pace and needs

Offer reassurance, not pressure

---

Slide 9 – Key Points

Autism, epilepsy, and anxiety often overlap

Awareness helps reduce stress and misunderstanding

Support should be accessible and inclusive

Listening, care, and empathy are essential

---

Slide 10 – UK Support Websites

National Autistic Society
https://www.autism.org.uk/

Epilepsy Society
https://www.epilepsysociety.org.uk/

Mind (Mental Health)
https://www.mind.org.uk/

---

📘 2️⃣ EASY READ BOOKLET VERSION

---

Understanding Autism

Support & Awareness

---

Supporting Yourself

You can support yourself by:

Keeping daily routines

Writing reminders or plans

Taking breaks when stressed

Doing gentle exercise

Enjoying calming hobbies

Asking for help when needed

Routines and rest can reduce anxiety and seizure risk.

---

Supporting Others

You can support someone by:

Listening without judgment

Being patient

Showing understanding

Helping them find support services

Respecting their pace and needs

Kindness and empathy help people feel safe.

---

Key Points

Autism, epilepsy, and anxiety can overlap

People may live with multiple conditions

Stress can affect health and safety

Awareness reduces stigma

Inclusive support is important

---

UK Support Services

National Autistic Society
www.autism.org.uk

Epilepsy Society
www.epilepsysociety.org.uk

Mind (Mental Health)
www.mind.org.uk

These organisations offer advice, training, and support.

---

🪧 3️⃣ PRINTABLE LEAFLET / HANDOUT

---

Autism, Epilepsy & Anxiety

Support Guide

---

✔ Supporting Yourself

Keep routines

Use planners

Take breaks

Reduce stress

Try gentle exercise

Enjoy hobbies

---

✔ Supporting Others

Listen

Be patient

Show understanding

Help find services

Respect differences

---

✔ Key Messages

Conditions can overlap

Anxiety is common

Stress affects health

Awareness matters

Inclusion is essential

---

✔ UK Support Websites

National Autistic Society
www.autism.org.uk

Epilepsy Society
www.epilepsysociety.org.uk

Mind
www.mind.org.uk

---

🧩 4️⃣ SYMBOL / VISUAL PROMPT GUIDE (for Easy Read layout)

Use symbols such as:

🧠 Autism → Brain symbol

⚡ Epilepsy → Lightning bolt / seizure symbol

😟 Anxiety → Worried face

📅 Routine → Calendar

🧘 Exercise → Person stretching

❤️ Support → Heart/helping hands

👂 Listening → Ear symbol

🌍 Inclusion → Diverse people circle

This helps readers with learning disabilities process information visually.

---

❓ 5️⃣ QUIZ / KNOWLEDGE CHECK

Multiple Choice

1. Autism is:
a) A short-term illness
b) A lifelong condition ✅
c) A physical injury

---

2. Anxiety can:
a) Reduce stress
b) Increase overwhelm ✅
c) Cure epilepsy

---

3. Which helps manage stress?
a) No sleep
b) Routines and breaks ✅
c) Avoiding support

---

True or False

4. Autism and epilepsy can overlap.
✅ True

5. Listening without judgment is supportive.
✅ True

---

Short Answer

6. Name one UK autism support organisation.
(Example: National Autistic Society)

---

📦 FILES I CAN GENERATE NEXT

When tools are active, I’ll produce downloadable versions:

📊 PowerPoint (.pptx)

📘 Easy Read PDF booklet

🪧 Printable leaflet

🧩 Symbol-supported pack

❓ Quiz worksheet + answer sheet

🇺🇸 U.S. support services adaptation

---

Progress Note ✔

We have now completed:

 – Module 
Understanding Autism – Easy Read Lecture Part 1
Slides 1–10 + Support Materials

---

Whenever you’re ready, we can move to:

Part 2 lecture, or

”

---

IAutism, Epilepsy, and ADHD: Similarities & Differences Module  – Understanding Autism (Easy Read Lecture Part 1)

 

Slide 1– How to Support Yourself:

ask for help when needed

Take breaks when overwhelmed

use planners, reminders, or routines

Manage stress to reduce seizure risk

Speak to doctors about mental health

learn your triggers and warning signs

---

Slide 2– Support from Others:

Family can offer emotional support

Carers can help with daily living

Employers can make workplace adjustments

Teachers can provide learning support

Support workers can assist with independence

---

Slide 3 – Sensory Differences:

Some people are sensitive to noise

Bright lights can feel painful

crowded places may feel overwhelming

textures, smells, or touch may cause distress

Sensory overload can increase anxiety

---

Slide 4 – Communication Differences:

some autistic people find conversations difficult

understanding tone or body language can be hard

eye contact may feel uncomfortable

some people prefer written communication

extra time to process information helps

---

Slide 5 – Autism & ADHD Similarities:

both affect focus and attention

both can impact organisation skills

sensory issues can occur in both

anxiety is common in both conditions

routines may help manage daily life

---

Slide 6 – Autism & ADHD Differences:

autism affects social communication more deeply

ADHD is more linked to hyperactivity and impulsivity

autistic people may prefer routine

ADHD can involve restlessness and risk-taking

both can exist together (co-occurring)

---

Slide 7 – Mental Health Impact:

living with multiple conditions can be exhausting

burnout and shutdown can happen

depression may develop from stress or isolation

Stigma and misunderstanding increase pressure

Early support improves well-being

---

Slide 8 – Health & Safety Awareness:

Seizures require safety planning

Stress can increase seizure likelihood

Anxiety may affect judgment or reactions

Workplaces should complete risk assessments

Reasonable adjustments improve safety

---

Slide 9 – Key Message:

autism is a difference, not a failure

Support needs vary for each person

Awareness reduces stigma

Reasonable adjustments create inclusion

People with autism can thrive with support.

 

 

 slide 1– How to Support Yourself:

ask for help when needed

Take breaks when overwhelmed

use planners, reminders, or routines

Manage stress to reduce seizure risk

Speak to doctors about mental health

learn your triggers and warning signs

---

Slide 2– Support from Others:

Family can offer emotional support

Carers can help with daily living

Employers can make workplace adjustments

Teachers can provide learning support

Support workers can assist with independence

---

Slide 3 – Sensory Differences:

Some people are sensitive to noise

Bright lights can feel painful

crowded places may feel overwhelming

textures, smells, or touch may cause distress

Sensory overload can increase anxiety

---

Slide 4 – Communication Differences:

some autistic people find conversations difficult

understanding tone or body language can be hard

eye contact may feel uncomfortable

some people prefer written communication

extra time to process information helps

---

Slide 5 – Autism & ADHD Similarities:

both affect focus and attention

both can impact organisation skills

sensory issues can occur in both

anxiety is common in both conditions

routines may help manage daily life

---

Slide 6 – Autism & ADHD Differences:

autism affects social communication more deeply

ADHD is more linked to hyperactivity and impulsivity

autistic people may prefer routine

ADHD can involve restlessness and risk-taking

both can exist together (co-occurring)

---

Slide 7 – Mental Health Impact:

living with multiple conditions can be exhausting

burnout and shutdown can happen

depression may develop from stress or isolation

Stigma and misunderstanding increase pressure

Early support improves well-being

---

Slide 8 – Health & Safety Awareness:

Seizures require safety planning

Stress can increase seizure likelihood

Anxiety may affect judgment or reactions

Workplaces should complete risk assessments

Reasonable adjustments improve safety

---

Slide 9 – Key Message:

autism is a difference, not a failure

Support needs vary for each person

Awareness reduces stigma

Reasonable adjustments create inclusion

People with autism can thrive with support.

 

Understanding Autism Spectrum Disorder (ASD)

What is autism?
Autism Spectrum Disorder (ASD) is a lifelong condition that affects how a person thinks, learns, and experiences the world. It influences:

Social communication – how someone talks, listens, and interacts with others.

Behavior – repetitive or restricted interests, routines, or movements.

Sensory processing – how a person reacts to sounds, lights, textures, or touch.

Every autistic person is unique. Some may need more support than others. Many autistic people also have other conditions, like:

Anxiety or depression

ADHD

Epilepsy

Dyslexia or dyscalculia

Dyspraxia

Autism is not an illness or disease. It is a different way of thinking and experiencing the world. With the right support, autistic people can live full and meaningful lives.

---

Changes in classification: Asperger’s and the autism spectrum

In the past, people with no language delays and high intellectual ability were often diagnosed with Asperger syndrome.

Since 2013, the DSM-5 combines Asperger’s into ASD.

Autism is a spectrum, meaning people can have different strengths, challenges, and support needs.

People previously diagnosed with Asperger’s are often considered ASD Level 1, which indicates lower support needs but still includes the same core traits.

---

How autism affects the brain and nervous system
Autism is closely linked to brain and nervous system function. Some common neurological differences include:

Increased brain volume in early childhood

Differences in connectivity between brain regions

Sensory processing variations, which can make certain sounds, lights, or textures overwhelming

Differences in how emotions are processed and regulated

These differences help explain why autistic people may see, feel, or react to the world differently.

---

If you like, I can continue the next section, covering topics like:

Social communication differences

Repetitive behaviors and restricted interests

Sensory sensitivities

Co-occurring conditions and mental health considerations

 

Social Communication Differences in Autism

Many autistic people experience differences in how they communicate and connect with others. This can include:

Difficulty understanding social cues – such as body language, facial expressions, and tone of voice.

Challenges with conversations – starting, maintaining, or ending conversations can be tricky.

Literal thinking – autistic individuals may take language very literally, sometimes missing jokes, sarcasm, or implied meaning.

Preference for clear routines in communication – many people find structured ways of speaking and interacting easier to manage.

These differences do not mean a person cannot form relationships or express themselves—they often just do so in ways that are unique.

---

Repetitive Behaviors and Restricted Interests

Autistic people often have strong interests or follow repetitive routines. These can include:

Repeating certain actions or words (sometimes called stimming, like hand-flapping, rocking, or tapping).

Having deep knowledge or passion for specific topics.

Preferring routines and predictability—changes can feel stressful or overwhelming.

These behaviors can help self-regulate emotions, provide comfort, and focus attention.

---

Sensory Sensitivities

Many autistic individuals have differences in sensory processing, which means they may experience the world differently:

Hyper-sensitivity – being very sensitive to lights, sounds, textures, or smells.

Hypo-sensitivity – needing stronger stimulation to notice sensations (e.g., not feeling pain as strongly or seeking movement).

Combination of sensitivities – some senses may be over-sensitive while others are under-sensitive.

These sensory differences can affect everyday life, learning, and social situations. Support and accommodations (like quiet spaces, headphones, or visual cues) can help.

---

Co-occurring Conditions

It is common for autistic people to have other conditions alongside autism, including:

ADHD – difficulty focusing or sitting still

Anxiety or depression – feeling worried, sad, or overwhelmed

Epilepsy – seizures affecting the nervous system

Learning difficulties – such as dyslexia (reading) or dyscalculia (math)

Dyspraxia – affecting coordination and movement

Recognizing and supporting these conditions is important for overall wellbeing.

---

Strengths and Abilities

Autistic people have many unique strengths, such as:

Attention to detail and pattern recognition

Strong memory for facts or subjects of interest

Creativity and original thinking

Honesty and loyalty in relationships

With understanding, support, and accommodations, autistic people can thrive academically, socially, and professionally.

 

 

 

Understanding Autism as a Whole – Part 1

Brain and Nervous System Differences

Autism involves differences in the brain and nervous system, including:

Synaptic connectivity and neurotransmitter function – how brain cells communicate can be different.

Overactive autonomic nervous system (ANS) – can make stress and anxiety responses stronger.

Altered sensory processing – some senses may be over- or under-sensitive to sound, light, touch, textures, or smells.

These differences can lead to:

Sensory overload – too much input can feel overwhelming.

Meltdowns or shutdowns – responses to stress that are not intentional misbehavior.

Increased fatigue – everyday environments may feel exhausting.

---

Sensory Processing and Overwhelm

Autistic people may experience intense reactions to everyday stimuli, such as:

Auditory input – loud noises, background sounds, or crowded spaces may cause stress or confusion.

Visual input – bright lights, flickering screens, or busy environments can be overwhelming.

Tactile input – certain fabrics, textures, or touch may feel uncomfortable.

