Annual Professionals' Conference 2026: Session summaries
Below are summaries of all sessions taking place throughout the Annual Professionals' Conference 2026. If you're ready to book your place, you can do so on our conference booking page.
9am
Welcome by the chairs
Amanda Hind, Autism speaker, trainer and consultant, Amanda Hind Autism Training & Consultancy
Josh Fitzgerald, Managing Director of Education and Children’s Services, National Autistic Society
9.10am
Welcome address
Chris Packham, NAS Ambassador, Naturalist, TV presenter and photographer
9.20 - 10.10am
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Luke's concept of Autopia is an autistic utopia in which inequalities and disadvantages which most autistic people currently face become a thing of the past. In current times, Luke argues, autistic people are often classed as lesser human beings who frequently have to face discrimination and increased risk of serious harm – just for being autistic.
In the talk, he outlines where society is potentially going wrong and, subsequently, what steps can be taken to redress the balance. At times disturbing, at times optimistic, this is a talk that will at the very least get you thinking.
Short break - 10 minutes
10.20 - 11.10am
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The co-occurrence of Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder is increasingly recognised, yet dominant diagnostic and treatment frameworks continue to treat them as parallel or additive conditions.
This talk challenges that assumption, arguing that such models fail to reflect the developmental, clinical, and lived realities of individuals commonly described as AuDHD.
Drawing on extensive specialist clinical experience and emerging genetic, neurobiological, and phenomenological evidence, we advance the view that AuDHD is best understood as an interactional neurodevelopmental profile rather than a simple comorbidity. We explore how intersecting domains, including attention, sensory processing, executive functioning, emotional regulation, and social communication, interact in complex, non-linear ways, giving rise to presentations that are frequently masked, misinterpreted, or fragmented across diagnostic boundaries.
Morning break - 20 minutes
11.30 - 12.15pm
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This session will introduce the principles of neurodiversity-affirming practice in early childhood, challenging traditional, deficit-based views of child development. We will explore how to move beyond narrow notions of ‘normal’ play and learning, and instead recognise diverse pathways of development as valid and meaningful.
Drawing on the Diverse Pathways for Early Childhood project, Kerry will share insights into autistic play patterns, communication identities and regulation rhythms, highlighting how early educators can support children in ways that uphold dignity and autonomy. Participants will explore ways to resist neuronormativity in early childhood and cause some much-needed trouble in deficit-based systems.
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During this presentation, Sue Fletcher-Watson and Duncan Astle will deliver a pair of complementary and linked talks on transdiagnostic research and the neurodiversity paradigm. Professor Duncan Astle will introduce the concept of transdiagnostic work, explaining the motivations behind this kind of research enquiry. He will showcase some ways in which transdiagnostic research can be delivered and share cutting-edge findings from this work. This will be followed by Professor Sue Fletcher-Watson examining the benefits of transdiagnostic approaches for autistic people and practitioners, and how they align with the neurodiversity paradigm.
Together, the speakers advocate for less concern with people’s diagnostic status and instead a focus on innovative research that captures areas of shared need and potential, across diagnostic groups, to drive both fundamental discovery and more inclusive education and healthcare.
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The session will outline:
- prevalence of sleep problems
- the importance of identifying the sleep problem (12 possibilities) and applying appropriate approaches
- why sleep hygiene is useful and the two process model of getting off to sleep
- PDA issues and solutions
- attachment issues and solitons for the autistic population.
Lunch break - 1 hour
1.15 - 2pm
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This talk moves beyond traditional notions of inclusion based on adjustments, advocating instead for learning environments designed specifically for autistic strengths and needs. It explores how the purposeful identification and use of autistic strengths can enable engagement, learning, and wellbeing, particularly for learners with complex autistic profiles.
Drawing on research, practice-based evidence, and lived-experience-informed perspectives, the session highlights approaches that prioritise emotional regulation and psychological safety, harness interests and sensory preferences, and respect diverse communication styles. Challenging assumptions about ability, readiness, and engagement, the talk reframes participation as meaningful involvement in purposeful, relevant learning experiences.
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This session explores how the Low Arousal Approach can support children and young people who self-injure. Participants will understand self-injury as a stress-response and regulation strategy rather than deliberate misbehaviour. Learning outcomes include:
- recognising the role of arousal and invalidation in self-injurious behaviour
- applying low arousal principles to reduce distress and escalation
- developing reflective, empathetic responses that promote safety and dignity.
