autism-friendly autism-friendly autism-friendly means being aware of social engagement and environmental factors affecting people on the autism spectrum, with modifications to communication methods and physical space to better suit individual's unique and special needs. overview "opening a window to the autistic brain." an autistic three-year-old pointing to the fish in an aquarium. individuals on the autism spectrum take in information from their senses as do neurotypical (non-autistic) people. the difference is they are not able to process it in the same manner as their neurotypical peers and can become overwhelmed by the amount of information that they are receiving and withdraw as a coping mechanism. additionally, it may be that an autistic person is actually taking in more sensory information and is merely overwhelmed by the sheer amount of input. as such, they may experience difficulty in public settings due to inhibited communication, social interaction or flexibility of thought development. knowing about these differences and how to react effectively helps to create a more inclusive society. it also better suits the needs of individuals with autism spectrum disorders. being autism friendly means being understanding and flexible in interpersonal conversation, public programs and public settings. for example, a person might think that someone is being rude if they will not look them in the eyes or does not understand cliches like "it's a piece of cake", when in fact there may be a reason for this. depending upon the individual's level of functioning, a person who hears "it's a piece of cake" may take that literally and not understand that what is really meant is "it will be easy". for someone on the autism spectrum, being in an autism-friendly environment means they will have a manageable degree of sensory stimuli, which will make them calmer, better able to process the sensory stimulation they receive, and better able to relate to others. communication and social interaction organizations interested in spreading awareness about autism and how to be autism friendly, such as the autism directory, have created training programs for communities to illustrate how people with autism may communicate or interact differently from neurotypical people, or people without autism. there are also suggestions for how to modify one's reaction to improve communication. some training examples are: when one finds out that someone may not be able to look them in their eyes, one should realize that they are not trying to be rude, and it is uncomfortable for them to do so. a person may have difficulty understanding clichés or figurative expressions and interpret a phrase literally. by speaking directly and factually, like saying "it's easy" as compared to "it's a piece of cake", one is more likely to understand the line. body language, facial expressions, gestures, and turning away from someone may be cues that are missed by an autistic person. this is another opportunity for one to be direct and factual, realizing that their body language or social cues may not be picked up. the person may have limited vocabulary or speech perception. patience is helpful here. allow time for the person to comprehend what was said. ask how you can help. if they use sign language or a symbol set to communicate, adapt as you are able. other pointers are: avoid making loud sounds; do not surprise them, let them know your plans; limit or avoid vigorous activities; and talk or engage in activities that they care about. environment some people with autism may be hypersensitive to changes in sight, touch, smell, taste and sound; the sensory stimulus could be very distracting or they could result in pain or anxiety. there are other people who are hyposensitive and may not feel extreme changes in temperature or pain. each of these has implications for making an autism-friendly environment. social factors there are several factors in creating a supportive environment. one of them is adherence to a standard routine and structure. since change of routine can be quite anxiety-producing for many autistic people, a structured, predictable routine makes for calmer and happier transitions during the day. another important factor is creating a low-arousal space. environments with the least amount of disruption will help autistic people remain calm. it is important to speak in quiet, non-disruptive tones and to use a physical space that has a low level of disruption. having a positive, empathetic attitude and ensuring consistent habits in work, school and recreational activities also help to minimize anxiety and distress and help an autistic person succeed. this is the spell approach: structure – positive – empathy – low arousal – links. social stories can be used to communicate ways in which an autistic person can prepare themselves for social interaction. physical space newport ty nant uses modern smart technology, autism-friendly design features and an autism-specific model of care to allow tenants to have more control over their lives. there are several ways that the physical space can be designed and organized to be autism friendly. it is important for rooms to be decorated with serenity in mind, like painting the walls with calming colors. thick carpeting and double-paned glass help to minimize distracting noise (e.g. noise pollution). materials within the rooms may be organized, grouped and labeled with words or symbols to make items easier to locate. topics daily life autism friendliness can have a significant impact on an individual's interpersonal life and work life, benefited by consistency across all areas of one's life. vacations as the break of routine in family vacations causes distress to some autistic people, many families may avoid taking vacations. steps can be taken to help make for a successful family vacation. one is sharing information like pictures or internet web pages. there are organizations that will make accommodations, if requested, to better manage common stressors such as uncertainty, crowds and noise disruption. this includes theme parks that allow people with autism to skip long lines and airlines or airports that may allow for a dry-run prior to the trip. another tip is to prepare prior to the trip so that there is a plan for managing boredom. theatre in the united states, the theatre development fund (tdf) created a program in 2011 to "make theatre accessible to children and adults on the autism