Key point: These reactions are not behavioral problems; they are responses to sensory overload.

Research (e.g., studies on PubMed Central) shows autistic individuals may process sound differently in the brain. This supports reports that many struggle with:

Filtering background noise

Understanding speech in noisy areas

Reacting strongly to certain sounds

---

Communication and Social Interaction

Autistic people often communicate in ways that differ from neurotypical expectations:

Taking language literally

Struggling with sarcasm or idioms

Finding eye contact uncomfortable

Preferring written communication over spoken

Difficulty reading body language or tone of voice

Social interaction can feel overwhelming, especially in new or unpredictable situations. Some autistic people want relationships but find social rules exhausting or confusing.

---

Co-occurring Conditions

Many autistic individuals have other diagnoses that affect daily life and support needs:

ADHD – impulsivity, inattention, executive function challenges

Dyspraxia – coordination, balance, and motor skill difficulties

Epilepsy – higher risk of seizures

Dyslexia – difficulties with reading or language-based learning

Understanding these overlapping conditions is important for tailoring support.

---

Levels of Autism and Support Needs

The DSM-5 classifies autism into three levels based on the support required:

Level	Support Needed	Typical Description
Level 1	Requiring support	Challenges with social communication; may need help with planning or organization
Level 2	Requiring substantial support	More noticeable social difficulties; limited flexibility or coping skills; frequent support needed
Level 3	Requiring very substantial support	Severe difficulties with communication, behavior, or daily functioning; high level of support needed

 

 

 

 

 

 

 

 

 

 

 

 

Autism Spectrum Disorder – Easy Read Module

---

Slide 1 – Title

Levels and Types of Autism
💡 Autism awareness | 🌐 Support | ✅ Understanding

---

Slide 2 – What is Autism?

Autism is a condition you are born with.

It affects how you think, feel, and act.

Everyone with autism is different.

Some people need a little support, some need a lot.

---

Slide 3 – Autism Levels

Doctors sometimes describe autism in three levels:

Level 1 – Needs a little support (mild)

Level 2 – Needs medium support (moderate)

Level 3 – Needs a lot of support (severe)

---

Slide 4 – Level 1 Autism (Mild / High Functioning)

Sometimes called Asperger’s Syndrome

May struggle with social communication

Difficulty reading body language or facial expressions

Can make some friends, but relationships can be hard

Speech usually clear

May also have other conditions: dyslexia, ADHD, dyspraxia

Signs & Symptoms:

Trouble understanding jokes or irony

Awkward body language

Repetitive behaviors 🔁

Narrow range of interests 🎯

Needs routine and rules

---

Slide 5 – PDD-NOS / Atypical Autism

Mild to moderate autism

Social skills may be weaker

Speech may be delayed or unusual

Unusual reactions to sights, sounds, or touch

May show repetitive behaviors

---

Slide 6 – Level 2 Autism (Moderate)

More support needed than Level 1

Uses simple sentences in speaking

Trouble understanding social cues 👥

Gets upset when routines change 🔄

May focus mainly on own interests

Learning or school support may be needed

---

Slide 7 – Level 3 Autism (Severe)

Needs a lot of support every day

May have little interest in people or surroundings

Speech may be limited or absent

Repetitive behaviors or meltdowns common 🔁

Daily life tasks may need full support

Examples: Autistic disorder, Childhood disintegrative disorder

---

Slide 8 – Changes in Autism

Autism is lifelong

Symptoms may improve with age and support 🌱

Early help can make a big difference

Support needs vary by person

Diagnosis focuses on individual needs, not just labels

---

Slide 9 – Other Terms You Might Hear

High functioning autism: mild, less support needed

Severe autism: needs lots of support

Broad autism phenotype: slight traits, not full autism

Asperger’s is now part of the spectrum

---

Slide 10 – How to Get a Diagnosis

Talk to your doctor or pediatrician

Ask for a referral to a specialist:

Developmental pediatrician

Child neurologist

Psychologist or psychiatrist

Schools or early intervention centers may help

No single medical test – diagnosis based on behavior and development

---

Slide 11 – Remember

Autism is a spectrum – everyone is different

Support and understanding are key

Early help can improve skills for life

Be patient, kind, and respectful 💙🤝

---

Slide 12 – Support & Websites

UK:

National Autistic Society – autism.org.uk

Mind – mind.org.uk

USA:

Autism Society – autism-society.org

CDC Autism – cdc.gov/ncbddd/autism

Worldwide:

Autism Speaks – autismspeaks.org

WHO – Autism – who.int/fact-sheets

---

Slide 13 – Social and Emotional Differences

Autism can affect:

Understanding social cues 👀

Two-way conversations 🗣️

Playing or socializing with others 🤝

This does NOT mean the person does not care. 💙

---

Slide 14 – Sensory and Daily Life

Some autistic people may have:

Sleep problems 😴

Sensitivity to noise or touch 🔊✋

Anxiety or stress 😟

Stress can make things harder. Support really matters.

---

Slide 15 – Autism Can Change Over Time

Some things may improve with age

Some things may stay the same

Every autistic person is different 🌱🧩

There is no single autism story

---

Slide 16 – Level 1 Learning Outcome

By the end of this session, learners should be able to:

Say what autism is

Understand autism is a spectrum

Recognize common autism traits

Respect differences and support needs ✅

---

Slide 17 – Key Message

Autism is part of who someone is.

With understanding and support:

Autistic people can learn

Work

Build relationships

Live fulfilling lives 💙🤝🌍

---

Slide 18 – Symbols Used

🧩 Autism

💙 Care & understanding

🗣️ Communication

🧠 Thinking & processing

♿ Accessibility & inclusion

---

Slide 19 – Personal Experiences

Sensory overload in airports or supermarkets can cause confusion or panic

Navigating self-service machines, transport, or loud environments can be disabling

Highlights need for accessible design and understanding in public services

---

Slide 20 – Support Strategies

Sensory Support:

Quiet spaces, headphones, dim lighting

Predictable routines and schedules

Communication Support:

Clear, literal language

Visual aids or written instructions

Time to process information

Emotional & Social Support:

Breaks from stressful environments

Calm guidance during meltdowns

Opportunities for preferred interests or activities

Daily Life & Learning:

Step-by-step instructions

Reduced distractions

Encouragement of strengths and interests

---

 

 

 

 

 Autism Spectrum Disorder – Disability, Strengths, and ADHD Comparisons

---

Slide 1 – Title

Autism as a Disability & Understanding ADHD Overlaps
💡 Awareness | 🌍 Support | ✅ Inclusion

---

Slide 2 – Autism as a Disability

Autism is legally recognized as a disability in many countries, including the UK.

This provides rights and protections under disability discrimination law.

Autism is not the barrier; society’s structure and environment often create obstacles.

Recognition helps ensure accessibility, support, and inclusion ♿💙

---

Slide 3 – Importance of Individual Understanding

Every autistic person is different

Some are verbal, some non-verbal

Some excel academically; others need help with daily living

Recognize each person’s strengths and challenges without stereotyping 💡🧩

---

Slide 4 – Focus on Strengths and Advocacy

Autistic individuals often show:

Attention to detail 🔎

Creativity 🎨

Honesty and loyalty 💙

Strong memory skills 🧠

Society should:

Move beyond the medical model (fixing the person)

Use the social model (removing barriers in society)

Provide appropriate support and accommodations ✅

---

Slide 5 – Conclusion

Autism is not something to be cured

It should be understood and respected

Neurodiversity requires:

Compassion 💙

Flexibility 🌱

Informed support 🧠

Listening to autistic voices helps society build inclusion for all 🌍

---

Slide 6 – References & Further Reading

Autism Spectrum Disorder & Auditory Sensory Alterations – PubMed Central

DSM-5 Diagnostic Manual (2013)

Autism Speaks – autismspeaks.org

National Autistic Society – autism.org.uk

Psych Central: Levels of Autism – psychcentral.com

3Billion.io: Is Autism a Developmental Disability? – 3billion.io

Hands Center: Why Change is Hard for Children with Autism – handscenter.com

---

Slide 7 – Autism and ADHD

Autism and ADHD are both neurodevelopmental conditions

They affect brain development and function

They are different conditions, but sometimes occur together

Understanding similarities and differences helps with:

Support

Diagnosis

Treatment 🧠

---

Slide 8 – Similarities Between Autism and ADHD

Shared genetic factors – both can run in families

Sensory sensitivities – over- or under-sensitive to sound, light, touch, or smell

Executive functioning difficulties – planning, organizing, starting work, managing time

Social challenges – difficulty reading facial expressions or maintaining conversation

Hyperfocus or intense interests – autistic people may have long-term deep interests; ADHD may show intense short-term focus

Emotional regulation – meltdowns, shutdowns, or emotional outbursts

Sleep issues – trouble falling or staying asleep 😴

---

Slide 9 – Differences Between Autism and ADHD

Feature	ADHD	Autism
Main traits	Inattention, hyperactivity, impulsivity	Social communication differences, restricted/repetitive behaviors
Social interaction	Struggles due to impulsivity or distractibility	May not understand social rules or cues; prefers routine
Repetitive behaviors	Not a key feature	Core characteristic (hand-flapping, lining objects, repeating phrases)
Impulsivity	Core trait (blurting out, acting without thinking)	Less prominent; behaviors usually planned or routine
Sensory reactions	Often seek stimulation (loud music, movement)	Often avoid certain sensations (noise, textures)
Development pattern	Noticeable in early school years	Early delays or differences; some may regress
Diagnosis focus	Inattention, hyperactivity, impulsivity	Social communication, restricted behaviors, developmental history
Treatment	Behavioral therapy, medication (stimulants), coaching	Autism-specific therapies (speech/language, occupational therapy), sometimes medication for related symptoms

---

Slide 10 – Can a Person Have Both?

Yes, it is possible to have both autism and ADHD

Overlapping traits can make diagnosis and support more complex

Careful assessment helps identify individual needs 🧩💙

---

Slide 11 – Strengths and Independence

Autistic individuals often demonstrate:

Detail-focused thinking 🔎

Problem-solving skills 💡

Creativity and innovation 🎨

Honesty and integrity 💙

With support, autistic and/or ADHD individuals can:

Learn effectively

Develop independence

Build relationships

Thrive professionally and socially 🌍

---

Slide 12 – Real-World Challenges

Sensory overload in airports, supermarkets, or crowded places can cause confusion or panic

Navigating self-service machines, loud environments, or unfamiliar transport can be disabling

These challenges show the need for:

Accessible design

Understanding

Inclusive public services ♿

---

Slide 13 – Key Takeaways

Autism is a lifelong neurodevelopmental condition

Every autistic person is unique

ADHD and autism may co-occur, requiring individualized support

Focus on strengths, provide accommodation, and remove societal barriers

Listening to autistic voices promotes neurodiversity and inclusion 💙🧩🌍

 

 

 

 

 

 

 

Autism Spectrum Disorder (ASD) – Multi-Format Educational Resource

---

1. Chapter / Word Format – Full Version

Title: Understanding Autism Spectrum Disorder (ASD)

Sections:

What is Autism?

