Young Adult Autism Assessment

Neurodiversity-affirmative autism assessments for young adults from 18-25 years of age. These assessments adhere to best practice standards and will be accepted by state agencies.

Young Adulthood: A Dynamic Developmental Phase

  • Young adulthood, spanning from ages 18 to 25, is a particularly dynamic developmental phase; this transitional period is marked by profound changes in various domains, making it a pivotal time for understanding and supporting neurodivergent individuals. Why is it such an important phase?

    Young adults often engage in identity formation during this phase of life. For neurodivergent individuals, this exploration may involves developing a deeper understanding of their strengths, needs, and challenges that arise from being in a neuro-minority group.

    The late teens and early twenties are marked by pivotal educational and career decisions. Neurodivergent individuals may need educational and/or occupational accommodations to navigate these transitions, ensuring they foster their abilities while mitigating potential difficulties.

    For some, developing and maintaining meaningful relationships becomes important during this period. For young adults, understanding their neurotype can be the catalyst for learning about their social needs and preferences, and this is important for developing supportive interpersonal boundaries.

    Neurodivergent young adults often strive for greater independence: Going through a process like this can encourage self-advocacy efforts by providing support for appropriate accommodations, which are essential to developing autonomy and self-determination.

    This phase of life can bring mental health challenges for some individuals. Understanding one’s neurodivergent status can also lead to a greater awareness of personal triggers and useful coping mechanisms.

    The journey of self-knowing and adaptation continues throughout life, but the choices made during the young adult years are often pivotal. Therefore, developing a greater sense of self-understanding during this phase of life can have a lasting impact on neurodivergent individuals' sense of well-being and sense of self-efficacy.

Contact to Book an Appointment

Young Adult Autism Assessment Process

  • First, submit a “Young Adult Enquiry Form.”The Clinical Psychologist will respond when an appointment becomes available.  

    The first appointment, which is a Young Adult Clinical Interview, can be conducted online or in-person; please select the type of appointment you are most comfortable with.

    Second, once an appointment slot is available, you will be contacted to complete a Consent Form, Intake Forms, as well as self-report assessment forms. These need to be completed prior to the Young Adult Clinical Interview.

    On the day of the Young Adult Clinical Interview, we will broadly focus on your past and present experiences. We will consider things like your social communication preferences, sensory processing, and other autistic traits (e.g., monotropic style of interest pursuit, SPINs or “special interests,” stimming, etc.). Other neurodivergent and mental health presentations will also be considered: We will consider your attention, need for movement, emotion regulation and executive function, as well as important relationships and formative experiences.

    By the end of the Young Adult Clinical Interview, we will have a better understanding of your neurotype, strengths, and needs—and we will be able to determine whether or not a more in-depth assessment of autism is indicated. If it is not indicated, we will explore this, and we will discuss alternative formulations and options.

  • If we have decided to proceed with a formal assessment, then you will be asked to submit the contact details of a close relative, friend, or partner to complete selected standardised assessments on your behalf. The ideal person is someone that knew you as a child, such as a parent, a. they will be abIe to provide a developmental history; however, if this is not possible, other options an be explored.

  • A second clinical interview will take place, which can be attended online or in-person. If there is a parent available to provide information about your early history, this appointment might focus on interviewing a nominated parent. If that is not possible, this second clinical interview will build upon the first interview to ensure that petinient information has been gathered.

  • The feedback appointment can be conducted online or in-person; this appointment should only be attended by the young adult. We will discuss all of the information we have learned since the beginning of the process. If you have met the D.S.M.-5 diagnostic criteria for autism, this will be discussed with you in depth. We will think about what accommodations and supports you might needs. You will also be sign-posted to neurodiversity-affirmative organisations, books, and other sources of information to facilitate the process of learning about autism and the neurodiversity movement.

    Alternatively, if you did not meet criteria for autism, this will be clearly explained, and we will explore alternative formulations together. Throughout, regardless of the diagnostic outcome, you will be given ample time to reflect and ask questions. It is hoped that this process will be illuminating and supportive.

  • Supportive documentation will be completed based on your needs in a timely manner following the Feedback Appointment. If the diagnostic criteria for autism is met, this documentation will include a D.S.M-5 diagnosis. 

    This document will be accepted by the Health Service Executive (H.S.E.) and Department of Education and Skills (D.E.S.). Educational and workplace accommodations and supports will be clearly recommended if indicated. 

    If D.S.M.-5 criteria was not fulfilled, considered supports and services can be recommended based on how we understand what is going on for you and what might be needed.

