Easy Read Module (Text + Questions) based on your content. I’ve kept the language simplified, structured, and suitable for learners, support staff, and carers.
📘
🔵 Module Aim
This
module helps you understand how to support people with:
Autism Spectrum
Disorder (ASD)
ADHD
Epilepsy and Seizures
It
focuses on:
Personalised care
Safe environments
Support strategies
Emergency awareness
🧠
1. Understanding the Conditions
🧩 Autism Spectrum
Disorder (ASD)
Autism
affects how a person:
Communicates
Socialises
Understands the world
Processes sensory
information
Some
autistic people may:
Find conversations
difficult
Prefer routines
Have strong interests
Repeat actions or
words
Be sensitive to
noise, light, or touch
✔️ Autism is lifelong
✔️ Every autistic
person is different
⚡ ADHD (Attention-Deficit /
Hyperactivity Disorder)
ADHD
affects attention and activity levels.
A
person with ADHD may:
Be easily distracted
Struggle to sit still
Act without thinking
Talk a lot
Hyper-focus on things
they enjoy
✔️ ADHD is neurological
✔️ It is not caused by
bad behaviour
🚑 Epilepsy &
Seizures
Epilepsy
is a condition that affects the brain.
It
causes seizures (fits).
Seizures
can look different, such as:
Shaking movements
Staring spells
Confusion
Collapse
Loss of awareness
✔️ Some people know
their triggers
✔️ Some seizures need
emergency help
🏫
2. Management Strategies & Environment
Supportive
environments help people feel safe and able to learn.
🔇 Reduce Sensory
Triggers
Many
people with autism or ADHD are sensitive to sensory input.
Support
strategies:
Quiet spaces
Dimmable lighting
Noise-canceling
headphones
Calm classrooms
Less visual clutter
This
helps reduce:
Anxiety
Overwhelm
Meltdowns
📅 Clear Routines &
Structure
Predictability
helps people feel safe.
Use:
Visual schedules
Timetables
Routine planners
Transition warnings
(“5 minutes left”)
This
helps reduce:
Anxiety
Confusion
Behaviour distress
🎯 Attention Support
People
with ADHD may need help focusing.
Helpful
strategies:
Break work into small
tasks
Give short
instructions
Seat near teacher
Use fidget tools
Allow movement breaks
This
supports:
Focus
Emotional regulation
Learning success
🚨 Seizure Management
Staff
must understand seizure safety.
Key
actions:
Know seizure triggers
Flashing lights
Stress
Lack of sleep
Follow a Seizure
Action Plan (SAP)
Stay calm
Keep the person safe
Never:
Restrain movements
Put anything in the
mouth
👩🏫
3. Implementation for Staff
📝 Individualised Plans
Each
person needs personalised support.
Plans
may include:
IEP (Individual
Education Plan)
504 Plan
IHP (Individual
Healthcare Plan)
These
outline:
Learning needs
Medical needs
Safety adjustments
⛑️ Emergency Response Training
Staff
should be trained in:
Seizure First Aid
Rescue medication
Emergency procedures
This
keeps people safe in crisis situations.
🤝 Safe Interventions
Support
behaviour positively.
Use:
Praise and
encouragement
De-escalation
Calm communication
Choice-based support
Avoid:
Punishment
Shouting
Forced compliance
👨👩👧 Collaboration
Support
works best when people work together.
Work
with:
Parents / carers
Teachers
School nurses
Therapists
Specialists
This
ensures consistent care.
🧾
Key Message
✔️ Support must be
personalised
✔️ Environment matters
✔️ Safety planning is
essential
✔️ Understanding
improves outcomes
❓
Easy Read Questions
Section 1 – Understanding
1.
Autism affects how a person communicates.
☐ True
☐ False
2.
ADHD is caused by bad behaviour.
☐ True
☐ False
3.
Epilepsy causes seizures.
☐ True
☐ False
Section 2 – Environment
4.
Name one way to reduce sensory triggers:
✎
___________________________
5.
Visual schedules help reduce:
☐ Anxiety
☐ Noise
☐ Hunger
6.
Movement breaks help people with:
☐ ADHD
☐ Epilepsy only
☐ Hearing loss
Section 3 – Seizure Safety
7.
What should staff follow in a seizure emergency?
☐ Behaviour chart
☐ Seizure Action Plan
☐ Fire plan
8.
Should you put something in the person’s mouth?
☐ Yes
☐ No
Section 4 – Staff Practice
9.
Individual plans are:
☐ The same for
everyone
☐ Personalised
☐ Not needed
10.
Good behaviour support includes:
☐ Punishment
☐ Positive
reinforcement
☐ Ignoring needs
🏁
End of Module
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