Lifelong neurodevelopmental condition

Affects communication, social interaction, sensory processing, emotions, and routines

Every autistic person is different – support needs vary

Personal Perspective

Differences in reactions, thinking, and feelings are normal

Sensory overload, literal thinking, and focus on special interests can make social interactions or new experiences challenging

The Nervous System in Autism

Central Nervous System (CNS): larger brain volume, altered connectivity, neurotransmitter differences

Autonomic Nervous System (ANS): overactive responses, leading to sensory overload, stress, and fatigue

Sensory Processing & Social Challenges

Sensory sensitivities (sound, light, textures, smells)

Social communication differences (eye contact, tone, body language, sarcasm)

Routine and environment changes can be difficult

Changes in Diagnosis

Asperger’s syndrome now part of ASD (DSM-5, 2013)

Spectrum approach reflects varying traits and support needs

Emphasis on individual strengths, not labels

Levels of Support (DSM-5)

Level 1: requires support – mild communication difficulties, sensory issues

Level 2: substantial support – noticeable difficulties in communication and behavior

Level 3: very substantial support – may be non-verbal, daily living tasks may need help

Co-occurring Conditions

ADHD: attention, impulsivity, hyperactivity

Dyspraxia: coordination, movement

Dyslexia: reading, writing, spelling

Anxiety/Depression

Epilepsy

Real-Life Challenges

Crowded places, public transport, airports

Self-service machines, loud environments, unfamiliar routines

Sensory overload and information processing differences

Strengths of Autistic Individuals

Attention to detail, creativity, honesty, strong memory, unique problem-solving skills

With support, can achieve independence, learn effectively, contribute to society

Autism as a Disability

Legally recognized in many countries

Society’s structure creates barriers, not the autism itself

Focus on the social model of disability – removing societal barriers

Autism & ADHD: Similarities and Differences

Similarities: genetic links, sensory sensitivities, executive function difficulties, social challenges, emotional regulation, sleep issues

Differences: autism – social communication and restricted behaviors; ADHD – inattention, hyperactivity, impulsivity; repetitive behaviors core to autism, impulsivity core to ADHD

Key Takeaways (Easy Read Summary)

Autism affects thinking, feeling, and interaction

Everyone is different

Can co-occur with ADHD, dyspraxia, dyslexia, anxiety, depression

Change and sensory overload can be challenging

Focus on strengths and support

Autistic people can live fulfilling, independent lives

Resources

UK: National Autistic Society – www.autism.org.uk

US: Autism Speaks – www.autismspeaks.org

PubMed Central – research on auditory and neurological differences

Hands Center – support strategies

---

2. Easy Read Version

Key Points (with Symbols):

🧩 Autism = lifelong brain difference

💙 Everyone is different

👀 Eye contact & communication may be different

🔊 Sensory sensitivities common

⏳ Routine and changes can be hard

✅ Support helps independence

🧠 People have strengths: memory, creativity, honesty

🤝 Respect & understanding are important

---

3. PowerPoint Version

Suggested Slide Layouts:

Title Slide: Autism Spectrum Disorder (ASD) – Awareness & Support 💡🧩

Slide 2 – What is Autism? Easy-read definition + symbols

Slide 3 – Personal Perspective: sensory overload, focus, literal thinking

Slide 4 – Nervous System: CNS & ANS differences, visuals/diagrams

Slide 5 – Sensory & Social Challenges

Slide 6 – Diagnosis Changes: Asperger’s → ASD

Slide 7 – Levels of Support (Levels 1–3)

Slide 8 – Co-occurring Conditions (ADHD, dyspraxia, etc.)

Slide 9 – Real-Life Challenges (airports, transport, machines)

Slide 10 – Strengths & Independence (creativity, focus, honesty)

Slide 11 – Autism as a Disability (social model, rights)

Slide 12 – Autism & ADHD: Similarities/Differences

Slide 13 – Key Takeaways / Easy Read Summary

Slide 14 – Resources & Support Websites

Include symbols for each concept, color coding for clarity

Include examples and illustrations where possible

:writing{variant="standard" id="47201"}

UNDERSTANDING AUTISM SPECTRUM DISORDER (ASD)
Easy Read PowerPoint – Slide Content
:::

---

Slide 1 – Title

Understanding Autism Spectrum Disorder (ASD)
🧩 Autism | 💙 Understanding | 🌍 Inclusion

---

Slide 2 – Autism Levels

Doctors describe autism in 3 levels of support:

Level 1 – Requires support

Level 2 – Requires substantial support

Level 3 – Requires very substantial support

Everyone is different.

---

Slide 3 – Level 1 Autism

Requires support

May include:

Mild communication difficulties 🗣️

Trouble coping with change 🔄

Sensory sensitivities 🔊💡

Social anxiety 😟

People may live independently with support.

---

Slide 4 – Level 2 Autism

Requires substantial support

May include:

Noticeable verbal difficulties 🗣️

Difficulty understanding body language 👀

Social behaviors challenges 👥

Strong need for routine 📅

More daily support is often needed.

---

Slide 5 – Level 3 Autism

Requires very substantial support

May include:

Non-verbal communication or limited speech 🔇

Severe sensory processing difficulties 🔊

Difficulty with everyday tasks 🧺

High support needs 🤝

Daily care and structured support required.

---

Slide 6 – Co-Occurring Conditions

Many autistic people also have:

ADHD – attention and impulse difficulties 🧠

Dyspraxia – coordination challenges 🏃

Dyslexia – reading and writing difficulties 📖

Anxiety & Depression – emotional wellbeing 💙

Epilepsy – seizure condition ⚡

Support should consider all needs.

---

Slide 7 – Real-Life Challenges

Some situations can feel overwhelming:

Busy travel or airports ✈️

Public transport 🚆

Crowds and noise 🧍🧍🧍

Changes in routine 🔄

Self-service machines 🖥️

These can cause sensory overload or anxiety.

---

Slide 8 – Strengths of Autism

Autistic people often have strengths:

Honesty 💙

Strong focus 🎯

Creativity 🎨

Good memory 🧠

Attention to detail 🔍

Thinking differently 💡

Autism includes strengths as well as challenges.

---

Slide 9 – Autism as a Disability

Autism is a disability because it can affect:

Communication 🗣️

Daily living 🏠

Social interaction 👥

But it is also a difference.

With support, autistic people can live full lives.

---

Slide 10 – Key Takeaways

Easy Read Summary:

Autism is lifelong 🧩

Everyone is different 👤

Not caused by parenting or vaccines ❌

Can include ADHD, dyspraxia, anxiety ➕

Support levels vary 🤝

Change and sensory overload are hard 🔊

Autism is a disability and a difference ♿

Strengths matter too 🌟

---

Slide 11 – Helpful Resources

UK

National Autistic Society
www.autism.org.uk

USA

Autism Speaks
www.autismspeaks.org

Research

PubMed Central – sensory studies

Hands Center – autism support strategies

🌐 Websites | 💙 Support | 🧩 Autism

---

Slide 12 – Final Message

Let’s build a more accessible world 🌍

Respect autistic people 💙

Provide support 🤝

Increase understanding 🧠

Promote inclusion ♿

Everyone deserves to thrive.

 

Autism Spectrum Disorder (ASD) Educational Resource

---

1. Chapter / Word Format – Full Version

Title: Understanding Autism Spectrum Disorder (ASD)

What is Autism?

Lifelong neurodevelopmental conditions affecting:

Communication & social interaction

Sensory processing

Emotions & routines

Every autistic person is different: some need lots of support, others live independently.

Personal Perspective

Reactions, thinking, and feelings may differ from neurotypical expectations.

Examples: overwhelmed by busy places, literal interpretation of language, focused special interests.

The Nervous System

Central Nervous System (CNS): altered connectivity, larger brain volume, neurotransmitter differences.

Autonomic Nervous System (ANS): overactive responses → sensory overload, panic, shutdowns.

Sensory Processing & Social Challenges

Sensory sensitivities: sounds, lights, textures, smells.

Difficulty reading social cues, understanding sarcasm, or following conversational flow.

New experiences can feel overwhelming, even if positive.

Autism as a Disability

Recognized legally in UK and many countries.

Barriers come from society, not autism.

Emphasizes social model of disability: remove societal barriers, support independence.

Historical Context

Asperger syndrome and autistic disorder previously separate diagnoses.

DSM-5 (2013) merged them into Autism Spectrum Disorder (ASD).

Spectrum reflects varying traits, support needs, and strengths.

Reduces stigma and focuses on individual support rather than labels.

Levels of Support (DSM-5)

Level 1: requires support – mild social or communication difficulties.

Level 2: requires substantial support – noticeable challenges in daily living and social communication.

Level 3: requires very substantial support – may be non-verbal, severe daily living challenges.

Overlapping Difficulties with ADHD

Shared challenges: organization, planning, task management, memory, emotional regulation.

ASD-specific: abstract thinking, problem-solving, social communication, adapting to change.

ADHD-specific: hyperactivity, impulsiveness, attention difficulties.

Co-occurring Conditions

ADHD, dyspraxia, dyslexia, anxiety, depression, and epilepsy.

Each person may have none, one, or multiple co-occurring conditions.

Real-Life Challenges

Crowds, airports, public transport, busy places.

Self-service machines and unclear instructions.

Sensory overload and processing differences affect daily living.

Strengths of Autistic Individuals

Attention to detail, creativity, memory, honesty, unique problem-solving.

Independence is achievable with appropriate support.

Emphasize abilities alongside challenges.

Focus on Support & Advocacy

Accessible public transport, clear instructions, sensory-friendly environments.

Listen to autistic voices to inform policy, education, and support.

Encourage independence and self-advocacy.

Key Takeaways

Autism affects thinking, feeling, and interaction.

Everyone with autism is different.

Change and sensory overload can be challenging.

Autism can co-occur with ADHD, dyspraxia, dyslexia, anxiety, depression.

Strengths are as important as difficulties.

Proper support allows independence and a full life.

Resources

UK: National Autistic Society – www.autism.org.uk

US: Autism Speaks – www.autismspeaks.org

Research: PubMed Central – auditory & neurological differences

Hands Center: practical support strategies

---

2. Easy Read Version

Key Points (with Symbols)

🧩 Autism = lifelong brain difference

💙 Everyone is different

👀 Communication & eye contact may be different

🔊 Sensory sensitivities common

⏳ Change & new experiences can be hard

✅ Support helps independence

🧠 Strengths: creativity, memory, focus, honesty

🤝 Respect, understanding & inclusion are important

Overlapping with ADHD:

ADHD: hyperactivity, impulsivity, attention issues

Both: memory, planning, emotions, organization

ASD: social communication, abstract thinking, routines

---

3. PowerPoint Version

Slide Layouts

Title: Autism Spectrum Disorder (ASD) 💡🧩

What is Autism? – Easy-read definition + symbols

Personal Perspective – sensory overload, focus, literal thinking

Nervous System – CNS & ANS differences, diagrams

Sensory & Social Challenges – visual examples

Autism as a Disability – social model, legal recognition

Historical Context – Asperger’s → ASD, DSM-5 change

Levels of Support – Level 1, 2, 3 with examples

Overlapping Difficulties – ADHD vs ASD (table)

Co-occurring Conditions – ADHD, dyspraxia, dyslexia, anxiet What is Autism?

Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental condition that affects how a person experiences the world, communicates, and interacts with others. It is called a spectrum because autism presents differently in every individual. Some autistic people may need significant daily support, while others live very independently.

Autism is not an illness or disease. It is a difference in how the brain develops and processes information. These neurological differences influence thinking, learning, sensory processing, emotional regulation, and social understanding.

Most autistic traits appear in early childhood, although some people are not diagnosed until later in life. Autism continues across the lifespan and shapes how a person experiences education, work, relationships, and daily living.

---

Core Characteristics of Autism

Autism is generally identified through two main areas:

1. Social Communication and Interaction Differences
Autistic individuals may:

Find conversations difficult to start or maintain

Take language literally (e.g., struggle with sarcasm or idioms)

Avoid or feel uncomfortable with eye contact

Prefer written communication over verbal communication

Find it hard to read facial expressions, tone of voice, or body language

Social interaction can be confusing or exhausting, especially in unfamiliar environments.

---

2. Restricted or Repetitive Behaviours and Interests
This may include:

Repetitive movements (e.g., rocking, hand-flapping)

Strong routines and dislike of sudden change

Deep focus on specific interests or topics

Repeating words or phrases

Lining up or organizing objects in specific ways

These behaviours often provide comfort, regulation, or predictability.

---

Sensory Processing Differences

Many autistic people experience sensory processing differences. They may be:

Hypersensitive (over-sensitive) to sound, light, touch, taste, or smell

Hyposensitive (under-sensitive), seeking sensory input

For example, bright lights, loud environments, or crowded spaces can lead to sensory overload, anxiety, meltdowns, or shutdowns. These responses are neurological, not behavioural choices.

---

Autism and the Brain

Research shows autism is linked to differences in brain development and nervous system functioning. These may include:

Differences in brain connectivity

Variations in neurotransmitters

Increased brain volume in early childhood

An overactive autonomic nervous system (stress response)

These neurological differences influence learning, behaviour, emotional responses, and sensory experiences.

---

Co-Occurring Conditions

Many autistic individuals also experience additional conditions, such as:

ADHD

Anxiety or depression

Dyspraxia

Dyslexia

Epilepsy

Sleep disorders

These can shape support needs and daily experiences.