NOTE: The fee for the first appointment is €200. During this consultation appointment, we will determine whether or not there are sufficient traits of autism present to justify the time and expense of proceeding with a diagnostic assessment. If further diagnostic assessment is not indicated, we will explore what might be going on, and a letter can be sent to the G.P. with any indicated recommendations. If we do proceed after the consultation, the fees are detailed in the section below.

Fees & Options

  • Young Adult Autism Assessment

    WHAT: A autism assessment, as described above, without a cognitive assessment.

    NOTE: A payment plan can be agreed for this assessment, if needed. 

    TOTAL FEE: The total fee for this assessment is €975. 

    PAYMENT SCHEDULE: It is €200 to book the first appointment, which is a consultation appointment. You can then either (1) pay in full, (2) pay when booking each appointment, or (3) pay by entering into a three-month payment plan or “subscription” using the payment system Stripe. With the payment plan option, €325 a month for three-months would be automatically deducted from the card you entered for the original payment. You will receive the Psychological Report once the final payment is made.

  • Young Adult Autism & Cognitive Assessment

    WHAT: A autism assessment, as described above, with a cognitive assessment, which considers a verbal comprehension, perceptual reasoning, working memory, and processing speed.

    NOTE: A payment plan can be agreed for this assessment, if needed. 

    TOTAL FEE: The total fee for this assessment is €1,325. 

    PAYMENT SCHEDULE: It is €200 to book the first appointment, which is a consultation appointment. You can then either (1) pay in full, (2) pay when booking each appointment, or (3) pay by entering into a four-month payment plan or “subscription” using the payment system Stripe. With the payment plan option, €331.25 a month for four-months would be automatically deducted from the card you entered for the original payment. You will receive the Psychological Report once the final payment is made.

  • Young Adult Autism & Dyslexia Assessment

    WHAT: Autism and Dyslexia often co-occur. This option includes an assessment of autism and an assessment of a S.L.D. (i.e., dyslexia and dyscalculia).

    NOTE: A payment plan can be agreed for this assessment, if needed. 

    TOTAL FEE: The total fee for this assessment is €1,525. 

    PAYMENT SCHEDULE: It is €200 to book the first appointment, which is a consultation appointment. You can then either (1) pay in full, (2) pay when booking each appointment, or (3) pay by entering into a five-month payment plan or “subscription” using the payment system Stripe. With the payment plan option, €305 a month for five-months would be automatically deducted from the card you entered for the original payment. You will receive the Psychological Report once the final payment is made.

  • Young Adult Autism & A.D.H.D. Assessment

    WHAT: Autism and A.D.H.D. can co-occur—this neurotype is referred to as “AuDHD” by many within the neurodivergent community. This option includes an assessment of autism and A.D.H.D.

    NOTE: A payment plan can be agreed for this assessment, if needed. 

    TOTAL FEE: The total fee for this assessment is €1,525. 

    PAYMENT SCHEDULE: It is €200 to book the first appointment, which is a consultation appointment. You can then either (1) pay in full, (2) pay when booking each appointment, or (3) pay by entering into a five-month payment plan or “subscription” using the payment system Stripe. With the payment plan option, €305 a month for five-months would be automatically deducted from the card you entered for the original payment. You will receive the Psychological Report once the final payment is made.

Additional Payment Information

Many insurance companies offer partial reimbursement for private psychological assessments conducted by psychologists who are Chartered Members of the Psychological Society of Ireland. The All Kinds of Minds Clinical Psychologist holds Chartered Membership, as well as Full Member of the Clinical Division. Furthermore, clients have the opportunity to claim tax deductions for these assessments. It is the responsibility of the client to consider and pursue these reimbursement options.

Autism Q&A

  • Autism is a neurodevelopmental difference that represents a natural variation in the way some people perceive and interact with the world, as well as process information (e.g., social and sensory information, etc.). Autism is an integral part of a person's identity. For more information about Autism, see the A.S.A.N. About Autism Page.

    Research suggests that genetics plays a significant role. There have always been autistic people. Autism occurs across all racial, ethnic, and socio-economic backgrounds, and this highlights the diversity of autistic people.

    Unfortunately, it is still important to debunk historical misinformation: Autism is not “caused” by parenting practices or vaccines, as extensive research has not supported this kind of stigmatising and harmful misinformation.

    Prevalence rates of autism have been increasing in recent years, and this is thought to be due to increased awareness and diagnostic practices. As of 2023, it is estimated that 1 in 36 children in the United States are autistic. In Ireland, prevalence rates are 1-to-1.5% of the population. However, prevalence rates may vary by region and population.

  • Empirically supported traits of Autism can include the following:

    Diverse Communication Styles: Autistic individuals may have diverse communication styles, preferences, and needs.

    Intense Interests: Many autistic individuals have deep interests in specific subjects. These interests can become areas of expertise.

