If coloured lenses can potentially stop the world seeming fragmented and put an end to nightmare distortions, then the learner with autism who shows signs of visual stress deserves to be screened.

In a world now so obsessed with speed, we teachers must step back and learn to wait.

Could some of the challenging behaviours that often partner autism begin as experiments on measuring human reactions? Are these children exploring boundaries - seeing what makes the toy squeak or the adult shriek?

My aim is to sort the jumble of information we throw at these children and present it in such a way that they will have a greater chance of achieving independence and fulfilment.

Could some of the challenging behaviours that often partner autism begin as experiements on measuring human reactions? Are these children exploring boundaries - seeing what makes the toy squeak or the adult shriek?

The closer we come to understanding the challenges of autism, the better we are placed to accommodate and educate without risking removing that individuality we all love.

When teaching children with autism we must be quick to adapt, follow our instinct and go off plan.

We know that children with autism like order, that they are often very visual and that they can be quite literal. They deserve beautiful resources and symbols that make sense. If a picture does not explain visually, it is pointless and the child will stop looking to the pictures for information.

Are we allowing individuals to develop their talents with our current teaching methods? Is there more or maybe less we should be doing?

Children with autism are constantly testing and pursuing truth. They are a bundle of contradictions. They love order and routine, yet often have the most amazingly inventive and creative minds. They may appear to follow rules, but are also the most likely people to come up with a revolutionary new idea. They feel emotion intensly, but often seem to struggle to read facial expressions.