---

Autism as Difference and Disability

Autism is recognised as a disability because it can create barriers in communication, education, employment, and daily living. However, it is equally important to understand autism as a difference — part of neurodiversity.

Autistic people often have significant strengths, including:

Attention to detail

Honesty

Creativity

Strong memory

Deep knowledge in specialist interests

Innovative thinking

With understanding, acceptance, and the right support, autistic individuals can and do lead fulfilling lives.

---

Module: Asperger Syndrome and Autism Spectrum Disorder (ASD)

1. Introduction

The key point to understand is that Asperger Syndrome is no longer considered a separate diagnosis.

In 2013, the Diagnostic and Statistical Manual of Mental Disorders – 5th Edition (DSM-5) changed how autism is diagnosed.

Instead of separate labels, professionals now use one umbrella term:

➡️ Autism Spectrum Disorder (ASD)

Think of autism like a spectrum — a range of strengths, differences, and support needs — rather than completely separate conditions.

---

2. Why the Diagnosis Changed

Before 2013, autism diagnoses included:

Asperger Syndrome

Autistic Disorder (Classic Autism / Kanner’s Syndrome)

Pervasive Developmental Disorder (PDD-NOS)

The DSM-5 combined these into one spectrum diagnosis to:

Improve accuracy

Recognize shared characteristics

Reflect neurological research

Focus on support needs, not labels

---

3. Similarities (Shared Characteristics)

People previously diagnosed with Asperger Syndrome share the core features of Autism Spectrum Disorder.

A. Social Communication and Interaction Differences

This is a central feature of ASD.

Individuals may experience:

Difficulty understanding social cues

Challenges forming friendships

Struggles with back-and-forth conversations

Difficulty reading facial expressions or body language

Literal understanding of language

Finding small talk confusing

---

B. Restricted and Repetitive Behaviors

This is the second core diagnostic area.

It can include:

Repetitive Movements

Hand-flapping

Rocking

Twirling objects

Insistence on Sameness

Strong need for routines

Distress with change

Preference for predictability

Highly Focused Interests

Intense interest in specific topics

Talking repeatedly about favourite subjects

Deep knowledge in niche areas

Sensory Sensitivities

Sensitivity to noise, lights, textures, smells, or taste

Overwhelm in busy environments

Avoidance of certain clothing or foods

---

C. Neurological Differences

Both Asperger Syndrome (historically) and ASD are linked to:

Differences in brain development

Differences in sensory processing

Differences in communication pathways

Autism is not caused by parenting — it is neurological and lifelong.

---

4. Historical Differences (Before DSM-5)

Before Asperger Syndrome was merged into ASD, clinicians looked at differences.

A. Language Development

This was one of the main distinctions.

Asperger Syndrome:

No significant speech delay

Single words by around age 2

Phrases by around age 3

Often strong vocabulary

Autistic Disorder (Classic Autism):

Noticeable speech delays

Some individuals non-verbal

Communication development significantly later

People with Asperger Syndrome may still have had:

Unusual speech tone

Formal language style

Difficulty with conversational flow

But early language milestones were usually met.

---

5. Key Learning Points

Asperger Syndrome is no longer a separate diagnosis.

It is now part of Autism Spectrum Disorder (ASD).

Autism is a spectrum, not a single presentation.

Social communication differences are central.

Repetitive behaviours and sensory needs are common.

Language delay was historically a key difference.

---

Knowledge Check – Questions

Section A: Multiple Choice

1. When was Asperger Syndrome merged into ASD?
a) 2005
b) 2010
c) 2013
d) 2018

---

2. What diagnostic manual made this change?
a) ICD-10
b) DSM-5
c) Equality Act
d) SEN Code

---

3. ASD is best described as:
a) A single condition
b) A mental illness
c) A spectrum
d) A behaviour disorder

---

Section B: True or False

4. Asperger Syndrome is still a separate diagnosis.
True / False

5. Social communication differences are a core feature of ASD.
True / False

6. Sensory sensitivities can be part of autism.
True / False

---

Section C: Short Answer

7. Name two examples of repetitive behaviours.

---

8. What was one historical difference between Asperger Syndrome and Classic Autism?

---

9. Give one example of a sensory sensitivity.

---

Answer Sheet

1. c) 2013
2. b) DSM-5
3. c) A spectrum
4. False
5. True
6. True

7. Examples: Hand-flapping, rocking, twirling objects
8. Language development differences / speech delay
9. Noise sensitivity, texture sensitivity, light sensitivity, etc.

Key Message

Autism is not something to be “cured.”
It is something to be understood, respected, and supported.

By listening to autistic voices and embracing neurodiversity, society becomes more inclusive for everyone.

y, epilepsy

Real-Life Challenges – airports, transport, busy places

Strengths & Independence – creativity, memory, problem-solving

Advocacy & Support – accessible environments, inclusion tips

Key Takeaways / Easy Read Summary

Resources & Support Websites

Visual Suggestions:

Symbols for each key point

Simple charts for levels of support and overlapping difficulties

Illustrations for sensory overload (crowds, noise, lights)

---

Autism, ADHD, and Epilepsy Educational Package

---

1. Chapter / Word Format – Full Version

Title: Understanding Autism, ADHD, and Epilepsy

Introduction

Autism, ADHD, and epilepsy may occur together or separately.

Some people have one condition, some two, some all three.

Each individual experiences them differently.

Links between conditions are more common in childhood but not universal.

---

Autism Spectrum Disorder (ASD)

Lifelong neurodevelopmental condition affecting:

Communication & social interaction

Sensory processing

Emotional regulation

Key traits:

Difficulty with social cues, abstract thinking, problem-solving, and change

Sensory sensitivities: lights, sounds, touch

Routines provide comfort

ASD can co-occur with ADHD, anxiety, depression, epilepsy, and learning difficulties.

Strengths: focus, memory, honesty, creativity, problem-solving

Advocacy: accessible environments, listening to autistic voices, support independence

---

ADHD

Neurodevelopmental condition affecting attention, focus, impulsivity, and activity levels.

Overlapping challenges with autism: organization, planning, memory, emotional regulation

Unique ADHD traits: hyperactivity, impulsivity, inattention

Supports: structured routines, therapy, accommodations at school/work

---

Epilepsy

Neurological condition affecting electrical activity in the brain.

Causes sudden changes in awareness, movements, or sensations (seizures)

Diagnosis:

Requires two or more unprovoked seizures over time

Tests: EEG, MRI, CT, blood tests

Patterns over a lifetime:

Unpredictable: can stop, start, or relapse

“Once epileptic, always epileptic”: history remains even during seizure-free periods

Causes & triggers:

Genetics, brain injury, lack of oxygen at birth

Emotional stress, lack of sleep, illness

Anxiety & panic attacks can mimic seizures; careful assessment is needed

---

Links Between Conditions

8–40% of autistic people may also have epilepsy

Higher risk if intellectual disability, early brain injury, or genetic syndromes

Shared factors: brain wiring differences, nervous system regulation, genetics

Autism and ADHD may contribute to increased stress and sensory overload, which can sometimes trigger seizures

---

Anxiety and Mental Health

Anxiety: fear, worry, or panic about future events

Common in autism and ADHD

Triggers: change, sensory overload, social situations, life events (positive or negative)

Symptoms: racing thoughts, insomnia, overthinking, meltdowns

Physical symptoms may resemble seizure activity

---

Support and Management

Professional help: doctors, psychologists, counselors, neurologists

Family & friend support: listening, understanding, reassurance

Practical strategies: routines, mindfulness, therapy, sleep hygiene

Medication may help but must be carefully monitored for side effects

Accessible environments reduce stress, sensory overload, and anxiety

---

Key Messages

Not all people with autism or ADHD will have epilepsy

Not all people with epilepsy have autism or ADHD

Each experience is unique; support should be individualized

Understanding these conditions improves awareness, inclusion, and compassionate care

---

Resources

UK: National Autistic Society – www.autism.org.uk

US: Autism Speaks – www.autismspeaks.org

Epilepsy Foundation (US) – www.epilepsy.com

Mind (UK) – www.mind.org.uk

NHS Inform (Scotland) – www.nhsinform.scot

---

2. Easy Read Version

Autism, ADHD, and Epilepsy – Easy Read

Some people have autism 🧩

Some people have ADHD ⚡

Some people have epilepsy 1️⃣ Training Module

 

Autism Spectrum Disorder, Asperger Profile & Neurological Links

Cognitive Development

Historically, individuals diagnosed with Asperger Syndrome were described as having:

Average intelligence

Above-average intelligence in some cases

Strong verbal reasoning skills

Deep knowledge in specialist subjects

They could still experience specific learning difficulties, including:

Dyslexia

Dyspraxia

ADHD

Anxiety

Depression

However, intellectual disability was less commonly associated with Asperger Syndrome compared to what was then termed Autistic Disorder (Classic Autism).

It is important to clarify:

➡️ Autism Spectrum Disorder can occur across all intellectual levels
—from individuals with intellectual disability to those who are academically gifted.

---

Self-Awareness & Social Interest

Another historical distinction was social motivation.

Individuals with an Asperger profile were often described as:

Wanting friendships

Wanting to connect socially

Feeling lonely or isolated

Lacking the social skills to engage effectively

By contrast, those with “classic autism” were sometimes perceived as:

More socially withdrawn

Appearing aloof

Showing reduced outward social interest

Modern understanding recognizes that:

Social desire varies widely across the spectrum

Apparent “disinterest” may reflect anxiety, overload, or communication barriers

---

Why the Diagnosis Changed to ASD

The move to Autism Spectrum Disorder reflects growing scientific understanding.

1. Blurred Boundaries

Clinicians found many individuals had mixed traits that did not fit neatly into:

Asperger Syndrome

Classic Autism

---

2. Spectrum Understanding

Autism presents with:

Wide ability ranges

Different communication styles

Different support needs

A spectrum model allows:

Individualized support

Strength-based assessment

Flexible diagnosis

---

3. Reducing Stigma

The term “Asperger’s” had historical and ethical concerns.

Using one umbrella diagnosis promotes:

Inclusivity

Equality

Shared identity

---

Summary

Previously:

Asperger Syndrome = separate diagnosis

Typical early speech

Average / above intelligence

Now:

Part of Autism Spectrum Disorder

Same core traits

Different support levels

Spectrum presentation

---

Neurological & Nervous System Links

Anxiety, Epilepsy, Autism & ADHD

This section explores overlapping neurological and mental health connections.

---

Types of Anxiety

Common anxiety disorders include:

Generalized Anxiety Disorder (GAD)

Panic Disorder

Social Anxiety

Phobias

Agoraphobia

Anxiety involves:

Fear

Worry

Panic

Overthinking

Physical symptoms

---

Introduction to Epilepsy

Epilepsy is a neurological condition involving recurrent seizures.

Key Features

Diagnosed after multiple seizures

Seizures caused by abnormal electrical brain activity

Can begin at any age

May stop and restart over time

Even long seizure-free periods do not remove the diagnosis history.

---

Seizure Triggers

Triggers can include:

Stress

Anxiety

Panic

Lack of sleep

Illness

Brain injury

Tumors

Chemical imbalances

This shows the mind–body connection.

---

Emotional & Life Stressors

Seizures may be influenced by:

Financial stress

Relationship problems

Bereavement

Trauma

Major life changes

Holistic care is essential.

---

Panic Attacks vs Epileptic Seizures

Similar Symptoms

Dizziness

Shaking

Headaches

Pins & needles

Temperature surges

Choking sensations

“Electric shock” feelings

This overlap can cause misdiagnosis.

---

Duration Differences

Epileptic seizures → often brief

Panic attacks → can last up to 20 minutes

(Though variation exists.)

---

Autism, Anxiety & ADHD Links

Autism & Anxiety

High anxiety prevalence due to:

Change sensitivity

Routine disruption

Sensory overload

Social pressure

This may lead to:

Meltdowns

Shutdowns

Burnout

---

ADHD & Anxiety

They are separate but commonly co-occur.

Anxiety focus issues:
→ Caused by worry

ADHD focus issues:
→ Neurological attention regulation differences

Together they can amplify:

Insomnia

Restlessness

Emotional dysregulation

---

Stress & Mental Health Impact

Stress can affect:

Sleep (insomnia)

Mood

Seizure risk

Concentration

Physical health

Even positive events can trigger stress due to adjustment demands.