    Sensory Processing Differences: Autistic individuals often have unique sensory experiences (e.g., heightened sensory processing, sensory preferences, etc.). Understanding and accommodating sensory processing differences supports well-being and comfort.

    Individualised Learning Styles: Autistic children often have individualised learning styles that benefit from tailored approaches. Recognising and accommodating these different learning needs can enhance the educational experience.

    Appreciation for Routine and Predictability: A preference for routine and predictability is often cited as an autistic trait. Routine can be a source of comfort and security for autistic individuals. Understanding and respecting these needs can promote well-being.

    Different Social Engagement Preferences: Autistic individuals may engage socially in their own unique ways. They might have different needs and preferences when connecting with others.

    Focused Attention: Autistic individuals may demonstrate considerable focus and attention on specific tasks or activities, reflecting their capacity for deep concentration and thorough exploration.

  • Autism is a diverse spectrum, and autistic individuals have a wide range of strengths and abilities. Some strengths associated with autism, which are supported by research, include:

    Attention to Detail: Some autistic individuals have strong attention to detail, which can be valuable in various fields such as science, engineering, and art (Plaisted et al. 1998).

    Strong Memory: Some autistic individuals have excellent memory skills, particularly in areas of interest (Boucher and Lewis, 1992).

    Dedication and Focus: Many autistic individuals can become deeply dedicated to their interests, demonstrating an exceptional level of focus and persistence (Mazefsky et al., 2013).

    Analytical Thinking: Some autistic individuals have strong analytical and logical thinking skills. These abilities are valuable in scientific research, mathematics, computer programming, and other technical fields (Dawson et al., 2007).

    Creative Expression: Some autistic individuals demonstrate unique and creative ways of thinking and expressing themselves. This creativity can be channeled into various forms of art, music, and innovation. Research has explored creative talents in autism, as seen in "The Creative Cognition Approach: Autism and the Creative Brain" by Pring (2013).

    Honesty and Integrity: Some autistic individuals are known for their honesty and strong sense of ethics, which can be highly valued in personal and professional relationships. While not always discussed in research explicitly, these qualities are frequently reported.

    Specialised Knowledge: Individuals with autism sometimes develop deep expertise in specific areas of interest. This specialisd knowledge can lead to contributions in niche fields. Research has examined the phenomenon of "hyperfocus" in autism, as discussed in "The Experience of Hyperfocus in Autistic Individuals: An Exploratory Study" by Hull et al. (2020).

    Of course, it is important to note that these qualities are not universal among autistic individuals, and individual strengths vary widely.

    Additionally, autistic individuals face various challenges as a near-minority in a world that was not constructed with their needs in mind. Autistic individuals are a highly heterogeneous group of people, and research continues to explore the diverse characteristics and experiences of autistic individuals.

  • The "double empathy problem" is a concept that challenges traditional assumptions about autism and empathy. It suggests that difficulties in social interaction between neurotypical and neurodivergent individuals are mutual, with both parties struggling to understand and connect with the other due to differences in their social and communication styles, preferences, and needs.

    The term was coined by Damian Milton, an autistic researcher, in his paper titled "On the Ontological Status of Autism: The 'Double Empathy Problem'" published in 2012. The double empathy problem has gained recognition as a valuable perspective for understanding social interactions between neurodivergent and neurotypical individuals.

  • Monotropism is a theory proposed by autistic researcher Dinah Murray and her colleagues, which suggests that autistic individuals tend to focus their attention and cognitive resources on a single or a limited number of interests or stimuli at any given time. This focus on a "monotropic" system is seen as a natural cognitive style rather than a limitation. It suggests that autistic individuals often have an intense focus on their interests and are highly attuned to specific details, which can be a valuable cognitive trait.

    Citation link:

    Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism, and the diagnostic criteria for autism. Autism, 9(2), 139-156.

  • The Circle Model of autism is an alternative way of thinking about autism that moves away from the traditional Spectrum Model. While the Spectrum Model views autism as a linear spectrum on a single dimension, the Circle Model represents a more complex and multidimensional understanding of autism.

    The Circle Model recognises that individuals can have varying combinations and degrees of autistic traits across different domains and acknowledges that each autistic individual's profile is different. This model emphasises the strengths and abilities of autistic individuals, as well as difficulties.

    The Circle Model encourages a more nuanced understanding of autism, moving beyond rigid categorisations and acknowledging the full range of diversity within the autistic experience.

    Here is a very good visual example of the Circle Model.

  • Social Communication “Disorder” (S.C.D.) will always be considered as a differential diagnosis by the Clinical Psychologist at All Kinds of Minds. Essentially, S.C.D. individuals have a different way of processing social or pragmatic information, as well as different ways of communicating.