Attendees will gain practical tools for de-escalation, environmental adaptation and team consistency. These tools are supported by current evidence (2022–2025) linking empathy, validation and co-regulation to improved wellbeing and reduced self-injury.
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TBC
Short break - 10 minutes
2.10 - 2.55pm
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Learning objectives:
- gain a better understanding of how to fully engage learners, recognising the variety of needs
- be able to interpret regulation techniques and how to support or prevent dysregulation
- facilitate teachers to effectively validate and include neurodivergent learners
- feel confident to create impactful changes to classroom practices, enabling every member of the classroom to succeed
- learn skills to promote a positive and holistic classroom environment.
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AI chatbots and large language models (LLMs) are fast becoming part of everyday life, including for autistic and neurodivergent people seeking information, support or even companionship. This session will examine how these technologies intersect with stigma and mental health, drawing on my recent commentaries on these issues. We will explore both the exciting opportunities and the significant risks, and consider what professionals need to know to use AI responsibly in neuroinclusive practice. The talk will close by signposting Voices of neurodiversity: an inclusive encyclopaedia as a resource for key concepts and practical strategies.
By the end of the session, delegates will:- gain insight into how AI technologies are beginning to shape autistic people’s mental health experiences
- reflect on the ways AI can both challenge and reinforce stigma
- consider practical steps for using AI ethically within neuroinclusive practice
- be signposted to further relevant resources.
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Misconceptions about autistic people – especially non-speaking autistic people – abound. In this talk, I’ll describe how we have been collaborating with non-speaking autistic people to correct some of these misconceptions. I will offer examples from research we have conducted on communication, literacy and augmented reality. More accurately characterising the strengths and challenges of non-speaking autistic people is essential to creating environments where they can flourish.
Afternoon break - 15 minutes
3.10 - 3.55pm
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Based on Eliza Fricker's Sunday Times bestselling book Can't Not Won't, this will be a powerful talk about a child who faces ongoing struggles at school and the experiences of the family as they try to access support and navigate the systems for more understanding. Through empathy, patience and support, the talk urges educators and professionals to look beyond what they see and rethink ideas on why children may struggle, with the hope that there is a better way to support families before it reaches breaking point.
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Join Alexis Quinn, an autistic mother, for a session on parental mental wellbeing. Drawing from her book, Autistic and expecting (Reading Well for families list 2025), we will explore how mental health challenges for autistic parents often stem from a lack of neuro-affirming support, not an internal deficit.
This session equips professionals with person-centred strategies to prevent and support distress. We will discuss autistic burnout, shutdown and/or meltdown and what to do if autistic people develop mental ill-health. Learn how to provide helpful support that builds agency and self-determination, shifting the narrative to one of strength and possibility, enabling autistic parents to flourish.
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Autistic people from global majority backgrounds often navigate racism, culture and neurodivergence at the same time – yet our experiences are rarely centred in policy or practice. Drawing on research and my personal experience as an AuDHD South Asian parent and consultant, this session explores how intersecting identities shape access to diagnosis, support and belonging across education, work and family life.
Participants will gain:
- a richer understanding of marginalisation beyond “hard to reach” labels
- practical principles for neuroinclusive, culturally responsive practice
- reflective questions they can use with teams and services to co-create safer, identity-affirming spaces.
Short break - 10 minutes
4.05 - 4.50pm
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An exploration of the tools and technology Jamie uses to thrive. Going deep on the barriers Jamie faces, the tools he uses and how he chooses them.
This talk is filled with practical examples from daily life, sharing actionable insights across home, work and classroom environments. Leave the talk with a much better sense of how technology can be used to turn potential into reality.
On-demand sessions
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Autistic individuals spend most of their lives becoming older adults. Currently, though, autism research and practice do not reflect our experience. Considering the course monotropism plays in the autistic experience, this needs to be accounted for. The bigger focus of research aims to understand autism in children, which means that we know little about older adult autistic lives and the factors that promote our wellbeing (Edelson et al, 2025).
For those with higher support needs, studies show high rates of most psychiatric conditions and poorer mental health, with some physical health conditions and poor sleep quality (Stewart, 2024). Autistic people report more cognitive decline than those with fewer support needs. This group have been found to report high rates of childhood and adult trauma, including emotional neglect/abuse and sexual abuse, associated with high rates of post-traumatic stress symptoms. Health and medical interventions needed for our population need to be delivered differently as they consider our sensory (external and internal) needs, processing needs, accessibility needs and the autistic experience (Nicholas et al, 2025).