---

Support & Helping Others

Important principles:

Do not try to replace professionals

Offer listening support

Signpost services

Encourage medical advice

Support networks include:

Family

Friends

Peer groups

Funding cuts can limit services, increasing reliance on community support.

---

2️⃣ Easy Read Version

Asperger Syndrome & Autism

Asperger Syndrome is no longer a separate diagnosis.

It is now part of Autism Spectrum Disorder (ASD).

Autism is a spectrum — everyone is different.

Thinking & Learning

People with an Asperger profile often have:

Av

Top of Form

 

Bottom of Form

⚡💡

Some have one, two, or all three

Everyone is different

Autism:

Hard to understand others sometimes 👀

Can be sensitive to sounds, lights, touch 🔊💡

Likes routines ⏳

Has strengths: focus, memory, creativity ✅

ADHD:

Hard to focus sometimes 🧠

Can be restless or impulsive ⚡

Shares some challenges with autism: memory, planning, emotions

Epilepsy:

Brain has extra electrical activity ⚡💡

Causes seizures: shaking, freezing, or losing awareness

Can start or stop at any age ⏳

Stress, tiredness, or illness can trigger seizures

Panic attacks can sometimes look like seizures

Important:

Not everyone with autism or ADHD has epilepsy

Not everyone with epilepsy has autism or ADHD

Support helps people live full, safe, happy lives 🤝

---

3. PowerPoint Version – Slide Ideas

Title: Autism, ADHD, and Epilepsy 🧩⚡💡

Introduction – “Some people have one, two, or all three”

Autism: traits, sensory, social communication, routines

ADHD: attention, hyperactivity, impulsivity

Epilepsy: definition, seizures, triggers

Diagnosis & patterns over a lifetime

Causes & risk factors

Overlapping difficulties

Anxiety, stress, and mental health

Real-life examples & lived experience

Support strategies

Key messages – Everyone is different

Resources & links

Autism, ADHD, and Epilepsy – Chapter & Multi-Format Package

---

1. Word / Full Chapter Version

Title: Autism, ADHD, and Epilepsy: Understanding the Links

Introduction

Autism, ADHD, and epilepsy may occur alone, together, or in various combinations.

Experiences differ widely between individuals.

Research shows links are more common in childhood, but not everyone with autism or ADHD develops epilepsy.

---

How Common is Epilepsy in Autism?

Around 8–40% of autistic individuals may have epilepsy.

Risk is higher if there is a learning disability.

Important: Autism or ADHD does not cause epilepsy.

---

What is Epilepsy?

Epilepsy affects the brain’s electrical activity.

During a seizure:

Brain signals are mixed up

Person may shake, freeze, or lose awareness

Can feel like being suddenly unplugged

After a seizure, a person may feel:

Tired

Confused

Headachy

---

Can Epilepsy Happen on Its Own?

Yes. Epilepsy can:

Happen with or without autism or ADHD

Begin at any age

Have no known cause

Many people with epilepsy have normal brain scans, EEGs, or ECGs – seizures can still be real even if tests appear normal.

---

How Epilepsy Can Change Over Time

Seizure patterns vary greatly:

Seizures for a short time, then none again

One patch of seizures

Seizures throughout life

Many years seizure-free, then recurrence

Seizures can begin: before birth, during birth, in childhood, adolescence, adulthood, or later life

---

Causes and Risk Factors

Epilepsy can be linked to:

Genetics (family history)

Brain injury

Lack of oxygen at birth

Differences in brain development

Conditions often linked with epilepsy include:

Autism

ADHD

Cerebral palsy

Rett syndrome

Fragile X syndrome

Angelman syndrome

---

Why Are Autism, ADHD, and Epilepsy Linked?

Autism and ADHD are neurodevelopmental conditions

Links may involve:

Shared genes

Brain wiring differences

Nervous system regulation

Research on these links dates back to the 1960s

---

Who Can Get Epilepsy?

Anyone can develop epilepsy

Higher risk if a person:

Has a learning disability

Has a genetic condition

Experienced birth complications

Had a brain injury

Epilepsy can come and go at different stages of life

---

Why Epilepsy Can Feel Confusing

Scans often look normal, yet seizures occur

Tests only show the brain at that moment

Listening to people’s experiences is just as important as test results

---

Personal Experience

Epilepsy is highly individual

For me:

Seizures from birth until age 12

Seizure-free for years

Recurrence at age 31–43

Seizure-free since 43

Example: someone else had their first seizure during their first driving lesson

Shows how unpredictable epilepsy can be

---

Death Risk & Epilepsy

Large cohort study (Denmark): people with epilepsy live 10–12 years shorter on average

Mortality 2–3 times higher than the general population

SUDEP (sudden unexpected death in epilepsy): ~1 in 1,000 annually

Factors affecting risk:

Severity and frequency of seizures

Medication control

Comorbidities

Type of epilepsy

Access to medical care

Important: Many people live seizure-free or long lives; risk varies per person

---

Absence Seizures

Also called petit mal seizures

Brief lapses in attention, staring, blinking, or minor movements

Often occur in children but can continue into adulthood

Usually last a few seconds

Triggers: genetics, stress, fatigue, illness

Support: medical assessment, anti-seizure medication, seizure diary, school/work accommodations

---

Support and Treatment

Medical: neurologist, anti-seizure medication

Lifestyle: sleep, stress management, seizure diary

Education & inclusion: explain seizures to others, support in school/work

Professional help is essential; friends and family provide additional support

---

Key Messages

Not everyone with autism or ADHD has epilepsy

Not everyone with epilepsy has autism or ADHD

Seizures are real even with normal scans

Experiences vary – individualized support is key

---

Quiz

What part of the body does epilepsy mainly affect?

Can epilepsy begin for different reasons? Give one example.

True/False: doctors fully understand all causes of epilepsy

How can accidents or injuries sometimes lead to epilepsy?

What is the main difference between epilepsy and a one-time seizure?

Name one possible trigger for seizures

Can epilepsy stop or come back over time?

True/False: everyone with epilepsy experiences it the same way

Why is medical support important for people with epilepsy?

---

References & Further Reading

Epilepsy Foundation: www.epilepsy.com

International League Against Epilepsy: www.ilae.org

PubMed Central: Autism and Epilepsy Studies

Wikipedia: SUDEP

---

2. Easy Read Version

Autism, ADHD, and Epilepsy – Easy Read

Some people have:

Autism 🧩

ADHD ⚡

Epilepsy 💡

Some have one, two, or all three

Everyone is different

Epilepsy

Affects the brain’s electricity ⚡

Causes seizures: shaking, freezing, or losing awareness

Can happen with or without autism/ADHD

Tests may look normal, but seizures are still real

Seizures can come and go at any age ⏳

Causes and Triggers

Genetics (family history)

Brain injury

Lack of oxygen at birth

Illness, stress, or fatigue

Personal Example:

I had seizures from birth to 12

Seizure-free for years

Seizures returned at 31–43

Seizure-free since 43

Support

Doctors, medication, seizure diaries

Help at school/work for missed moments

Friends and family support

Important:

Everyone’s experience is different

Seizures are real even if tests show nothing

Quiz: same as above

---

3. PowerPoint Version – Slide Ideas

Slide 1: Title: Autism, ADHD, and Epilepsy 🧩⚡💡
Slide 2: Introduction: “Some have one, two, or all three”
Slide 3: How Common is Epilepsy in Autism (8–40%)
Slide 4: What is Epilepsy? – Seizure signs, effects
Slide 5: Can Epilepsy Happen on Its Own? – Tests, EEG
Slide 6: How Epilepsy Can Change Over Time
Slide 7: Causes & Risk Factors
Slide 8: Neurodevelopmental Link – Autism & ADHD
Slide 9: Personal Experiences & Stories
Slide 10: Death Risk & SUDEP – Facts & Figures
Slide 11: Absence Seizures – Features & Support
Slide 12: Support & Treatment Options
Slide 13: Key Messages & Summary
Slide 14: Quiz Questions
Slide 15: Resources & Further Reading

Visuals/Symbols:

Icons: brain ⚡, puzzle piece 🧩, lightning bolt ⚡, medical cross 🩺

Charts: percentage of autistic individuals with epilepsy

Timeline: seizure onset over life stages

Top of Form

Bottom of Form

Autism, ADHD, and Epilepsy – Chapter & Multi-Format Package (Updated)

---

1. Word / Full Chapter Version

Title: Autism, ADHD, and Epilepsy: Understanding the Links

Introduction

Autism, ADHD, and epilepsy may occur alone, together, or in various combinations.

Experiences differ widely between individuals.

Research shows links are more common in childhood, but not everyone with autism or ADHD develops epilepsy.

Anxiety and depression are more common in people with these conditions due to both environmental and internal factors.

---

How Common is Epilepsy in Autism?

Around 8–40% of autistic individuals may have epilepsy.

Risk is higher if there is a learning disability.

Important: Autism or ADHD does not cause epilepsy.

---

What is Epilepsy?

Epilepsy affects the brain’s electrical activity.

During a seizure:

Brain signals are mixed up

Person may shake, freeze, or lose awareness

Can feel like being suddenly unplugged

After a seizure, a person may feel:

Tired

Confused

Headachy

---

Types and Severity of Seizures

Seizures range from mild to severe

Common types:

Absence (“petit mal”) – brief lapses in awareness

Tonic-clonic (“grand mal”) – major shaking and loss of consciousness

Chronic tonic seizures – sustained muscle stiffness

Each type may have specific first aid guidance

---

Triggers for Seizures

Stress, anxiety, panic

Lack of sleep or fatigue

Brain injury or trauma

Illness or infection

Worrying about personal issues (relationships, money, bereavement)

---

Can Epilepsy Happen on Its Own?

Yes. Epilepsy can:

Happen with or without autism or ADHD

Begin at any age

Have no known cause

Many people with epilepsy have normal brain scans, EEGs, or ECGs – seizures can still be real even if tests appear normal.

---

How Epilepsy Can Change Over Time

Seizure patterns vary greatly:

Short periods, then none again

One patch of seizures

Lifelong seizures

Many years seizure-free, then recurrence

Seizures can begin: before birth, during birth, childhood, adolescence, adulthood, or later life

---

Causes and Risk Factors

Genetics (family history)

Brain injury

Lack of oxygen at birth

Differences in brain development

Conditions often linked: autism, ADHD, cerebral palsy, Rett syndrome, Fragile X syndrome, Angelman syndrome

---

Why Are Autism, ADHD, and Epilepsy Linked?

Autism and ADHD are neurodevelopmental conditions

Links may involve:

Shared genes

Brain wiring differences

Nervous system regulation

Research on these links dates back to the 1960s

---

Why Epilepsy Can Feel Confusing

Scans often look normal, yet seizures occur

Tests only show the brain a Autism

ADHD

Anxiety links

Nervous system regulation
➡️ Into epilepsy and neurological overlap

It reads like a combined education + lived-experience training module, which fits your book/course format well.

Below is the completed, structured continuation with your final section finished, plus the additions you were moving toward (support, risk awareness, coping, and study summary).

---

Chapter: Autism, ADHD and Epilepsy – Study Chapter

Key Message (completed)

Everyone’s experience is different.

Not everyone with autism or ADHD will develop epilepsy.
However, understanding the possible links can help with:

Earlier recognition of seizures

Better medical support

Safer environments

Emotional reassurance for families

Having one condition does not automatically lead to another. Many people live with autism or ADHD and never experience seizures.

---

Emotional and Psychological Impact

Living with multiple neurological or developmental conditions can affect mental health.

Some individuals may experience:

Anxiety about having seizures

Fear of going out alone

Low confidence or self-esteem

Depression linked to health uncertainty

Social isolation

For autistic individuals, sensory overload and stress may increase emotional strain.
For people with ADHD, impulsivity or emotional dysregulation may make coping harder.

This is why holistic support — medical and emotional — is important.

---

Recognising Possible Seizure Signs

Seizures do not always look like dramatic shaking.