    Comparisons with Autism:

    Similarities: Both autistic individuals and S.C.D. individuals have social communication differences.

    Differences: Autism is characterised by a broader range of traits beyond social communication differences, including repetitive behaviours (e.g., stimming, echoed language, etc.), a monotropic cognitive style (e.g., deep interests that are remarkable in breadth and depth), and sensory processing differences. It is important to remember that while all autistic individuals will have a degree of social communication difference, not everyone with social communication differences is autistic.

    Comparison with Language Disorder:

    Similarities: Both S.C.D. and language disorders involve challenges related to communication.

    Differences: Language disorder primarily involves difficulties in the acquisition and use of language due to difficulties in understanding or producing vocabulary, sentence structure, and discourse. S.C.D., on the other hand, centres on difficulties in the social use of verbal and nonverbal communication. S.C.D. individuals typically have a clear understanding of language structure, but struggle specifically with the social application of language.

  • Many autistic individuals and advocates prefer not to use functioning labels (e.g., “high functioning” or “low functioning”) because these labels are overly simplistic, often inaccurate, and do not capture the complexity of autism.

    Here are some reasons why functioning labels can be problematic:

    Inaccurate Representation: Functioning labels, such as "high-functioning" or "low-functioning," are often based on a narrow set of criteria, typically related to language and intellectual abilities. They do not consider the wide range of strengths and challenges that autistic individuals may have across various domains, including sensory processing, social communication, and executive functioning.

    Stigmatisation and Stereotyping: Functioning labels can perpetuate stereotypes and stigmatisation. For example, "high-functioning" labels may lead to the assumption that an autistic person does not face any challenges or require any accommodations, while "low-functioning" labels may lead to underestimating an individual's capabilities and potential.

    Fluctuating Abilities: Autism is dynamic, and an individual's abilities can vary greatly from day to day or across different contexts. Functioning labels are static and do not account for this variability.

    Impact on Services and Support: Functioning labels can influence the types of services and supports that autistic individuals receive. Some may be denied essential support based on perceptions of being "high-functioning," while others may be denied opportunities for autonomy and independence based on perceptions of being "low-functioning."

    Identity and Self-Esteem: Many autistic individuals prefer to define themselves based on their unique qualities, interests, and experiences rather than by functioning labels. These labels can impact self-esteem and identity, leading some individuals to feel marginalised.

    It is more helpful to discuss specific support needs when discussing autism rather than using on functioning labels. Focusing on individual support needs helps avoid oversimplifications and assumptions about an individual's capabilities.

    Emphasising support needs is central to person-centered planning, which involves collaborating with the individual to identify their goals, preferences, and the supports necessary to achieve them. Additionally, an individual's needs may change over time or in different situations. Focusing on support needs allows for flexibility in providing the right support at the right time.

  • Autism and A.D.H.D. share overlapping traits and characteristics, such as:

    Executive Functioning Challenges: Both autistic individuals and “ADHDers” may experience difficulties with executive functions, which include skills like planning, organising, initiating tasks, and maintaining attention. These challenges can impact daily life and academic or work performance (Zalewska, A., 2019). Executive functioning difficulties in ADHDers arise primarily from difficulties related to inhibitory control, working memory, task initiation, and attention regulation. Organisational difficulties, leading to challenges in structuring tasks or activities and often resulting in misplaced items or last-minute rushes, can occur. There can also be difficulty with time management, estimating how long a task will take, or perceiving the passage of time accurately.

    Executive functioning challenges in autism are diverse, affecting processes such as cognitive flexibility, planning, and initiating actions. They can also be intertwined with social communication differences. Difficulties switching between tasks or adapting to changes in routine are common. While some autistic individuals may excel at detailed planning, others might struggle with organising tasks, foreseeing consequences, or sequencing actions. Challenges in starting tasks or activities, especially if they are not aligned with personal interests, can occur. Some autistic individuals may have difficulty holding and processing multiple pieces of information simultaneously, especially in dynamic social situations. A preference for routines or familiar environments may be associated with difficulties adapting to unexpected changes. Lastly, autistic individuals might focus on details rather than the overall context or “bigger picture.”

    Sensory Processing Differences: Some ADHDers have sensory processing differences—but sensory processing differences are more strongly associated with autism. Sensory processing difficulties are a core feature of autism and are included in the diagnostic criteria for autism. For ADHDers, while these difficulties are prevalent, they are not a central diagnostic feature. Also, the range and depth of sensory sensitivities might be more diverse in autism, encompassing all sensory modalities. Individuals with sensory processing differences can be hypersensitive (i.e., they may seek to avoid certain sensory inputs, such as sound, light, or textures) and/or hyposensitive (i.e., they may seek out certain stimuli). Sensory sensitivities can influence individuals comfort in and response to various environments (Ben-Sasson, A. et.al., 2007).

