With Autism Awareness Week just around the corner, we are delighted to tell you about an innovative resource by Joy Beaney entitled Creating Autism Champions. Here, Joy explains what has inspired the book, and what can be done to increase awareness of and sensitivity towards children with autism.
What made you want to write Creating Autism Champions?
I believe that we need to develop children who are aware of the various needs of people with autism and how they can work, grow and play together rather than putting the onus on those with autism to ‘fit in’ with school and society.
I worked as Manager of an Outreach Service supporting children with autism in mainstream Primary schools. A major part of the work as an outreach service for children with autism was to promote inclusion. The outreach team delivered staff training to raise awareness of autism and recommended practical strategies and approaches to support children with autism. These practical strategies were designed to help the children themselves, as well as their teachers and caregivers. However, whilst these strategies undoubtedly helped the children to cope with the day-to-day problems of coping in school, we found that when the children with autism reached 8 or 9 years of age, new issues emerged surrounding the difficulties they had with social acceptance. We undertook a peer awareness project in local schools developing understanding and changing attitudes to autism so that children could become ‘champions for autism’ and support their peers both in the classroom and playground.
Described as ‘an excellent read providing visionary insight’ by Jane Miller (County Manager Occupational Therapy and Reablement, Kent County Council), Autism and Enablement shows how to help adults with autism achieve greater independence and become more self-sufficient.
We are very pleased to receive so much positive feedback after the launch of our book Autism and Enablement. The Kent specialist ASC Enablement approach is the first of its kind provided by a UK Local Authority and we are honoured to publish a book on the approach. We hope that the approach is taken up nationally; this is only equitable because enablement is provided across the county to older people and people with physical needs, and increasingly to people with mental health issues and learning disability. We would argue that people on the spectrum are prime candidate for enablement because it is not inevitable that just because you have autism you should be destined to rely on others throughout the lifespan. People we have met have been found to have significant potential for personal growth, increased self-worth and self-esteem, for an increased sense of wellbeing and internal resilience; many just haven’t been offered the right support and neither have their supporters.
Winston Wallaby Can’t Stop Bouncing is a fun, illustrated storybook that will help children aged 5-10 with Attention Deficit Hyperactivity Disorder (ADHD), Sensory Processing Disorder (SPD) and/ or Autism Spectrum Conditions (ASC/ASD) to recognise their sensory needs and to develop tools to support them. To learn more about the book, who better to ask than its authors, K.I. Al-Ghani and Joy Beaney? Chatting to them, we learned a lot about hyperactivity in children, what to look out for and what can help. There’s even a downloadable activity sheet for teachers. Read on to find out more.
What motivated you to write Winston Wallaby Can’t Stop Bouncing and who is the book for?
Joy and I have worked together in special education for many years. We noticed that there were not many books available that could explain hyper-activity to children in a story format. We decided to collaborate on this project using Joy’s expertise in Sensory Processing Difficulties, my skills as a story teller and Haitham’s ability to bring it all to life, through his illustrations.
We think the book has something for everyone: It is a story all children can enjoy. A story in which, we hope, children with hyperactivity will be able see themselves in Winston. They will learn that it is not their fault and instead of being the problem, they could learn to be part of the solution. Parents and educators will have tools and strategies they can use that can help the child to manage their hyperactivity and, if successful, perhaps avoid the need for medication.