They can include:

Staring episodes

Sudden confusion

Muscle jerks

Loss of awareness

Collapse or fainting

Unusual sensations (smells, lights, déjà vu)

In autistic individuals, seizures may sometimes be mistaken for:

Shutdowns

Meltdowns

Dissociation

P1️⃣ Training / Study Module (full text)
2️⃣ Easy Read Version
3️⃣ Quiz + Answer Sheet
4️⃣ PowerPoint Slide Outline
5️⃣ Leaflet / Printable Text

---

1️⃣ Training / Study Module Version

Autism, ADHD and Epilepsy – Study Chapter

Important Message

Not everyone with autism or ADHD has epilepsy.
Not everyone with epilepsy has autism or ADHD.

Everyone’s experience is different.

Understanding the links between these conditions helps people:

Get earlier diagnosis

Access the right support

Feel less alone

Improve safety and wellbeing

---

Who Is More At Risk of Epilepsy?

Anyone can develop epilepsy.

However, risk may be higher in people who:

Have a learning disability

Have a genetic condition

Had birth complications

Had a brain injury

Epilepsy can come and go at different life stages.

Some people:

Grow out of seizures

Have seizures in “patches”

Relapse after many years

Live seizure-free long term

---

Lived Experience Perspective

People experience epilepsy in very different ways.

For some:

It may begin early in childhood and later stop.

It may come and go across life.

It may happen only once or twice.

It may be lifelong.

In some cases, epilepsy can be life-threatening, though many people live long lives with good seizure control.

Personal journeys often highlight how unpredictable epilepsy can be.
For example:

Seizures linked to lack of oxygen at birth

Long seizure-free periods

Relapse in adulthood

First seizures occurring unexpectedly (e.g., during driving lessons)

This unpredictability is why medical monitoring and safety planning are important.

---

Why Epilepsy Can Feel Confusing

Many people find epilepsy difficult to understand because:

Brain scans may look normal

EEG tests may not capture seizures

Seizures happen unpredictably

This does not mean seizures are not real.

Tests only measure brain activity at that moment.
Epilepsy can “hide” between seizures.

Listening to lived experience is just as important as test results.

---

Research & Mortality Awareness

Research shows epilepsy can carry increased health risks.

Key findings from studies include:

Reduced life expectancy on average

Mortality rates 2–3× higher than the general population

Annual mortality around 1.23% in some studies

SUDEP (Sudden Unexpected Death in Epilepsy) estimated at ~1 in 1,000 annually

---

Important Context

Having epilepsy does not mean death is inevitable.

Risk depends on factors such as:

Seizure severity

Frequency

Medication control

Co-occurring conditions

Access to healthcare

Good seizure management significantly reduces risk.

---

2️⃣ Easy Read Version

Writing

---

AUTISM, ADHD AND EPILEPSY
Easy Read

---

What is this about?

Some people have:

• Autism
• ADHD
• Epilepsy

Some people have one.
Some have two.
Some have all three.

Not everyone has them together.
Everyone is different.

---

How common is epilepsy in autism?

Epilepsy is more common in autistic people.

Around 8 to 40 out of 100 autistic people may have epilepsy.

Risk is higher if someone has a learning disability.

Autism or ADHD do NOT cause epilepsy.

---

What is epilepsy?

Epilepsy affects the brain’s electricity.

During a seizure:

• Brain signals get mixed up
• A person may shake or freeze
• They may lose awareness

After a seizure people may feel:

• Tired
• Confused
• Headachy

---

Can epilepsy happen on its own?

Yes.

Epilepsy can:

• Happen without autism or ADHD
• Start at any age
• Have no known cause

Tests can look normal.
Seizures can still be real.

---

How epilepsy can change over time

Epilepsy is different for everyone.

Some people:

• Have seizures for a short time
• Have one “patch”
• Have lifelong seizures
• Go years seizure-free

Seizures can start:

• Before birth
• During birth
• Childhood
• Teenage years
• Adulthood

---

Causes and risks

Epilepsy can link to:

• Genetics
• Brain injury
• Lack of oxygen at birth
• Brain development differences

Linked conditions may include:

• Autism
• ADHD
• Cerebral palsy
• Rett syndrome
• Fragile X syndrome
• Angelman syndrome

---

Who can get epilepsy?

Anyone can get epilepsy.

Risk may be higher if someone:

• Has a learning disability
• Has a genetic condition
• Had birth complications
• Had a brain injury

Epilepsy can come and go in life.

---

Important message

• Not everyone with autism or ADHD has epilepsy
• Not everyone with epilepsy has autism or ADHD
• Normal scans do not mean seizures are not real
• Everyone’s experience is different

Understanding this helps people get the right support.

---

(This Easy Read can be printed as a leaflet or PDF.)

---

3️⃣ Epilepsy Quiz (Questions + Answers)

Questions

What part of the body does epilepsy mainly affect?

Can epilepsy begin for different reasons? Name one.

True or False: Doctors understand all causes of epilepsy.

How can injuries lead to epilepsy?

What is the difference between epilepsy and a one-time seizure?

Name one seizure trigger.

Can epilepsy stop or return overtime?

True or False: Everyone experiences epilepsy the same way.

Why is medical support important?

Epilepsy — Personal Experience and Mortality Awareness

been seizure-free since then.

Epilepsy — Personal Experience and Mortality Awareness

In my own experience, my epilepsy began at birth due to a lack of oxygen. I had seizures throughout childhood until the age of 12, when they stopped for many years. When I was 31, my seizures returned and continued until I was 43. Thankfully, I have now been seizure-free since then.

I once met someone who experienced their very first seizure during their first driving lesson, which shows just how unpredictable epilepsy can be. It truly is a very complex and unusual condition that affects every person differently.

---

What Research Shows About Death Risk & Epilepsy

Research provides important insight into epilepsy and mortality risk:

Some cohort studies suggest people with epilepsy may live on average 10–12 years less than the general population.

Mortality rates are estimated to be 2–3 times higher than in people without epilepsy.

Reviews suggest an average annual mortality rate of around 1.23% among people with epilepsy.

Sudden Unexpected Death in Epilepsy (SUDEP) is a recognized cause of death, affecting approximately 1 in 1,000 people with epilepsy per year.

---

Important Context

Having epilepsy does not mean death is inevitable. Many people:

Live long lives

Become seizure-free

Manage seizures successfully with treatment

Risk levels vary depending on:

Seizure frequency and severity

Medication control

Other health conditions

Type and cause of epilepsy

Access to healthcare

SUDEP remains rare overall, but because it is often linked to uncontrolled seizures, doctors emphasize seizure management, medication adherence, and safety planning.

Epilepsy — Personal Experience and Mortality Awareness

In my own experience, my epilepsy began at birth due to a lack of oxygen. I had seizures throughout childhood until the age of 12, when they stopped for many years. When I was 31, my seizures returned and continued until I was 43. Thankfully, I have now been seizure-free since Slide 1 — Title
Epilepsy: Personal Experience & Risk Awareness

---

Slide 2 — Lived Experience

Epilepsy from birth (lack of oxygen)

Seizures until age 12

Long seizure-free period

Returned age 31–43

Now seizure-free

Epilepsy is unpredictable.

---

Slide 3 — Mortality Research

Life expectancy may be reduced

Mortality 2–3× higher than general population

Annual mortality ~1.23%

SUDEP ~1 in 1,000 yearly

---

Slide 4 — Important Context

Many people:

Live long lives

Become seizure-free

Manage epilepsy well

Risk varies by:

Seizure control

Medication

Health conditions

Care access

---

Slide 5 — Triggers

Stress / anxiety

Sleep problems

Brain injury

Tumors

Chemical imbalance

Worry / trauma

---

Slide 6 — Diagnosis & Course

Diagnosed by GP / neurologist

Can start at any age

May stop or return

Medication varies

---

Slide 7 — Panic vs Seizures

Seizures:

Shorter

Electrical brain activity

Panic attacks:

Anxiety-based

Can last up to 20 minutes

then.

Epilepsy — Knowledge Check

1. What caused the author’s epilepsy at birth?
a) Infection
b) Lack of oxygen
c) Injury

2. At what age did seizures first stop?
a) 10
b) 12
c) 18

3. What is SUDEP?
a) A medication
b) A seizure type
c) Sudden death linked to epilepsy

4. True or False:
All people with epilepsy die early.

5. Name two seizure triggers.

6. Who diagnoses epilepsy?

7. How are panic attacks different from seizures?

---

Answer Sheet

b

b

c

False

Stress, sleep loss (others accepted)

GP / Neurologist

Panic lasts longer; seizures involve brain electrical activity

 

I once met someone who experienced their very first seizure during their first driving lesson, which shows just how unpredictable epilepsy can be. It truly is a very complex and unusual condition that affects every person differently.

What Research Shows About Death Risk & Epilepsy

Research provides important insight into epilepsy and mortality risk:

Some cohort studies suggest people with epilepsy may live on average 10–12 years less than the general population.

Mortality rates are estimated to be 2–3 times higher than in people without epilepsy.

Reviews suggest an average annual mortality rate of around 1.23% among people with epilepsy.

Sudden Unexpected Death in Epilepsy (SUDEP) is a recognized cause of death, affecting approximately 1 in 1,000 people with epilepsy per year.

Important Context

Having epilepsy does not mean death is inevitable. Many people:

Live long lives

Become seizure-free

Manage seizures successfully with treatment

Risk levels vary depending on:

Seizure frequency and severity

Medication control

Other health conditions

Type and cause of epilepsy

Access to healthcare

SUDEP remains rare overall, but because it is often linked to uncontrolled seizures, doctors emphasize seizure management, medication adherence, and safety planning.uire proper assessment for accurate diagnosis.

I once met someone who experienced their very first seizure during their first driving lesson, which shows just how unpredictable epilepsy can be. It truly is a very complex and unusual condition that affects every person differently.

---

What Research Shows About Death Risk & Epilepsy

Research provides important insight into epilepsy and mortality risk:

Some cohort studies suggest people with epilepsy may live on average 10–12 years less than the general population.

Mortality rates are estimated to be 2–3 times higher than in people without epilepsy.

Reviews suggest an average annual mortality rate of around 1.23% among people with epilepsy.

Sudden Unexpected Death in Epilepsy (SUDEP) is a recognized cause of death, affecting approximately 1 in 1,000 people with epilepsy per year.

---

Important Context

Having epilepsy does not mean death is inevitable. Many people:

Live long lives

Become seizure-free

Manage seizures successfully with treatment

Risk levels vary depending on:

Seizure frequency and severity

Medication control

Other health conditions

Type and cause of epilepsy

Access to healthcare

SUDEP remains rare overall, but because it is often linked to uncontrolled seizures, doctors emphasize seizure management, medication adherence, and safety planning.

 

Answers

The brain / nervous system

Yes — e.g., genetics, brain injury, birth complications

False

Brain damage can disrupt electrical signals

Epilepsy involves repeated seizures

Stress, lack of sleep, flashing lights (any one)

Yes — it can stop, relapse, or come and go

False

For safety, medication, monitoring, and wellbeing

---

4️⃣ PowerPoint Slide Outline

Slide 1 — Title
Autism, ADHD and Epilepsy

Slide 2 — Introduction
Some people have one, two, or all three conditions.

Slide 3 — How Common Is Epilepsy?
8–40% in autistic individuals.

Slide 4 — What Is Epilepsy?
Brain electrical disturbance.

Slide 5 — Seizure Symptoms
Shaking, loss of awareness, confusion.

Slide 6 — Can It Happen Alone?
Yes — no other diagnosis needed.

Slide 7 — Lifespan Patterns
Can start or stop at any age.

Slide 8 — Causes & Risks
Genetics, brain injury, hypoxia.

Slide 9 — Linked Conditions
Autism, ADHD, CP, Rett, Fragile X.

Slide 10 — Important Message
Everyone’s experience is different.

Slide 11 — Safety & Support
Medical care reduces risks.

Slide 12 — Quiz Slide
Knowledge check.

---

5️⃣ Leaflet / Printable Text

Front Page:
Autism • ADHD • Epilepsy
Understanding the Link

Inside Sections:

What are these conditions?

How they may link

Seizure signs

Causes & risks

Lifespan patterns

Support options

Important reassurance messages

Back Page:
Key Message:

Not everyone has all three.
Support and understanding change lives.

---

If you want next, I can:

Turn this into a PDF booklet

Top of Form

Bottom of Form

Panic attacks

 

Epilepsy — Easy Read: Severity, Personal Experience, and Risk

My Experience

My epilepsy started at birth (lack of oxygen).

Seizures until age 12, then stopped for many years.