    Social Interaction Differences: Social challenges in ADHDers primarily stem from impulsivity, inattention, and hyperactivity. ADHDers might interrupt others, act before thinking, or struggle to wait their turn, leading to unintentional social faux pas amongst neurotypical peers. They might miss social cues because they are distracted or not paying close attention to social interactions. This can make them appear as if they're not listening or not interested in others. Also, restlessness or fidgeting can be perceived by neurotypical people as disruptive in group settings. There is often a desire to engage socially and make friends, but the ADHDers difficulties can make sustained positive interactions more challenging—especially with neurotypical peers. ADHDers often recognise and feel hurt when rejected or left out, but they might not always understand why their actions lead to these outcomes.

    By contrast, social challenges for autistic children are related to inherent differences in understanding and interpreting social information. Autistic children might have difficulty interpreting body language, facial expressions, or tone of voice, and might use fewer non-verbal cues (e.g., gestures and facial expressions) when interacting with others. Predicting and understanding the behaviours, thoughts, or feelings of neurotypical peers can be challenging—and vice versa. (See the double empathy problem.) While some autistic children might be less aware of or concerned with peer perceptions, many recognise their social differences from neurotypical peers. These differences can land do lead to social misunderstandings with neurotypical peers (Johnston, K., et.al., 2015).

    To summarise: The root of social difficulties for ADHDers is more tied to impulsivity, inattention, and hyperactivity—while, for autistic children, it is related to differences in understanding and navigating social interactions with neurotypical peers. The type of social miscues differs: Miscues for ADHDers might involve interrupting or not listening—whereas for autistic children, this might manifest as missing the nuances of a conversation with neurotypical peers or not understanding neurotypical social expectations. Awareness and desire for social connection might differ: ADHDers often actively seek peer connections despite challenges—while autistic children might have variable social motivation.

    Emotional Regulation: Both autistic individuals and ADHDers can struggle with emotional regulation. ADHDers may experience difficulties in managing their emotions, leading to emotional meltdowns, burnout, etc. (Yerys, B. E., et. al., 2017). For ADHDers, emotion regulation difficulties are often linked to impulsivity and the challenges of inhibitory control. ADHDers might have rapid and strong emotional reactions to stimuli, often appearing to act without thinking. They might become frustrated, impatient, or irritated more quickly than others, often due to difficulties with waiting or experiencing setbacks. Emotional reactions can be intense, leading to difficulties regulating strong feelings of disappointment, excitement, or frustration, as well as difficulty calming down after becoming upset. ADHDers can experience challenges in shifting attention away from a distressing event or stimulus, which can prolong difficult emotional states.

    For autistic children, emotion regulation difficulties are multifaceted, stemming from sensory sensitivities and social communication differences. Over-or-under-responsiveness to sensory input can trigger strong emotional responses. For instance, an unexpected loud noise might result in an intense fear or distress response. Difficulties being understood by neurotypical peers can lead to misinterpretations, potentially resulting in seemingly unexpected emotional responses in the autistic young person. Lastly, difficulties adapting to change or unexpected outcomes can cause anxiety or distress.

    Hyperfocus vs Monotropic Interest Pursuit: A.D.H.D. is characterised by variable attention regulation. While distractibility is common, the opposite can also occur, leading to hyperfocus. Hyperfocus in ADHDers refers to an intense concentration on a specific task or activity, often to the exclusion of everything else. ADHDers might hyperfocus on various activities, from video games to work tasks. The subject of hyperfocus might change frequently. Hyperfocus in ADHDers often occurs when the individual is particularly interested or engaged in an activity; this contrasts with day-to-day tasks that might be difficult to focus on due to inattention. Many ADHDers describe using hyperfocus productively, especially in creative or work-related tasks, though it can also lead to imbalance when other responsibilities are neglected.

    The term "hyperfocus" is less frequently used in the context of autism, but individuals with autism can exhibit intense concentration on specific interests or activities—and this is known as a monotropic approach to interests. Many people with autism have specific topics or activities, that they are passionate about; this can range from academic subjects to hobbies or even specific items or phenomena. Unlike the more variable nature of A.D.H.D. hyperfocus, the topics of intense concentration in autism tend to be more consistent over time. The focus on a passionately held interest or activity is not necessarily driven by external rewards but seems to be intrinsically motivating. Engaging in an interest can be comforting and a way to manage anxiety or overwhelming sensory input. Deep dives into these interests can lead to high levels of expertise or knowledge in specific areas (Tani, P., et. al., 2006).

