Supporting younger autistic adults with a learning disability to engage with self-care and social participation activities
Supporting younger autistic adults with a learning disability to engage with self-care and social participation activities
Key messages:
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Person-centred planning is essential: Individualised, strengths-based plans that identify meaningful goals and interests are more effective than generic goal setting.
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Social participation opportunities should be genuinely welcoming, accessible, and sensitive to sensory needs.
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Technology can support independence but needs careful integration: Assistive technologies (e.g., video prompting, travel apps, augmented reality) show promise for improving self-care and daily living skills, but evidence is still emerging. Technology should be combined with person-centred support and tested in real-world contexts.
Reflective questions:
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How do you currently identify social participation opportunities or supportive self-care routines with a person with care and support needs? What barriers have you experienced?
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What is your experience of using technology to support people with routines or navigation in the community? How could you make sure it is inclusive and safe?