Returned at age 31, stopped at 43.

Now seizure-free.

Epilepsy affects everyone differently.
Some have their first seizure in unusual situations (like a driving lesson).

---

Seizure Severity and Types

Seizures can be mild or serious.

Absence (petit mal): short lapses in awareness, staring

Tonic-clonic (grand mal): full-body convulsions, unconsciousness

Chronic tonic: prolonged stiffness

---

Key Points

Epilepsy can have many causes: stress, brain injury, genetics.

Seizures are different for everyone.

Some may look like panic attacks, so doctors need to check carefully.

Management, medicine, and support are important.

---

Death Risk

Some people with epilepsy have shorter lifespans.

SUDEP is rare (~1 in 1,000 per year).

Many people live long lives and become seizure-free.

Risk depends on seizures, medication, health, type of epilepsy, and care.

---

Where to Learn More

World Health Organization

CDC

Mayo Clinic

Johns Hopkins Medicine

ILAE 2025 update

NIH / NINDS

Epilepsy research benchmarks

 

 

Epilepsy Quiz — Severity & Mortality

1. What caused the author’s epilepsy at birth?
a) Infection
b) Lack of oxygen
c) Injury

2. At what age did seizures first stop?
a) 10
b) 12
c) 18

3. Name three types of seizures mentioned.

4. What is SUDEP?
a) A medication
b) A seizure type
c) Sudden death linked to epilepsy

5. True or False:
Seizures are the same for everyone.

6. Name two seizure triggers.

7. Why is it important to distinguish seizures from panic attacks?

---

Answer Sheet

b

b

Absence (petit mal), Tonic-clonic (grand mal), Chronic tonic

c

False

Stress, sleep loss (others accepted)

Seizures involve brain electrical activity; panic attacks do not

 

 

Epilepsy — Personal Experience, Mortality, and Research

In my experience, my epilepsy began at birth due to a lack of oxygen. I had seizures throughout childhood until age 12, then they stopped for many years. When I was 31, they returned and continued until I was 43. Thankfully, I have now been seizure-free.

I once met someone who had their first seizure during a driving lesson, showing how unpredictable epilepsy can be. It is a complex condition affecting each person differently.

---

Mortality & SUDEP

Life expectancy may be 10–12 years shorter for people with epilepsy.

Mortality 2–3× higher than in the general population.

Average annual mortality ~1.23%.

Sudden Unexpected Death in Epilepsy (SUDEP) ~1 in 1,000 per year.

Important context: Many live long lives, become seizure-free, and manage epilepsy successfully. Risk depends on seizure frequency/severity, medication, other health conditions, type/underlying cause, and access to care.

---

Seizure Severity & Types

Mild → Major: Seizures vary in severity.

Absence (petit mal): short lapses in awareness

Tonic-clonic (grand mal): full-body convulsions

Chronic tonic: prolonged stiffness

Each type may have unique triggers and first-aid measures.

---

Causes, Triggers & Research

Causes & triggers: stress, anxiety, sleep disruption, brain injury, genetics. Seizures are highly individual and may resemble panic attacks in some symptoms.

Research & advanced topics:

Genetics, genomics, neuropsychology, brain imaging (Epilepsy Society UK)

Epilepsy phenome/genome project

Neuromodulation & brain stimulation (vagal nerve, deep brain stimulation)

Seizure prediction with AI/ML/deep learning (EEG signal analy

 

 

 

 

 

Medical assessment is important if seizures are suspected.

---

Support and Management

Support may include:

Medical Support

Neurology assessment

EEG brain monitoring

Anti-seizure medication

Regular reviews

Emotional & Psychological Support

Counseling

Anxiety management

Trauma support if seizures are distressing

Educational & Workplace Support

Seizure action plans

Staff awareness training

Quiet recovery spaces

Flexible schedules if fatigue occurs

---

Everyday Safety Strategies

People living with epilepsy (with or without autism/ADHD) may use safety strategies such as:

Shower instead of bath (reduces drowning risk)

Wearing medical ID

Using seizure alarms or monitors

Avoiding extreme sleep deprivation

Managing stress levels

Medication routines

These strategies support independence while maintaining safety.

---

Strengths and Resilience

Although challenges exist, many individuals develop strong skills such as:

High self-awareness

Medical knowledge of their body

Emotional resilience

Advocacy skills

Empathy for others with disabilities

Understanding their neurology can empower individuals rather than limit them.

---

Study Summary

Autism, ADHD, and epilepsy are linked but distinct conditions.

Key learning points:

They may co-occur but do not always.

Shared neurological and genetic pathways exist.

Epilepsy involves electrical brain disturbances.

Seizures vary widely in type and severity.

Risk is higher with intellectual disability or genetic syndromes.

Mental health support is often needed alongside medical care.

Safety planning improves independence and quality of life.

---

If you like, next we can turn this section into any of your usual formats:

Easy Read chapter

Training module lesson

PowerPoint slides

Quiz & answer sheet

Safeguarding / care staff guidance add-on

Or we can continue straight into the next linked topic (for example: sleep disorders, dyspraxia, or neurological fatigue).

Top of Form

 

Bottom of Form

t that moment

Listening to personal experiences is as important as test results

---

Personal Experience

Epilepsy is highly individual:

Seizures from birth to 12

Seizure-free for years

Recurrence at 31–43

Seizure-free since 43

Example: someone had their first seizure during their first driving lesson

Shows how unpredictable epilepsy can be

---

Death Risk & SUDEP

Some risk exists, but most people live many years seizure-free

Factors influencing risk: seizure severity, medication control, other health conditions, type of epilepsy, access to care

SUDEP (sudden unexpected death in epilepsy) is rare (~1 in 1,000 per year)

---

Absence Seizures

Brief lapses in attention, staring, blinking, minor movements

Usually last a few seconds

Often occur in children but may continue in adults

Support: medical assessment, medication, seizure diary, school/work accommodations

---

Support and Treatment

Medical: neurologist, anti-seizure medication

Lifestyle: sleep, stress management, seizure diary

Education & inclusion: explain seizures to others, support in school/work

Friends and family provide additional support

---

Why Anxiety and Depression Are Common

Social / Environmental:

Bullying, stigma → loneliness, shame, low self-esteem

Academic/work struggles → frustration, fear of failure

Misunderstanding / communication barriers → social anxiety

Internal / Psychological:

Low self-esteem, negative self-image

Fear of “being found out” → ongoing stress

Sensory overload → panic, exhaustion

Internalized negativity → depression

Biological / Co-occurring conditions:

Comorbidity (autism + ADHD + learning difficulties) increases pressure

Nervous system differences increase vulnerability

---

Key Messages

Not everyone with autism or ADHD has epilepsy

Not everyone with epilepsy has autism or ADHD

Seizures are real even if tests show nothing

Anxiety and depression are more common in neurodivergent individuals

Experiences vary – individualized support is key

---

Quiz Questions (Multiple Choice / Short Answer)

What is the medical definition of epilepsy?

Name one type of seizure

Name a possible trigger for a seizure

How long do absence seizures usually last?

What part of the body is affected during a seizure?

How can doctors support people with epilepsy?

Why might a seizure diary be useful?

True/False: everyone with epilepsy experiences it the same way

Why is mental health support important for autistic or ADHD individuals?

---

Resources

Epilepsy Society (UK) – www.epilepsysociety.org.uk

Epilepsy Foundation (US) – www.epilepsy.com

WHO, CDC, Mayo Clinic, Johns Hopkins, ILAE, NIH/NINDS

---

2. Easy Read Version

Some people have: autism 🧩, ADHD ⚡, epilepsy 💡

Seizures: can make you shake, freeze, stare, or lose awareness

Triggers: stress, worry, lack of sleep, illness

Types:

Absence (staring)

Tonic-clonic (major shaking)

Chronic tonic

Support: doctors, medicine, diaries, school/work help, family support

Mental Health: anxiety and depression are more common due to stress, bullying, sensory overload, low self-esteem

Everyone is different – seizures and experiences vary

Quiz (Easy Read):

What is an absence seizure?

How long does it usually last?

Can adults have absence seizures?

Name a trigger for seizures

Who can help people with epilepsy?

---

3. PowerPoint Version – 1️⃣ Study / Training Module Version

Chapter Section: Epilepsy Mortality & Absence Seizures

---

Mortality Context in Epilepsy

Research shows epilepsy can carry increased health risks.
However, it is important to understand how statistics work.

Mortality statistics usually compare large groups of people.

This means:

Risk levels vary between individuals

Some people have far lower risk than averages suggest

Circumstances such as treatment, seizure control, and health care access matter greatly

Doctors often emphasize:

Good seizure management

Medication adherence

Lifestyle safety planning

Regular neurological reviews

These measures significantly reduce risk.

---

Key Reassurance Message

Having epilepsy does not mean early death is inevitable.

Many people:

Become seizure-free

Live full lifespans

Manage epilepsy successfully

Risk depends on:

Seizure type

Frequency

Medication response

Co-occurring conditions

Access to care

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Absence Seizures (Petit Mal)

1. Introduction / Overview

Absence seizures are a type of seizure that briefly interrupt a person’s awareness.

They are sometimes called Petit Mal seizures.

They usually last only a few seconds.

During the seizure, a person may:

Stare blankly

Stop talking mid-sentence

Blink repeatedly

They are most common in children but can also occur in adults.

Because they are brief, they are sometimes mistaken for:

Daydreaming

Lack of attention

Behaviors issues

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2. Signs and Features

Common signs include:

Staring into space

Sudden pause in activity

Unresponsiveness

Rapid blinking

Small lip or hand movements

Brief attention lapses

In school settings, this may affect:

Learning

Listening

Memory of instructions

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3. Causes

Absence seizures are caused by abnormal electrical activity in the brain.

Possible contributing factors include:

Genetic tendency toward seizures

Brain signal regulation differences

Triggers may include:

Stress

Fatigue

Illness

Hyperventilation (in some cases)

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4. Support and Treatment

Support may include:

Neurological assessment

EEG monitoring

Anti-seizure medication

Seizure diaries

School or workplace adjustments

Many children grow out of absence seizures.

However:

Some continue into adulthood

Ongoing monitoring may be needed

With treatment and awareness, absence seizures can often be well managed.

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Personal Experience Section

What Is Epilepsy?

Epilepsy is a neurological condition affecting the brain.

It has been recognized for centuries, yet doctors still do not fully understand all causes.

Epilepsy can begin due to:

Brain injury

Infection

Genetic conditions

Lack of oxygen at birth

Unknown causes

People experience epilepsy very differently.

Some may:

Have seizures in early childhood that later stop

Experience seizures throughout life

Have seizures that come and go

Only ever have one or two seizures

In some cases, epilepsy can be life-threatening, which is why awareness, treatment, and support are so important.

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2️⃣ Easy Read Version

Writing

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EPILEPSY AND ABSENCE SEIZURES
Easy Read

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Understanding risk

Some research says epilepsy can increase health risks.

But statistics compare big groups of people.

This means risk is different for each person.

Many people with epilepsy live long lives.

Doctors help reduce risk by:

• Medication
• Monitoring
• Safety plans

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Absence Seizures

Absence seizures are very short seizures.

They are also called Petit Mal seizures.

They briefly stop a person’s awareness.

They usually last a few seconds.

---

What happens during one?

A person may:

• Stare into space
• Stop talking
• Blink fast
• Not respond

They may not remember it happened.

---

Who gets them?

Absence seizures often happen in children.

But adults can have them too.

They can look like they are daydreaming.

---

Signs

• Blank staring
• No response
• Small movements
• Attention lapses

This can affect learning at school.

---

Causes

They are caused by brain electrical changes.

Triggers may include:

• Stress
• Tiredness
• Illness

Some children inherit seizure risk.

---

Treatment

Support may include:

• Doctor or neurologist care
• Medication
• EEG tests
• Seizure diary
• School support

Many children grow out of them.

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Personal understanding

Epilepsy affects everyone differently.

Some people:

• Grow out of seizures
• Have them lifelong
• Have them come and go

Epilepsy can sometimes be serious.

Support and treatment keep people safe.

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(This can be printed as a leaflet or booklet.)

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3️⃣ Quiz + Answers

Questions

What are absence seizures sometimes called?

How long do absence seizures usually last?

Name one sign of an absence seizure.