    Movement: Fidgeting for A.D.H.D. individuals refers to small and often restless movements, especially with the hands and feet. These can include tapping, bouncing, or shifting position frequently. ADHDers may fidget to help maintain attention. Fidgeting can act as a self-regulation mechanism to help them stay engaged in a task or situation. Fidgeting might increase during tasks requiring sustained attention or in situations where the ADHDer needs to stay still for extended periods.

    By contrast, “repetitive behaviours,” often referred to as "stimming" (short for self-stimulatory behaviours), are behaviours or body movements that are done repeatedly. They can include hand-flapping, rocking, spinning, humming, flicking, etc. Like fidgeting in ADHDers, stimming can be a self-regulation mechanism. It can help manage overstimulation or understimulation, and help the autistic individual cope with anxiety or other emotions. Stimming can also provide pleasing sensory input or help modulate overwhelming sensory experiences. Stimming is often more consistent for the autistic individual compared to the variable fidgeting seen in ADHDers. Both fidgeting and stimming can be misinterpreted by neurotypical individuals, and it is important that neurodivergent children should not be deterred from fidgeting or stimming—unless, of course, the behaviour is causing harm.

  • There are many famous and influential autistic individuals who have openly discussed being autistic. Here are some well-known autistic individuals:

    Temple Grandin: An accomplished author, speaker, and professor of animal science, Temple Grandin is one of the most well-known autistic individuals.

    Greta Thunberg: The Swedish environmental activist Greta Thunberg, who gained global recognition for her efforts to combat climate change, has spoken openly about being autistic.

    Daryl Hannah: The actress Daryl Hannah, known for her roles in films like "Blade Runner" and "Splash," has discussed her experiences being autistic.

    Dan Aykroyd: The actor and comedian Dan Aykroyd, famous for his roles in "Ghostbusters" and "Blues Brothers," has spoken about being autistic.

    Satoshi Tajiri: The creator of the Pokémon franchise, Satoshi Tajiri, has shared his journey as an autistic individual and how it influenced the development of Pokémon.

    Haley Moss: Attorney and autism advocate Haley Moss, who became the first openly autistic lawyer in Florida, is known for her work promoting neurodiversity and inclusion.

    Susan Boyle: The Scottish singer Susan Boyle, who gained fame through "Britain's Got Talent," has talked about being autistic and how music has been a source of expression.

    John Elder Robison: An author, advocate, and neurodiversity activist, John Elder Robison has written about his experiences as an autistic individual in books like "Look Me in the Eye."

    Chris Packham: A British naturalist and television presenter, Chris Packham has discussed being autistic and his passion for wildlife conservation.

    Sir Anthony Hopkins: The renowned actor Sir Anthony Hopkins, known for his roles in films like "The Silence of the Lambs," revealed his late-in-life autism identification in interviews.

    Elon Musk: The entrepreneur and C.E.O. of companies like SpaceX and Tesla, has publicly discussed being autistic.

Advocacy

  • Citizen’s information Centre: Provide face-to-face free, impartial, non-judgemental advice, information and advocacy.

    Sligo: Unit 3 and 4 Bridgewater House, Rockwood Parade. Tel. 076-1076390 or e-mail: sligo@citinfo.ie

    Donegal: Ballyshannon, Tel. 076-1075480, Milford Tel. 076-1075450, or Donegal Town, Tel. 076-1075510

    Leitrim: Carrick-on-Shannon, Dublin Road. Tel. 076-1075670; or Manorhamilton, Main Street. Tel. 076- 1075710

    To find out more, see here: “Guide to Entitlements for People with Disabilities” by Citizens Information.

    Note: where you see differs coloured font, that is a hyperlink.

  • For support with this transition, see here: Leaving School: A guide from Citizens Information

  • R.A.C.E. (Reasonable Accommodations at Certificate Examinations) accommodations are available to certain neurodivergent students who require support to access and participate in examinations. These accommodations aim to ensure that all students have an equal opportunity to demonstrate their knowledge and skills during exams. If you wish to apply for RA.C.E. accommodations on your child, here is a step-by-step guide:

    Identify the Need for Accommodations: First, identify the specific accommodations your child needs to participate in certificate examinations effectively. These accommodations should be based on your child's individual needs and documented by relevant professionals, such as a psychologist or a medical specialist.

    Contact the School: Speak with your child's school to inform them of your intent to apply for R.A.C.E. accommodations. The school's Special Educational Needs Organiser (S.E.N.O.) or a designated staff member will assist you through the application process.

    Gather Documentation: Collect the necessary documentation that supports your child's need for accommodations. This may include medical reports, psychological assessments, and educational assessments that describe your child's needs.

