Course Description

Autism Spectrum Disorder has long been considered a condition that occurs predominantly in males, since the rate of autism in boys is generally four times higher than girls (AIHW, 2017). 

Researchers signal that there may be genetic differences. But there is also a growing body of research that indicates that autism presents differently in girls. Consequently, girls often are overlooked, fly under the radar and are often diagnosed much later than boys. 

Autistic girls have been termed 'lost girls' or 'hiding in plain sight' as they don't fit the stereotypes because they are much better at camouflaging their symptoms and mimicking others to fit in. Girls may also have higher verbal skills, a strong imagination, with neurotypical intelligence; this has implications for the classroom and learning.

It is vital to have a timely and accurate diagnosis so that appropriate supports can be implemented. A delayed diagnosis can impede the individual's educational and emotional development and can hinder their social and community participation.

Educators who have an understanding of the signs and symptoms in girls will be better equipped to provide the appropriate interventions as soon as possible. 

Audience

This course will suit anyone who has an interest in understanding how autism presents differently in girls and how to address this in the classroom.

Teaching Standards

1.1.2 Proficient Level - Know students and how they learn - Physical, social and intellectual development and characteristics of students: Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning
 

1.6.2 Proficient Level - Know students and how they learn - Strategies to support full participation of students with disability: Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements
 

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