Home News & Events What is autism and neurodiversity?
Autism is considered a spectrum condition, meaning no two autistic people are the same: each person presents a unique combination of strengths and challenges. Some may have intense interests, sensory sensitivities, or repetitive behaviours.
Autism is not a learning disability or a mental health condition; however autistic people are more likely to experience co-occurring mental health conditions such as anxiety or depression.
The concept of neurodiversity is recognised by institutions such as the Harvard Medical School as the natural variation in human brain function and wiring, recognising that there is no single “normal” way of thinking, learning, or perceiving. The term was coined in the late 1990s by Australian sociologist Judy Singer and gained traction through self-advocacy movements and online communities.
Research by the National Autistic Society estimates more than one in 100 people in the UK are autistic (around 700,000 individuals). Recent studies suggest the true figure may be closer to 1-2% of the population due to increased recognition and diagnosis.
While person-first language (“person with autism”) has historically been widely used, many in the autistic community prefer identity-first language (“autistic person”) to emphasise that autism is an intrinsic aspect of their identity – not something separate or negative.
At Falkland House School, we have adopted a person-centred approach, taking the lead of individual pupils to ensure they feel comfortable, respected and accepted. Likewise, many autistic people and advocacy groups prefer the term ‘autism’ or ‘autistic’ or Autistic Spectrum Condition rather than Autism Spectrum Disorder to avoid framing it as a disorder.
The DSM-5 and ICD-11 diagnostic manuals classify autism not by rigid categories like ‘Asperger’s’ or ‘classic autism,’ but as one spectrum, with severity gauged by the level of support required in areas such as social skills or routines.
There are many signs that a child or young person may be autistic. To receive an autism diagnosis, a specialist team must agree that a person shows the ‘core characteristics’ of autism, which are lifelong differences in communication, behaviours and interests compared to non-autistic people. Autistic people can also be significantly more or less sensitive to the five key senses (sight, sound, touch, smell and taste), as well as senses for balance (vestibular), movement, spatial awareness (proprioception) and awareness of internal senses such as hunger and temperature (interoception).
Pupils at Falkland House School do not need a formal autism diagnosis to attend, although many have either a working/provisional diagnosis or a confirmed diagnosis provided by their local CAMHS service or a private practitioner.
Under UK and Scottish law, autism is recognised as a disability which is a protected characteristic. This means autistic people have legal protections in Scotland and the UK to prevent discrimination, and entitles them to support in education, employment or accessing services.
The law in Scotland that covers support in schools and nurseries is the Education (Additional Support for Learning) (Scotland) Act 2004, as amended. It is often referred to as ‘the ASL Act’.
The ASL Act says that a child has ‘additional support needs’ if they need extra or different help compared to other children their age in their local area (they do not need a diagnosis). Local Authorities must give each child with additional support needs the help they need to fully benefit from their education, up to and including attending a specialist school such as Falkland House School.
Further information can be found via the Enquire website here.
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