    Complete the Application Form: Obtain the R.A.C.E. application form from your child's school or the State Examinations Commission (S.E.C.) website. Complete the application form, providing accurate and detailed information about your child's needs and the specific accommodations required.

    Include Supporting Documents: Attach copies of the supporting documentation to the application form. Ensure that all documentation is clear, legible, and up-to-date. The more comprehensive the documentation, the better it can support your child's application.

    Submit the Application: Submit the completed application form and supporting documents to your child's school. The school will review the application, endorse it, and then forward it to the S.E.C. for further consideration. Be sure to meet any application deadlines set by the school or the S.E.C.

    S.E.C. Assessment: The S.E.C. will review your child's application and documentation. They may also seek additional information or clarification from the school or relevant professionals if needed.

    Notification of Accommodations: The S.E.C. will inform you and the school of the outcome of the application. If the accommodations are approved, the S.E.C. will provide details of the specific accommodations that will be available to your child during the examinations.

    Prepare for Examinations: Work closely with your child's school to ensure that they are prepared to use the approved accommodations during the examinations. This may involve arranging for additional support, resources, or equipment.

    Appeal Process (if necessary): If the application is not approved or if you have concerns about the accommodations provided, you have the option to appeal the decision through the S.E.C.'s appeals process.

    It is essential to maintain open communication with your child's school, the S.E.C., and any relevant professionals throughout the application process. Ensure that your child is aware of and comfortable with the accommodations they will receive during exams.

    Please note that the process and requirements for R.A.C.E. accommodations may change slightly year by year, so it is advisable to check the latest guidelines and information on the S.E.C. website or consult with your child's school for the most up-to-date details on applying for R.A.C.E. accommodations.

    What are the possible R.A.C.E. Accommodations?

    While the accommodations can vary depending on the nature and impact of the disability, here is a list of some possible R.A.C.E. accommodations:

    Additional Exam Time: Extra time is provided to students who require it due to their disability. The amount of additional time may vary based on the individual's needs.

    Rest or Movement Breaks: Students may be allowed short rest breaks during the examination to manage fatigue or discomfort related to their disability.

    Reader: A reader may be provided to read the questions aloud to the student.

    Scribe/Word Processor: For students who have difficulty with handwriting or typing, a scribe or access to a word processor may be provided to record their answers.

    Use of Assistive Technology: Some students may be permitted to use assistive technology devices depending on their needs.

    Separate Supervision: Certain students may require a separate room or supervised environment for their examinations.

    Seating: Seating arrangements can be made to accommodate students with mobility or access needs.

    It is important to note that the specific accommodations provided under the R.A.C.E. scheme are determined on an individual basis.

  • The Disability Access Route to Education (D.A.R.E.) scheme in Ireland is a program that provides additional college entry supports to students with disabilities. If you are a parent and wish to apply for the D.A.R.E. scheme on behalf of your child , here is a step-by-step guide on how to do it:

    Familiarise Yourself with D.A.R.E.: Begin by familiarising yourself with the D.A.R.E. scheme and its eligibility criteria. You can find comprehensive information on the D.A.R.E. website.

    Check Eligibility: Ensure that your child meets the eligibility criteria for D.A.R.E. Eligibility is primarily based on evidence of a disability and educational impact. To be eligible, your child must have a disability that impacts significantly on their ability to participate in the educational system as it is currently.

    Apply Through the C.A.O.: D.A.R.E. applications are made through the Central Applications Office (C.A.O.) process. Your child should apply for D.A.R.E. when they are submitting their application for undergraduate courses in participating colleges through the C.A.O. The application period typically opens in early November and closes on February 1st. Make sure your child submits their C.A.O. application by this deadline.

    Gather Supporting Documentation: You will need to provide supporting documentation to demonstrate your child's eligibility for D.A.R.E. This may include medical or psychological assessments, school reports, and other relevant documents. Ensure that you have all the necessary documentation ready before starting the application process.

    Complete the Supplementary Information Form (S.I.F.): As part of the D.A.R.E. application, your child will need to complete a Supplementary Information Form (S.I.F.). This form can be accessed through the C.A.O. website during the application period. The S.I.F. will ask for information about your child's disability and its impact on their education.

    Submit the Application and Documentation: Your child should submit both their C.A.O. application and the completed S.I.F., along with all supporting documentation, by the February 1st deadline. Late applications are generally not accepted.

    Attend an Educational Impact Statement Meeting: In some cases, your child may be asked to attend an Educational Impact Statement (E.I.S.) meeting with an educational professional to discuss their disability and its impact on their education. If requested, be sure to attend this meeting.

    Notification of Eligibility: After the D.A.R.E. assessment process is complete, your child will be notified of their eligibility status. If they are eligible, they will receive a reduced points offer for specific courses as part of the D.A.R.E. scheme.