Who commonly experiences absence seizures?

True or False: They always last several minutes.

Name one possible trigger.

Do all children keep absence seizures into adulthood?

Why can they affect school learning?

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Answers

Petit Mal seizures

A few seconds

Staring / blinking / unresponsiveness

Children (mostly)

False

Stress / fatigue / illness

No — many grow out of them

Because of attention lapses

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4️⃣ PowerPoint Slide Outline

Slide 1 — Title
Epilepsy & Absence Seizures

Slide 2 — Mortality Context
Statistics vs individual risk

Slide 3 — Risk Reduction
Medication, monitoring, safety

Slide 4 — What Are Absence Seizures?
Brief awareness interruption

Slide 5 — Other Name
Petit Mal seizures

Slide 6 — Signs
Staring, blinking, pauses

Slide 7 — School Impact
Attention and learning gaps

Slide 8 — Causes
Brain electrical activity

Slide 9 — Triggers
Stress, fatigue, illness

Slide 10 — Treatment
Medication & monitoring

Slide 11 — Lifespan Outlook
Many grow out of them

Slide 12 — Key Message
Epilepsy experiences vary

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5️⃣ Leaflet / Printable Text

Front Page:
Understanding Absence Seizures

Inside:

What are they?
Short seizures affecting awareness.

Signs:

• Staring
• Blinking
• Pauses

Causes:

• Brain electrical disruption

Support:

• Medication
• Monitoring
• School adjustments

Back Page:
Key Message:

Many children grow out of absence seizures.
Treatment and awareness keep people safe.

---

If you like, next I can:

• Add tonic-clonic seizures section
• Create the mortality chart/table for Chapter 18
• Generate PDF + PowerPoint files
• Add care staff safety guidance

Just say: “next section” 👍

Top of Form

 

Bottom of Form

Slide Ideas

Slide 1: Title: Autism, ADHD, and Epilepsy 🧩⚡💡
Slide 2: Introduction: “Some have one, two, or all three”
Slide 3: How Common is Epilepsy in Autism
Slide 4: What is Epilepsy? – Signs & effects
Slide 5: Types and Severity of Seizures
Slide 6: Triggers and Risk Factors
Slide 7: How Epilepsy Can Change Over Time
Slide 8: Death Risk & SUDEP
Slide 9: Absence Seizures – Features & Support
Slide 10: Personal Experiences & Stories
Slide 11: Why Anxiety & Depression Are Common
Slide 12: Support & Treatment Options
Slide 13: Key Messages & Summary
Slide 14: Quiz Questions
Slide 15: Resources & References

Icons / Visuals: puzzle 🧩, lightning ⚡, brain ⚡, medication 💊, heart 💙, teacher/parent 👩‍🏫

---

Module: Autism, ADHD, Anxiety, and Depression

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Section 1: How Autism and ADHD Affect People (Neurodevelopmental Conditions)

Autism (ASD)

A lifelong condition affecting communication, social interaction, and how people process the world.

Common traits:

Sensory sensitivities (noise, lights, textures)

Need for routines and sameness

Difficulty understanding social rules or cues

Strengths: many autistic people are highly intelligent, creative, and detailed thinkers.

Social and sensory challenges can make everyday life (school, work, friendships) harder.

Experiences are highly individual; support should be personalized.

---

ADHD (Attention Deficit Hyperactivity Disorder)

Affects attention, impulses, and energy levels.

Common experiences:

Trouble focusing or staying on task

Hyperactivity or restlessness

Impulsivity (acting before thinking)

Challenges with organization, planning, and time management

Not about being “naughty” — brains work differently.

Can co-occur with autism, learning difficulties, and mental health challenges.

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Impact on Daily Life

School, work, friendships, and daily routines may be more challenging.

Extra support is often needed for:

Managing time, stress, and social situations

Coping with change or sensory overload

Wanting independence while relying on others can cause stress, low self-esteem, and anxiety.

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Section 2: Autism, ADHD, Anxiety, and Depression (Mental Health & Mental Illness)

Why Mental Health Challenges Are More Common

People with disabilities, learning difficulties, autism, or ADHD may experience anxiety and depression because of:

Social challenges: bullying, stigma, exclusion

Environmental stress: school, work, unexpected changes, sensory overload

Internal struggles: low self-esteem, fear, internalized negativity

Biological predispositions: nervous system differences, genetic factors

➡ Together, these pressures create constant stress and emotional strain.

---

How Autism and ADHD Link to Anxiety & Depression

Affect the nervous system, making stress harder to manage.

Everyday tasks can feel overwhelming, especially with changes or noisy environments.

Feeling misunderstood, excluded, or criticized can increase anxiety or low mood.

“Masking” (hiding true self) is exhausting → can lead to burnout or depression.

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Common Mental Health Issues

Anxiety: constant worry, panic attacks, fear of making mistakes

Depression: persistent sadness, hopelessness, fatigue, feeling worthless

Often interconnected with autism or ADHD, making symptoms more complex.

Communication difficulties may make it harder to express feelings or get help.

---

Key Takeaways

Everyone has mental health; people with neurodivergence often face extra pressures.

Anxiety or depression are not signs of weakness — brains process the world differently.

Support, understanding, and accommodations make a significant positive difference.

---

Practical Tips

Use routines and structure to reduce stress

Break tasks into small, manageable steps

Seek support from family, friends, teachers, carers

Encourage self-expression and communication

Include mental health check-ins and professional support as needed

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Quiz / Reflection Questions

Name two ways autism can affect daily life.

What are common ADHD challenges in school or work?

Why might anxiety or depression be more common in autistic or ADHD individuals?

What does “masking” mean and how can it affect mental health?

Name one practical strategy to reduce stress for neurodivergent individuals.

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Resources & Support

UK: National Autistic Society – www.autism.org.uk

US: Autism Speaks – www.autismspeaks.org

Mental health support: Mind (UK), NAMI (US)

Local autism or ADHD support groups

---

Easy Read / Leaflet Version

Autism affects social skills, communication, and sensory processing.

ADHD affects attention, impulsivity, and energy levels.

Both can make life harder and increase stress.

Anxiety = worry, panic, stress

Depression = sadness, hopelessness, tiredness

Support and understanding help people feel safe, included, and capable.

Everyone’s experience is different.

---

PowerPoint Slide Ideas

 

Module: Autism, ADHD, Anxiety, and Depression

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Section 1: ADHD – My Story and What It Can Feel Like

Understanding ADHD

ADHD affects both the mind and body.

Some people feel like their mind is racing, with lots of thoughts.

Others may be constantly moving or find it hard to sit still.

Sleep problems are common, though these sometimes improve with age.

Everyone experiences ADHD differently.

---

My Experience

Unsure if I had ADHD as a child, but I was always on the go.

I found it hard to sleep at night.

Concentrating at school was difficult.

I took phenobarbitone for epilepsy.

Around age 12–13, I started improving, and by 15, I was very different from before.

---

ADHD and Mental Health

ADHD often starts in childhood and can continue into adulthood.

It is a learning difficulty that affects how people process information mentally and physically.

People with ADHD are not lazy, bad, or “thick” — they just process the world differently.

---

How ADHD Can Affect Learning and Behaviour

Struggle to focus, start, and finish tasks

May have meltdowns when anxious or frustrated

Difficulty keeping up with peers in school or college — does not mean they’re not smart

Challenges with math, e.g., remembering hundreds, tens, and units

Forget things or lose items (books, pens, homework)

Excess energy or restlessness

Emotional impact:

Feeling guilty, misunderstood, or “not good enough” — this is not true.

---

ADHD and Mental Health Risks

Anxiety

Depression

Conduct disorders

Substance abuse

Sleep problems (which worsen focus and coping)

---

Strengths of People with ADHD

Often highly creative

Think in unique ways

Strong imagination and ideas

Can live happy, successful lives with support

---

Support and Advice for Teachers and Families

Be patient and understanding

Break tasks into clear, manageable steps

Use reminders, checklists, and visual aids

Communicate with parents, carers, and support workers

Avoid assuming the person is “being difficult” — they may need extra time and guidance

---

Final Thoughts on ADHD

ADHD does not go away, but some challenges improve with age

Kindness, support, and understanding help individuals thrive

People with ADHD can achieve their goals, build confidence, and be valued

---

Section 2: Autism and Mental Health

Understanding Autism

Autism is a developmental disability and a neurodiverse condition

Brains work differently — everyone experiences autism uniquely

Autism affects how someone:

Thinks

Feels

Communicates

Socializes

Copes with daily life

---

Common Challenges

Busy places can feel overwhelming (cities, towns, crowds)

New people or unfamiliar situations can be stressful or frightening

Sensory overload is common (sounds, lights, textures)

Routine and predictability are important for safety and comfort

Difficulty understanding social rules or subtle communication

 

Slide 1: Title – Autism, ADHD, Anxiety & Depression
Slide 2: Autism – traits, sensory, routines
Slide 3: ADHD – attention, impulsivity, hyperactivity
Slide 4: How daily life is affected
Slide 5: Why mental health challenges are more common
Slide 6: Anxiety and depression symptoms
Slide 7: Masking and burnout
Slide 8: Practical strategies
Slide 9: Support & resources
Slide 10: Quiz / reflection questions

Icons: puzzle 🧩, lightning ⚡, brain 🧠, heart 💙, checklist ✅

Top of Form

Bottom of Form

z

Autism Spectrum Disorder – Easy Read Quiz & Learning Module

Symbols: 🧩 Puzzle Piece | 🧠 Brain | 🙂 Smiling Faces

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Section 1: What is the Autism Spectrum?

Autism is a spectrum condition, meaning it affects people in many different ways.

Some people used to be diagnosed with Asperger’s syndrome, but that term is no longer used.

Now, all diagnoses are part of the autism spectrum.

---

What Causes Autism?

The exact cause is not known.

Research shows:

It can run in families.

It is not caused by vaccines.

It is not caused by parenting or upbringing.

---

Common Difficulties for People with Autism

People with autism may:

Find it hard to make friends or understand relationships

Struggle to express thoughts and feelings

Have difficulty communicating clearly

Feel stressed by changes in routine or environment

Have sensory needs (sensitive to noise, touch, light, or smells)

Need more time to adjust to new people or places

---

What Support Might Be Needed?

Everyone is different. Some autistic people may need support with:

Education (school or home learning)

Daily life (cooking, shopping, cleaning, budgeting)

Personal care (washing, dressing)

Emotional support and managing stress

---

Other Conditions That May Occur with Autism

Some people may also have:

ADHD (Attention Deficit Hyperactivity Disorder)

Learning difficulties

Dyslexia or Dyspraxia

Anxiety or Depression

Other mental health conditions

---

Final Thoughts

Autism is not an illness.

It is a different way of experiencing the world.

With the right support, autistic people can live full and happy lives.

Everyone deserves understanding, respect, and acceptance.

---

Section 2: Easy Read Student Quiz – Questions & Answers

Instructions: Use trusted websites (e.g., NHS, CDC, Psych Central, Autism advocacy orgs) to answer.

Student Questions (A4 sheet):

What does ASD stand for?

Name two common signs of autism.

True or False: all people with autism have the same abilities.

What does sensory processing mean?

Give one way ASD can affect school or work.

Name one strength often seen in people with autism.

How can communication be supported for someone with ASD?

Why is understanding routines important for people with autism?

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Section 3: Core Understanding

What are the common signs and symptoms of autism spectrum disorder (ASD)?

What conditions or disorders are commonly linked to autism?

What are the similarities and differences between autism in childhood and adulthood?

How is autism diagnosed at different ages?

---

Section 4: Broader Understanding

What are the possible causes of autism?

Is there a single cause?

What role do genetics or the brain play?

Can someone be diagnosed as an adult?

Why might some people not be diagnosed as children?

Pros and cons of a later diagnosis?

How can someone get tested as an adult?

What screening tools and assessments are available?

---

Section 5: Mental Health & Emotions

What is the relationship between autism and depression or anxiety?

How can mental health challenges affect autistic people?

What support can help?

---

Section 6: Therapy and Support

How can occupational therapy help autistic people?

Think about sensory needs, daily routines, motor skills, and independence.

What types of support, therapy, or accommodations can help autistic people succeed?

Speech and language therapy

Visual schedules

Sensory tools

Social support