spectrum". called the autism theatre initiative, it is part of their accessibility programs, and was done in conjunction with autism speaks, disney and experts who reviewed the performance for areas of modification. adjustments that have been named for the initiative include: quiet areas in theatre lobby, performance changes that reduced strobe light use and noise, and areas where people can go perform an activity if they leave the theatre. social stories, which explain what the experience will be like (such as loud noises, needing a break and moving through a crowd), were made available prior to the performance. these performances included lion king and mary poppins. on london's west end was the premiere of the first autism-friendly performance of wicked, on 14 may 2016. movie cinema going to a movie theater can be an overwhelming experience for someone on the autism spectrum. crowding as people queue up to buy tickets, loud movie volume, and dark theater lighting can all be sensory overload triggers that keep some autistic people from ever seeing movies at the cinema. some movie theaters are becoming more autism friendly: the lighting is adjusted so it is not so dark, the volume is reduced and queues are managed to prevent crowding. odeon cinemas in london has implemented such "sensory-friendly" nights. in the united states there are also "sensory-friendly" moviegoing experiences to be had through collaboration with the autism society of america. monthly, amc theatres (amc) will provide nights when people on the autism spectrum and their families may experience an autism-friendly movie night. the program is also intended for people with other disabilities whose moviegoing experience will also be improved in such a setting. santa claus in canada, malls operated by oxford properties established a process by which autistic children could visit santa claus at the mall without having to contend with crowds. the malls open early to allow entry only to families with autistic children, who have a private visit with santa claus. in 2012, the southcentre mall in calgary was the first mall to offer this service. the children are given a booklet explaining the process, and upon arrival at the mall are placed in a waiting area near santa claus before their visit "to ensure their comfort". education providing the best outcomes for a child on the autism spectrum may be difficult, complicated by each child's unique way of managing communication and interaction with others, associated disorders that make each child's situation unique, and emerging understandings of neurodiversity. teacher effectiveness can be optimized based upon their awareness of the differences along the autism spectrum, acceptance that each child is unique, engagement of the child in social and educational activities and employment of teaching methods that are found to be helpful with people with developmental disability. teachers play a key role in the success of a student on the autism spectrum by helping them to understand directions, organize tasks and support their achievements. one example is organizing and grouping materials together for activities in specific ways. teachers give students with autism extra time to answer when they ask them a question. children with autism take time to process information but they are listening and will respond. schools dedicated to being autism friendly, like pathlight school in singapore, designed their campus to offer students "dignity" in an autism-friendly environment. there the campus was architecturally designed, landscaped and the interior created with a simple color scheme. all of this helps to avoid triggering sensory overload. there is a high teacher to student ratio, a focus on nurturing, and a comprehensive life-skills training and education program. in regards to students who show a significant delay in acquiring academic and verbal communication skills, a parent may want to look into an applied behavior analysis (aba)-style placement for their child. according to autism speaks, aba can be defined as: behavior analysis focuses on the principles that explain how learning takes place. positive reinforcement is one such principle. when a behavior is followed by some sort of reward, the behavior is more likely to be repeated. through decades of research, the field of behavior analysis has developed many techniques for increasing useful behaviors and reducing those that may cause harm or interfere with learning. this is just one example of programming for students with asd. however, aba has been classed as abusive to autistics by the autistic community on many occasions and has led to many autistics developing ptsd. empathizing-systemizing theory empathizing-systemizing theory with video technology can be used to present information in an autism-friendly way that promotes understanding. for instance, computer applications or dvds of actors making facial expressions to inform how body language provides clues about how someone might be feeling. or, in the case of the transporters, interesting items like trains are used to wear faces, drawing in the viewer into the faces. justice and law being met with an individual in a dark uniform can be intimidating to a person with autism, particularly when they have been a crime victim or are injured. police and emergency responders may become frustrated, not knowing a person that they are talking to is autistic. the responders may not be communicating in a way that will create understanding and make the situation less stressful. a program has been launched in london, ontario, canada to enter information into a database about autistic people so that responding police and emergency personnel are notified when they will be meeting an autistic person and may then communicate in a way that increases understanding and makes the situation less stressful. autism alert cards, for example, are available for autistic people in london, england, uk so that police and emergency personnel will recognize autistic individuals and respond appropriately. the cards, which encourage autism-friendly interaction, have a couple of key points about interacting with people with autism. life events "neurotypical" people and those on the autism spectrum may have very different ways of communicating their feelings about life events, including: coping with illness, injury and recuperation dealing with dying and death incorporating rituals and traditions for managing life