For Professionals

Reviewing and Understanding Sensory Differences, Anxiety and Reframing Behaviour for autistic children and young people with High Education and Care Needs

About this course

Autism and Sensory Processing Sensory processing differences are central to autistic neurology and directly shape regulation, wellbeing, and access to learning, particularly for learners with complex needs. In Special Schools, environments must be carefully attuned, as they can either support or undermine a learner's sense of safety. Professionals should develop individual sensory profiles, moving beyond generic interventions, and adopt consistent, non-punitive approaches that prioritise comfort, predictability, and autonomy. Autism and Understanding Anxiety Anxiety is a valid, often predictable response to mismatch between environment and need, not a deficit. Early recognition, particularly through close collaboration with families, is essential. Practice should be proactive and neuroaffirming, focusing on understanding individual cues, reducing triggers, and supporting regulation through flexible, developmentally appropriate strategies. Autism and Reframing Behaviour Behaviour is best understood as communication and regulation, not defiance. What is often labelled "challenging" typically reflects overwhelm, unmet needs, or reduced felt safety; equally, patterns such as stimming or withdrawal are often adaptive and protective. Professionals must shift from behaviour management to relational, regulation-focused practice, adapting environments, co-regulating effectively, and recognising their own regulation as central to learner wellbeing

Location

Deanby Special School, Deanby Gardens , Belfast , Antrim , BT14 6NN

About the trainer

Gemma O'Neill

Gemma O'Neill

Gemma O’Neill is an Autism Trainer/Advisor at Middletown Centre for Autism, bringing over 20 years of experience across education, autism practice and professional learning. Her career has included roles as a SENCO and Specialist Teacher, supporting autistic children and young people across educational settings, including preschool, mainstream primary and post-primary schools, autism classes and special schools.

Gemma has extensive experience working collaboratively with educators, families and multidisciplinary professionals to develop individualised approaches that recognise autistic strengths, differences and support needs across school and home environments.

In her current role, Gemma is involved in the development and delivery of autism-specific professional learning and training across Ireland, working with educators and professionals, including within higher education. She also contributes to the development of training programmes and the coordination of large-scale professional learning events, bringing professionals together to share and showcase effective practice.

Gemma holds a Master’s Degree in Special Educational from Queen’s University Belfast. Her professional interests include neuroaffirming autism practice, inclusive education, professional learning, and supporting autistic learners to participate meaningfully in education.