As individuals grow older, our lives and circumstances – including our reliance on particular services and supports – are likely to change. Yet, an understanding of growing older as an autistic person is almost absent from the research literature. This talk aims to answer questions concerning ‘why’ this is happening for older autistic people, addressing the need for foundational research on autism and suggesting that such understanding will contribute to lessening both poorer practical and mental health outcomes. We know we need better policies, more training of professionals and more funding for older autistic adults. This talk not only seeks to suggest why autism has not been understood, but what this means for older autistic adults and how best to understand us.
References:Edelson, S.M., Nicholas, D.B., Stoddart, K.P., Bauman, M.B., Mawlam, L., Lawson, W.B., Jose, C., Morris, R. and Wright, S.D. (2021). Strategies for research, practice, and policy for autism in later life: a report from a Think Tank on aging and autism. Journal of autism and developmental disorders. 51(1), 382–90. doi.org/10.1007/s10803-020-04514-3
Stewart, G. R. (2024). Ageing on the autism spectrum. The psychologist, 37(1-2), 68-70. Publicly available at: https://www.bps.org.uk/psychologist/ageing-autism-spectrum
Nicholas, D.B., Shafai, F., Edelson, S.M. et al (2025). Advancing care priorities for health and quality of life among older adults in the autism and/or intellectual disabilities communities: proceedings of an international Think Tank. BMC Proc 19 (Suppl 11), 15. doi.org/10.1186/s12919-025-00330-8
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Many autistic people have said that they find accessing healthcare difficult. Autistic people have also said that identifying their health needs and managing appointments with professionals can also be difficult. Health checks can identify important conditions that affect health and wellbeing and are available to people through the NHS. We co-designed a health check for autistic adults in partnership with autistic people, Primary Care staff and carers and supporters of autistic adults.
We then investigated whether health checks were acceptable to autistic people, and whether health checks improved health and wellbeing and social outcomes. We also evaluated whether it was feasible and acceptable to deliver in the NHS, and the costs of provision. We are now focused on discussions relating to NHS provision of health checks for autistic adults.
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This session will provide an update on the Government’s reforms to the SEND system through a neuroinclusive lens. The presentation will highlight current practices – what’s working, what isn’t and the implications of upcoming SEND reforms for professionals – focusing on reasonable adjustments, diagnosis and assessment, teacher training and inclusive mainstream education.
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This session invites practitioners to explore neurodiversity-affirming practice through a values-led lens. Rather than offering a checklist of ‘dos and don’ts’, it encourages critical reflection on the assumptions underpinning traditional models of support. We’ll explore shifts from compliance to connection, from deficit to difference and from intervention to collaboration. Attendees will be supported to consider how their language, goals and environments can uphold autonomy, dignity and authentic communication.
Outcomes:
- Understand key principles of neurodiversity-affirming practice
- Reflect on personal and systemic assumptions
- Identify opportunities to align practice with neurodivergent strengths and rights
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This session is an introduction to Family Law Advice for the Neurodivergent Community (FLANC) – a non-profit, cross-firm working group dedicated to breaking down barriers to justice for neurodivergent people within the child protection and family justice systems. This talk will showcase the tools FLANC has worked on and introduced since its launch in April 2024, which include the Family Justice Council guidance on neurodiversity for practitioners, All About Me documents for use within family cases and a mediation toolkit.
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Co-produced peer support for autistic young people: findings from the Autism Transition to Adulthood Groups (ATAG) feasibility trial
This session presents findings from a feasibility randomised controlled trial called the Autism Transition to Adulthood Groups (ATAG), which tested a six-week online peer group intervention co-produced with autistic young people and professionals. Designed to support wellbeing during the transition to adulthood, the intervention covered topics such as understanding autism, problem-solving and accessing services. 70 autistic young people aged 16 – 25 years were recruited and randomised to either the intervention or ‘care as usual’. Results indicated strong engagement, and positive feedback was received. The study also explored the current experiences of autistic young people, highlighting themes of inconsistent support, stressful transitions and autistic solidarity. Insights from the co-production process and practical resources from Ambitious about Autism will also be shared.
Learning outcomes:
- understand the value of peer support
- learn how co-production can shape effective, inclusive interventions
- explore evidence-based approaches to service design for autistic young people.