Supporting students with autism

The school supports pupils with a wide range of needs including sensory impairment, communication or language disorders, cerebral palsy, autism and complex or profound learning difficulties. I approached the RSC for funding to provide science equipment which would be accessible for the children to use, to engage them in the exciting world of science. For example we asked for funds for easy to hold microscopes and brightly coloured agate slices for the visually impaired. Children with autism can be very limited in the experiences they are able to access outside the school –and the equipment provided by the RSC means they can enjoy science in a safe and familiar environment.

What would have happened to this initiative without support from the Outreach Fund?

Without the support from the RSC the school would not have the funds to purchase this wide range of accessible equipment.

How have things progressed for you since you received support from the Outreach Fund?

The equipment has greatly enhanced access to science for the children, giving them opportunities to enjoy exciting colourful, tactile projects. It has also given the school staff a boost to have the support for its children from the RSC.

What barriers do those with autism face within scientific careers?

Whilst individuals with autism can be very successful in scientific careers – using their strengths such as good memory, logical thought and being skilled in a particular area, they also face many difficulties in the workplace. Getting through an interview for a job can be difficult as interviewers can judge applicants on their social abilities and communication skills. When in a job, individuals with autism tend to prefer written or visual communication rather than verbal and may not pick up on inferences. Social interaction in the workplace can be difficult and individuals can also have sensory issues for example with light, noises and smells. People with autism can have trouble organising work, prioritising and managing their time.

What do you think the chemical sciences community can do to support those with autism?

Many managers have little or no training in the area of autism. There needs to be more training for those managing staff with autism about what help and support can make a big difference. General awareness training for colleagues would also help.

Do you have any advice for a student with autism who is considering a career in the chemical sciences?

Make sure you are aware of the wide variety of careers available to you, and make sure you choose a role that fits with your level of abilities for example with social interaction and sensory needs. Not all scientists work in laboratories!