    Accepting Offers: If your child receives a D.A.R.E. offer, they can choose to accept it when they receive their C.A.O. offers. They can still consider other offers they may receive through the C.A.O. process.

    Prepare for College: Once your child has accepted a D.A.R.E. offer, make sure to arrange for any necessary accommodations, such as assistive technology or additional support services.

    It's important to stay informed about the specific requirements and deadlines for each application cycle, as they may change over time. Be sure to regularly check the D.A.R.E. website and the C.A.O. website for the most up-to-date information and guidelines for applying for the DA.R.E. scheme.

  • Accessing disability supports in university as a neurodivergent young adult in Ireland is an important step to ensure a positive academic experience. Let's break down the process using specific examples from the National University of Ireland Galway (N.U.I. Galway):

    Identify Your Needs: First, determine if you meet formal diagnostic criteria for A.D.H.D., autism, dyslexia, or any other disability that gives rise to a need for educational accommodation.

    Contact the University Disability Office: Reach out to the Disability Support Service (D.S.S.) at N.U.I. Galway. They play a crucial role in facilitating access to supports.

    Provide Documentation: You will need to provide documentation of your disability or neurodivergent status. This can be in the form of a psychological report. This documentation helps determine the appropriate accommodations.

    Schedule an Assessment: After contacting the Disability Office, they may schedule an assessment with you. This is where your specific needs will be discussed. N.U.I. Galway is known for its expertise in assistive technology assessments.

    Assistive Technology Evaluation: N.U.I. Galway can assess your assistive technology needs. They will help you identify software or devices that can aid in your studies, such as screen readers, speech-to-text software, or specialised apps.

    Customised Accommodations: Based on your assessment, a tailored plan of accommodations will be created. This may include extra exam time, note-taking services, or alternative format materials.

    Regular Communication: Maintain regular communication with the Disability Office to ensure your accommodations are effective. If adjustments are needed, it is important to request them.

    Advocate for Yourself: Remember that you have a right to these accommodations.

    By following these steps and engaging with the Disability Office at N.U.I. Galway, you can access the necessary disability supports to thrive in your academic pursuits. Remember that the specific process and available supports may vary from one university to another, but these general guidelines should help you get started.

    What supports are typically available?

    Assistive Technology: The D.S.S. provides access to a variety of assistive technologies, including specialised software, screen readers, speech-to-text tools, and more, to assist neurodivergent students in their studies.

    Alternative Exam Arrangements: Neurodivergent students can request alternative exam arrangements, such as extra time, a distraction-reduced environment, or the use of assistive technology during exams.

    Accessible Course Materials: The D.S.S. ensures that course materials are accessible, including textbooks in alternative formats (e.g., digital, audio, Braille) and lecture notes.

    Academic Support: Individualised academic support is available, including tutoring, study skills workshops, and guidance on effective learning strategies.

    Note-Taking Assistance: Students can receive note-taking assistance if they have difficulty taking notes during lectures.

    Access to Learning Support: The D.S.S. can connect students with specialised learning support tailored to their needs.

    Counseling and Wellbeing Services: Access to counseling services and mental health support to help students manage the emotional aspects of their lives.

    Orientation and Transition Support: Specialized orientation programs and transition support to help neurodivergent students adapt to university life.

  • Ireland has several pieces of legislation and guidelines focused on the rights, protection, and provision of services for disabled individuals. Below are some of the most important ones:

    Disability Act 2005: This Act promotes the rights of disabled individuals, ensuring that they are supported to achieve their full potential. It introduces statutory mechanisms to support the provision of services for disabled individuals.

    Education for Persons with Special Educational Needs (EPSEN) Act 2004: This Act makes provisions for the education of disabled children with additional or different educational needs and allowed for the establishment of the National Council for Special Education.

    Equal Status Acts 2000-2018: These Acts prohibit discrimination on several grounds, including disability, in the provision of goods, services, education, and accommodation.

    Employment Equality Acts 1998-2015: This legislation prohibits discrimination in relation to employment on various grounds, including disability.

    National Disability Inclusion Strategy 2017-2021: A comprehensive approach to improving the lives of disabled individuals, focusing on areas like education, employment, transport, and health.

    Assisted Decision-Making (Capacity) Act 2015: This Act provides a modern framework to support decision-making by disabled individuals.

    Irish Human Rights and Equality Commission Act 2014: This Act established the Irish Human Rights and Equality Commission, which plays a role in ensuring that the rights of persons, including disabled individuals, are upheld.

    These are some of the most pertinent pieces of legislation and guidelines related to disabled individuals in Ireland. However, this is not an exhaustive list.